Achievement-motivation Self-efficacy And Attitude Of Social Studies Students To Citizenship Education Course In Colleges Of Education South-west Nigeria

Citizenship education, which is the major focus of Social Studies, has been used extensively in re-shaping the orientations of Nigerians towards a virile, stable and an enduring democratic nation. However, Nigeria is yet to feel the impact of Citizenship Education that will promote unity among Nigerians. Hence, the need for students to have high achievement-motivation, high self-efficacy and positive attitude will help to comprehend and appreciate the main goals of Citizenship Education Course. Therefore, this study investigated Achievement-motivation, Self-efficacy and Attitude of Social Studies Students to Citizenship Education Course in Colleges of Education, South-west, Nigeria. The objectives of this study were to: (i) examine the levels of achievement-motivation; self-efficacy and attitude of Social Studies students to Citizenship Education Course; (ii) assess the relationship and contribution of achievement-motivation and self-efficacy to attitude of Social Studies students to Citizenship Education Course; and (iii) identify the relative contribution of each of achievement-motivation and self-efficacy to attitude of Social Studies students to Citizenship Education Course.rnDescriptive survey design of correlational type was adopted for the study. The population comprised 8,226 Social Studies Students from both public and private Colleges of Education in South-west, Nigeria. Multi-stage sampling procedure involving purposive, stratified and simple random sampling techniques was used to select 652 NCE III Social Studies students from 12 selected Colleges of Education in all the six States of South-west, Nigeria. Achievement-motivation Inventory by Mutee and Immanuel, (2009) and General Self-efficacy Scale by Schwarzer and Jerusalem, (1995) were adopted and adapted respectively while a researcher designed Questionnaire on Students’ Attitude to Citizenship Education Course was used in data collection for this study. The instruments were validated and tested for reliability using test re-test procedure which yielded reliability coefficients of 0.75, 0.87 and 0.79 respectively. Data collected were analysed using percentages and Multiple Regression at 0.05 alpha level.rnThe findings of this study were that:rni) 67% of the respondents had an average level of achievement-motivation and 54% had high level of self-efficacy;rnii) 81% of the respondents had positive attitude to Citizenship Education Course;rniii) achievement-motivation and self-efficacy were related to and contributed to students’ attitude to Citizenship Education Course at df = 2/649, F = 6.349 sig at 0.05;rniv) independent variables (achievement-motivation and self-efficacy) contributed (R2=0.23) to dependent variable (attitude of students to Citizenship Education Course); andrnv) self-efficacy relatively contributed (β=0.122) to students’ attitude to Citizenship Education Course in Colleges of Education better than achievement-motivation (β=0.062).rnThe study concluded that, achievement-motivation and self-efficacy are important factors of Social Studies students’ attitude to Citizenship Education Course in Colleges of Education. The implication is that, achievement-motivation and self-efficacy can facilitate the improvement of students’ attitude to good citizenship orientations and behaviours. The study recommended that, lecturers should endeavour to use learner-centred strategies to improve Social Studies students’ level of achievement-motivation and sustain their level of self-efficacy vis-à-vis their positive attitude in order to achieve the goals of Citizenship Education Course especially at the Colleges of Education level.

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