Abstract
This study investigated the extent of implementation of the Civic Education curriculum content in senior secondary schools in Osun State. It also determined the adequacy of curriculum content as provided in selected Civic Education textbooks in the schools. It finally assessed the adequacy, availability and utilization of the instructional facilities used for the teaching of Civic Education in schools. The study employed descriptive survey research design. The population of the study comprised Civic Education teachers, students, as well as textbooks and instructional facilities for the teaching and learning of Civic Education in secondary schools in Ife-Ijesha Senatorial District of Osun State. The sample consisted of 15 Civic Education teachers, 150 senior secondary school students and two selected Civic Education Textbooks in Osun State that were selected using multistage sampling technique. Three instruments were used for data collection. They are: Civic Education Textbook Content Checklist (CETC2), Teaching Assessments Form (TAF) and Instructional Facilities Checklist (IFC). Data collected were analyzed using frequency, percentage and One-Way ANOVA. The results showed that not less than 84.0% of the students agreed that the contents of Civic Education curriculum are relevant, whereas, percentage of students ranging from 85.3 to 100.0% indicated that the recommended textbook contents adequately covered the curriculum contents of Civic Education. The study concluded that Civic Education curriculum is well implemented in senior secondary schools classrooms in Osun State. Also, the selected Civic Education textbooks content are adequate to the senior secondary schools Civic Education curriculum in Osun State. Key words: Content analysis, civic education, secondary schools.  
Highlights
Education is a dynamic entity that requires dynamic approaches for actualization of its goal
This study investigated the extent of implementation of the Civic Education curriculum content in senior secondary schools in Osun State
The results showed that not less than 84.0% of the students agreed that the contents of Civic Education curriculum are relevant, whereas, percentage of students ranging from 85.3 to 100.0% indicated that the recommended textbook contents adequately covered the curriculum contents of Civic Education
Summary
Education is a dynamic entity that requires dynamic approaches for actualization of its goal. 2 Our values 3 Information and communication technology 4 HIV/AIDS 5 Teenage Pregnancy 6 Youth empowerment 7 Citizenship 8 Goals of Citizenship education 9 Characteristics of democracy The major pillars of democracy Human rights Responsibility of individuals, groups and government in UDHR Cultism Orderliness Respect for constituted authority Capitalist democracy Meaning and forms of political apathy Importance of Citizenship Education Meaning and forms of political apathy Popular participation Human Right Drug use and Abuse Prevention of drug abuse Drug law, enforcement and administration Responsible Parenthood Traffic Regulation Interpersonal Relations Inter-communal relationship Characteristics and categories of human right Fighting political apathy 32 Public Service Democracy Rule of Law Constitutional Democracy Human Trafficking Adequate Not Adequate. It is indicated in the result that the level of quality of classroom curriculum contents implementation during teaching/learning process of the teachers was high
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
