Journal of Educational Science and Research (JESR) ISSN 2278-495 Vol.2, Issue 2 Sep 12 1-11 TJPRC Pvt. Ltd., AN ASSESSMENT OF THE LEVEL OF INCULCATION OF THE VALUES OF NATIONAL SECURITY CONSCIOUSNESS BY SOCIAL STUDIES CURRICULUM OF NIGERIAN UNIVERSITIES 1 DAN. I. MEZIEOBI & 2 SAM.A. MEZIEOBI 1 Department of Social Science EducationUniversity of Nigeria, Nsukka, Nigeria 2 Department of Curriculum Studies and Educational Technology, ABSTRACT University of Portharcourt, Nigeria This study is aimed at finding out the extent social studies education curriculum of Nigerian University inculcates values for national security consciousness in the learner. undergraduate social studies students of University of Nigeria, Nsukka and Delta State University Abraka were used as the subjects of the study. Data in the survey were collected through a well structured and administered questionnaire. The result of the study showed that social studies provides knowledge that stimulates national security consciousness among others. Recommendations are drawn based on the findings of the study. KEYWORDS: Nigerian University, National Security Consciousness, Social Studies Curriculum. INTRODUCTION The inculcation of national security consciousness values in the learners in Nigerian Universities social studies programme is one of the laudable steps of training managers of national security and messengers of peace building for effective national development and cohesive harmonious co-existence of all the ethnic groups constituting the state of Nigeria. The primary essence of assured national security is for a nation to maintain its independence and assert its rules and policies effectively for the management of its domestic and external affairs without being undermined by opposing force of threat or power. National security consciousness amounts to equipping the learners with attitudes and values appropriate for promoting initiatives for national security fortification, which is a precursor for effective nation building. Developing nations threatened by incessant destabilizing internal domestic crises introduce programmes in the university curricula that are germane for sensitizing national security consciousness and management inorder to ensure political stability. After a thorough overview assessment of the national minimum standards of Nigerian universities social studies curriculum (1989), Mezieobi and Onyeanusi (11) assert that Nigerian universities Social Studies Curriculum was configured for high level manpower development, with the objectives of realizing the goals of national development. Mezieobi (12) further articulated the objectives of Social Studies education in Nigerian universities as
2 Dan.Mezieobi &Sam A.Mezieobi follows: instilling skills for national development and transformation, producing professionals for social research, developing spirit of national consciousness and attitudes for peaceful co-existence, to develop skills for social adaptation, creative reflective decision making among others. In addition, social studies curriculum at the university level is designed for citizenship education for civic responsibility, self actualization, industrialization as well as acceptability of unity in diversity peculiar to the Nigerian nation (Eboh & Ukpong, 1993). Adeyoyin (1994) categorized values as standard of evaluation which is personal and social. In order to ensure national security in Nigeria, the Federal Government has set up National Commission for Religious Affairs, the Presidential Retreat on National Security (1), the Presidential Retreat on electoral process and violence (2), the Special Security on oil producing areas (2), the Strategic Conflict Assessment by the Institute of Peace and Conflict Resolution (3) (Ibeanu & Luckham, 6). Mezieobi (8), Ikwumelu (9) and Nwaubani (9) accept that social studies inculcate desirable values for societal development, global interconnected and interrelated events, including the addressing of societal problems, specifically conflict resolution which is a major focus of national security. Omoogun and Enu (9) explained that university education is tailored at producing graduates who are intellectually equipped to deal with social challenges. Mezieobi (8) and Ezegbe (9) found that social studies has utilitarian values in solving challenging societal problems as threats to national security. Obanya (2) posits that relevant curricula offering will be targeted at societal needs, problems and aspirations. Uchendu (1997) remarked that social studies content and focus is attuned to inculcating values for peace education. Peace building (in social studies) education is to transform the destructive ways we deal with conflict to lead to more constructive outcomes (Akinde, 9:6). Stevahan in Adande (9) posit that conflict training infuse in the learner positive attitude towards conflict resolution as well as enhancing their academic performance. Similarly, Johnson and Johnson (1996) advanced that (Social Studies) students through conflict resolution and peer mediation programmes acquire mechanism for conflict resolution. By this exposure, students are enriched with skills of mediation and negotiation which are vital in constructive settlement of conflicts. In order to achieve effective teaching of national security issues in social studies education, Nwaubani (9) suggested that social studies education curriculum should further be enriched with peace education and lecturers capacity be enhanced through exposure to workshops, conferences and seminars which will enhance their instructional effectiveness. Abdulahi (1989) described corruption as the greatest obstacle to national development, Mezieobi and Ezegbe (8) perceive corruption among political heads in the country. The quest for peace, unity and co-existence among the various people that constitute Nigeria has been worsened by the spate of ethno-religious crises, unethical conduct in public offices and lack of national pride among many other ills (Ezeugwu, 9:198).
