Personal Integrity And Patriotic Attitude As Correlates Of Social Studies Students Performance In Citizenship Education In North-central Nigeria

Personal Integrity (PI) and Patriotic Attitude (PA) are core values of democratic citizenship and value education from the components of Civic Education curriculum. Citizenship Education (CE) as a core of Social Studies Education was introduced to address the inculcation and promotion of these attitudes and values. Despite the long introduction of Citizenship Education, research findings revealed that Social Studies students are high on cognitive domain (knowledge of the subject-matter) but very low and weak on the affective aspects of the subject which is premised on values and attitudes. This study therefore, examined PI and PA as correlates of Social Studies students’ performance in Citizenship Education in North-central, Nigeria. The objectives of the study were to: (i) examine the PI profile of Social Studies Students’ in North-central, Nigeria; (ii) identify the PA profile of Social Studies Students’ in North-central, Nigeria; (iii) examine the performance of Social Studies Students’ Performance in Citizenship Education in North-central, Nigeria; and (iv) determine the correlation among PI, PA and Social Studies Students’ Performance in Citizenship Education in North-central, NigeriarnSurvey design of correlational type was adopted for this study. The population of the study was all NCE Social Studies students in North-central, Nigeria. The target population was 2331 NCE 3 Social Studies students where multi-stage sample procedure was used in the selection of sample. Simple random sampling technique was used to select three states and three Colleges of Education out of fourteen. A sample of 750 respondents was selected using simple random sampling technique. The research instruments were three: namely, two adapted questionnaires tagged “The Integrity Scale”-TIS [18-36(Low), 37-54(Moderate) and 55-72 (High)] and the “Patriotic Attitude Scale”-PAS [20-50(Negative Attitude) and 51-80(Positive Attitude)] and a researcher-designed “Citizenship Education Performance Test”-CEPT [0-44(Poor), 45-49(Fair), 50-59 (Good), 60-69(Very Good) and 70-100(Excellent)] benchmark range of scores. The Cronbach Alpha was used to determine the reliability of the instruments. The reliability coefficient obtained for the instruments were 0.67, 0.71 and 0.82 respectively. Data were analyzed using percentages and multiple regression statistics at 0.05 level of significance.rnThe findings of the study were that:rni. average number of the Social Studies students have a moderate level of PI (50%);rnii. Social Studies students have a pattern of positive PA (73.3%);rniii. performance of Social Studies students in Citizenship Education was poor (Mean=36.2); andrniv. there was a significant relationship among PI, PA and Social Studies students’ performance in Citizenship Education (R2 =10.7%); while PI made a significant individual contribution to Social Studies students’ performance in Citizenship Education (β =32.4% and t =92.73% respectively) but PA did not.rnThe study concluded that PI and PA correlated significantly with Social Studies students’ performance in Citizenship Education in North-central, Nigeria. This implies that PI and PA are related to performance in Citizenship Education among Social Studies students especially at the NCE level. The study recommended that PI and PA be promoted through value education workshops and seminars among students.

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