Evaluating Social Studies Curriculum Implementation for Enhancing Social Stability in North-Central Nigeria: The Teachers Perspective

Abstract

This study evaluated teachers’ perceptions of the implementation of the Social Studies curriculum for enhancing social stability in North-Central Nigeria. A descriptive survey design was used for the study. The population of the study consisted of all Upper Basic School Social Studies teachers across North-Central Nigeria from were a sample size of 336 was drawn. The sample size was derived using Krejcie and Morgan sampling size determination table. Self- designed questionnaire was used to collect data from respondents. Descriptive statistics (mean, standard deviation) and inferential statistics (independent samples t-test) were used for data analysis. Findings revealed that teachers perceived the Social Studies curriculum as effectively tailored toward social stability, with well-structured content on peace, conflict resolution, and cultural integration. However, a significant gender-based difference emerged in teachers' perceptions of curriculum objectives (p < 0.05), while no significant location-based difference (urban vs. rural) was found in their views on content implementation (p > 0.05). The study concludes that while the curriculum is well-designed, targeted teacher training and periodic content reviews are essential to maximize its impact on social stability. Recommendations include regular workshops for teachers and curriculum updates to address contemporary societal challenges.

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