An Assessment of the Level of Inculcation of the Values of Nationl Security 3 Consciousness by Social Studies Curriculum of Nigerian Universities Mezieobi and Mezieobi (9) maintained that dependable national security machinery will not be sustained without empowering the masses economically, socially and averting food crisis. addition, the government must also establish a more just distribution of wealth and make equal opportunities for all (Otoghile & Idahosa, 1997:113). This study explored the extent social studies curriculum of Nigeria universities is adequate in inculcating values of national security consciousness in the learner. In OBJECTIVES OF THE STUDY The main objective of the study is to assess the level of inculcation of the values of national security consciousness by Nigerian universities. Specifically the study will: Examine the learning experiences (content areas) that can inculcate values of national security consciousness. Examine the extent to which the curriculum is inculcating values of national security. Identify the obstacles to inculcating values of national security consciousness in university students. Identify how the obstacles could be mitigated against. RESEARCH QUESTIONS The following research questions guided the study. What learning experiences in the curriculum can inculcate values of national security consciousness in the curriculum? To what extent is the social studies curriculum inculcating the values of national security consciousness in students? What are the obstacles to inculcating values of national security consciousness in students? How can the obstacles be mitigated against? METHODOLOGY Area of the study This study was carried out in University of Nigeria Nsukka and Delta State University Abraka, in the South East and South region of Nigeria. Population for the study The population for the study consists of all undergraduate studying social studies education in University of Nigeria, Nsukka and Delta State University Abraka. There are 1, students offering social studies in both universities as at June 9 (Source: field work). The respondents for the study were obtained from the Department of Social Science Education in the area of social studies, at both university Nigeria, Nsukka and Delta State university, Abraka. Sample and sampling technique students constituting 1% of the population of the study from both university of Nigeria, Nsukka and Delta State University were purposefully sampled. The sample of 6 students from both
4 Dan.Mezieobi &Sam A.Mezieobi universities was obtained proportionately from 1 level to level under graduate students. This was done to make for a fair representation of students in the study. Instrument for data collection A 51 item questionnaire on social studies inculcation of values for national security (SIVNS) was constructed by the researcher after a thorough review of similar instruments to guide the study. It also examined the curriculum of social studies curriculum of both universities and the National Universities Commission Bench Mark on Social Studies. The instrument was designed to answer the four research questions which provide solution to the problem of the study. Validation of instrument The drafts of the instrument was subjected to experts review, two social studies lecturers from University of Port-Harcourt and University of Benin, and a specialist in measurement and evaluation from University of Nigeria, Nsukka validated the instrument. Based on this some amendments were identified and suggestions were made which helped the modification of the final instrument used for the study. Reliability of the instrument The instrument of the study was pilot tested at the Abia State University Uturu with social studies undergraduates who were not the main respondents of the study. This helped in refining or throwing out double barreled or ambiguous items. The result of the test-retest method showed a reliability coefficient of.68 using Pearson product moment correlation. This was considered suitable for the study. Method of data collection The final instrument was personally administered by the researcher with the help of a field assistant. This helped in achieving a 1% retrieval of administered copies of the questionnaire. Method of data analysis Data collected were analysed using percentages and mean scores. Research questions 1, 3, and 4 were answered through percentages, while means scores was used for research question 2. Marks were awarded to respondents responses in this order for proper analysis and interpretation using the following scales. Very (VGE) = 4 (GE) = 3 Little Extent (LE) = 2 Very Little Extent (VLE) = 1 The bench mark for acceptance was 2.5. A mean score of 3.5-4. was accepted as very great extent, 2.5-3.49 was accepted as great extent, while 1.5-2.49 was little extent and.5-1. was accepted as very little extent.
