Effects of Community Resource Persons on Senior Secondary School Students Interest and Achievement in Civic Education in Mikang Plateau State

Abstract

This study examined the effects of Community Resource Persons on Senior Secondary School II students’ interest and achievement in Civic Education in Mikang Local Government Area of Plateau State, Nigeria. The study was anchored on Social Constructivism theory and adopted a quasi-experimental non-equivalent control group design. The population comprised 622 SS2 students, from which 120 intact students were purposively selected from two secondary schools and assigned to experimental (CRP-based instruction) and control (conventional teaching) groups. Data were collected using the Civic Education Achievement Test and the Students’ Interest towards Civic Education Questionnaire . Validity was established through expert review, while reliability coefficients of 0.69 were obtained for both instruments. Pre-test and post-test data were analyzed using Analysis of Covariance at the 0.05 level of significance. Findings revealed a significant difference in post-test interest between the experimental and control groups, F(1,125) = 110.200, p < .05, with a large effect size (?2 = .469). Similarly, a significant difference was found in post-test achievement mean scores, F(1,125) = 111.117, p < .05, also with a large effect size (?2 = .471). The pre-test scores did not significantly influence the outcomes. The study concluded that the use of Community Resource Persons significantly enhances students’ interest and achievement in Civic Education by linking classroom instruction to real-life civic experiences. It was recommended that teachers, school administrators, and curriculum planners should integrate CRPs into Civic Education teaching to promote meaningful learning and active citizenship. CRPs into Civic Education to improve learning outcomes and foster responsible citizenship

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