Browsing by Author "Omolayo Ayodele OGUNNIYI"

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    National Values Awareness and Civic Responsibilities of Teachers as Determinants on Character Development among Social Studies Students in Public Secondary Schools in Oyo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Omolayo Ayodele OGUNNIYI
    National values and civic responsibilities are essential components that contribute significantly to character development. However, there has been a growing concern over the increasing prevalence of negative behaviours such as bullying, cheating, disrespect, and harassment particularly among secondary school students. These behavioural issues have become widespread and pose a serious challenge to the effectiveness of character development within the school system. This study investigated national values awareness and civic responsibilities as determinants on character development among Social Studies students in public Secondary Schools in Oyo State, Nigeria. A descriptive survey. The study's population included 625 public junior secondary schools, 875 Social Studies teachers, and 15,360 students in JSS 2 across Oyo State’s three senatorial districts. A multistage sampling technique was applied. The sample included 276 schools, 382 teachers, and 2,682 students. Data were collected using two self-constructed questionnaires: the "Character Development of Social Studies Students Questionnaire (CDSSSQ)"( =0.838) and the “Teachers Awareness of National Values Civic Responsibilities Questionnaire (TANVCRQ)”( = 0.805). Descriptive statistics, were used to summarise demographic data and answer research questions. Pearson Product Moment Correlation and Multiple Regression Analysis were employed to test hypotheses at a 5% significance level. The results revealed that teachers possess a high awareness of national values, with an overall mean of 3.49. Teachers demonstrated high awareness in promoting tolerance (mean = 3.44), responsible citizenship (mean = 3.60), and justice (mean = 3.46), reflecting their commitment to fostering acceptance, fairness, and civic responsibility. Awareness of civic responsibilities was similarly high, with a mean score of 3.41. Teachers consistently encouraged volunteering and community engagement (mean = 3.66) and emphasised law-abiding behaviours (mean = 3.44), underscoring their commitment to civic duty. Students reported high character development levels, with an overall mean score of 3.18. Teachers’ focus on honesty, integrity, and empathy was instrumental, with honesty scoring the highest (mean = 3.53) among students’ character traits. However, empathy and social responsibility displayed moderate scores (mean = 3.21 and 3.05). There was significant relationship between teachers' awareness of national values and students' character development (r = 0.222, p < 0.05) and between civic responsibilities awareness and character development (r = 0.218, p <0 .05). The joint contribution of national values and civic responsibilities awareness was statistically significant (R = 0.242, R² = 0.058, F =76.769, p < 0.05), explaining 5.8% of the variance in students' character development. Additionally, teachers’ awareness of national values (β = 0.139, p < 0.05) and civic responsibilities (β = 0.127, p < 0.05) were significant predictors of character development. A t-test showed that male students displayed slightly higher character development than females (t = 2.604, p < 0.05). The study stressed the critical role of teachers' awareness of national values and civic responsibilities in shaping students' character, continuous professional development for teachers in civic education to enhance consistency was recommended. Keywords: Character Development, Teacher’s Awareness, National Values, Secondary School Students Word Count: 494