Assessing the Implementation of Social Studies Curriculum for National Development in Upper Basic Schools in North-Central, Nigeria

Bishara; Anita Ayuba Ph.D; Prof. M. M. Jarimi

doi:10.56201/ijee.v12.no.2.2026.pg200.206

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Assessing the Implementation of Social Studies Curriculum for National Development in Upper Basic Schools in North-Central, Nigeria

Bishara, Anita Ayuba Ph.D, Prof. M. M. Jarimi

Abstract

This study investigated the implementation of the Social Studies curriculum for national development in Upper Basic schools in North-Central Nigeria. The research investigated the extent to which Social Studies teachers achieve the curriculum's objectives and how effectively its contents are being taught to foster national development. The descriptive survey research design was adopted for the study. A questionnaire was used to collect data from 337 Social Studies teachers who constituted the population sample for the study. The findings revealed that while teachers effectively implement the curriculum's objectives, key content areas crucial for national development, such as civic values and social skills, are not adequately emphasized in the classroom. Hypothesis testing showed a significant gender difference in teachers' assessment of curriculum implementation, but no significant variation based on age. The study concludes that despite the potential of Social Studies to promote national cohesion and development, gaps remain in translating curricular goals into tangible societal outcomes. The study recommended regular teacher training and a stronger focus on practical, value-driven content to enhance students' civic responsibility and patriotism all geared towards national development in Nigeria as a nation.

Keywords

Social StudiesCurriculum ImplementationNational DevelopmentUpper Basic SchoolsNigeria

References

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Assessing the Implementation of Social Studies Curriculum for National Development in Upper Basic Schools in North-Central, Nigeria

Abstract

Keywords

References

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