Study of the Adequacy of the Social Studies Curriculum in Promoting Civic Values Among Junior Secondary Students in Kano State

Social Studies education carries responsibility for developing civic consciousness, democratic values, and national identity in Nigerian youth, and evaluating how effectively the curriculum fulfils this role in the specific social context of northern Nigeria is important for curriculum policy. This study assessed the adequacy of the Social Studies curriculum in promoting civic values among Junior Secondary School students in Kano Municipal and Nassarawa Local Government Areas, Kano State, North West Nigeria. A descriptive survey design was employed, with questionnaires administered to 180 Social Studies teachers and 360 JSS3 students. A civic values knowledge test was also administered to students. Results showed that the curriculum was rated as adequate in covering knowledge of civic rights by 54.4 percent of teachers but inadequate in promoting active civic participation behaviours by 71.1 percent. Student civic values test scores showed a mean of 52.4 percent, indicating moderate attainment. Most teachers (63.9 percent) relied solely on textbook instruction, limiting experiential civic learning. Community service and civic action components of the curriculum were implemented by only 19.4 percent of teachers. Gender differences in civic values scores were not statistically significant. The study concludes that the Social Studies curriculum shows informational adequacy but limited effectiveness in translating civic knowledge into values and behaviour. Recommendations include participatory civic pedagogy training, school-based civic action projects, and textbook revision to reflect contemporary Nigerian democratic experiences.

Keywords: Social Studies curriculum, civic values, junior secondary, Kano State, civic education