An Assessment of the Level of Inculcation of the Values of Nationl Security 5 Consciousness by Social Studies Curriculum of Nigerian Universities RESULTS Research question one: What learning experiences in the curriculum can inculcate values of national security consciousness in the curriculum? Table 1: Learning experiences inculcating values for national security consciousness. S/No Item description Agree Disagree Total 1 Peace educational for national coexistence is advanced 9 75% 3 25% 2 Social studies courses substantially reflect issues on national security. 3 Positive attitudinal change towards other ethnic groups is part of the instruction. 64 53.3% 83 69.2% 4 It teaches national integration. 11 91.7% 5 Social studies education exposes the learner enough contemporary national security strategic issues. 53 44.2% 56 46.7% 37 3.8% 1 8.3% 67 55.8% 6 Citizenship education is the heart of social studies instruction. 98 81.7% 7 Environmental education is projected. 1 8 Governance and management of national economy is exposed. 9 Social studies is suitable for conveying knowledge on conflict resolution. 87 72.5% 1 1 Conflict resolution mechanism is learnt. 8 66.7% 11 It exposes conflict generating issues. 86 71.7% 12 Values for maintenance of democratic stability are taught. 99 82.7% 13 It teaches human relations education. 129 1% 14 It prepares the learner creative initiative for the maintenance of effective national security. 15 That security issues are interconnected in the globe. 1% 16 The state and its challenges for national existence are exposed. 22 18.3% 16.7% 33 27.5% 16.7% 33.3% 34 28.3% 21 17.5% % 84 7% 36 3% 1 17 Values for functional citizenship education are inculcated. 89 74.2% 18 Fortified national security stimulates effective nation building. 116 96.7% % 16.7% 31 25.8% 4 3.3% Based on generated data information all the items are positive that social studies curriculum of Nigerian Universities significantly inculcate learning experiences for sensitizing national security
6 Dan.Mezieobi &Sam A.Mezieobi consciousness in the learner. Only item 5 is slightly negative, as result showed that 55.8% of the respondents disagreed that social studies exposes the learner enough to contemporary national security strategic issues, while 44.2% are affirmative. It is therefore inferred from the data that contemporary national security strategic issues are not exposed to the learners in social studies classroom. However, the overall results suggests that social studies curriculum of Nigerian universities inculcate values for national security consciousness. Principal learning experiences derived from social studies instruction are skills of conflict identification and resolution, the need for positive human relations, creative intellect for maintenance of national security, functional citizenship education amongst others. The research finding is that there are enormous learning experiences for teaching national security in social studies instruction. Research question two: To what extent is the social studies curriculum inculcating the values of national security consciousness in students? Table - 2: Social studies curriculum inculcating of national security consciousness in students N = S/N Item description VGE4 GE 3 LE 2 VLE 1 Mean Decision 19 Social studies curriculum reflects adequate values on security consciousness 13 7 17 52 21 17 2.66 I am given assignment on national security issues 21 My lecturers lay emphasis on contemporary national security matters. 24 1 84 249 77 9 18 1 18 18 2.71 9 22 International security matters are taught 12 48 231 75 255 9 3.17 13 13 2.55 23 I am taught the essence of national stability through national stabilization 25 1 68 4 17 34 1 1 2.9 24 The university funds research on security matters. 25 I have undertaken field trip on security matters. 26 There are adequate published social studies text books on national security issues 1 27 Social studies graduates are catalysts for nation building. 17 85 6 6 29 87 73 219 28 56 51 12 18 36 8 8 1.25 72 72 1.57 3 3 2.16 12 12 2.93 Very Extent Little Extent Little Extent Little
An Assessment of the Level of Inculcation of the Values of Nationl Security 7 Consciousness by Social Studies Curriculum of Nigerian Universities 28 Social studies curriculum should be enriched because of its strategic importance in inculcating skills for national security consciousness. 62 186 18 36 Very Extent Great Grand mean 2.57 Generated data information in table 2, item 3 19,, 21, 22, 23, 27, 28, indicate that students acquire to a great extent values of national security consciousness from social studies instruction. The grand mean of 2.57 buttress that the extent of acquired values is of a great extent. However, items 24 (1.25), 25 (1.57) and 26 (2.16) showed areas of lapses in the inculcation of social studies curriculum. They are poor funding, poor exposure to field trips on security matters and inadequate published text books on security consciousness published by social studies lecturers. Research Question Three: What are the obstacles to inculcating values of national security consciousness in undergraduate students? Table 3: Obstacles to inculcating values of national security consciousness. S/No Item description Agree Disagree Total 29 The emergence of ethnic militia groups is a 89 31 threat to national security. 74.2% 25.8% 3 Ethno-religious crisis is inimical to national stability. 1% % 31 Unethical conduct of public officials is 117 3 antithetical to national stability. 97.5% 25% 32 Security issues are treated with utmost secrecy. 7 5 58.3% 41.7% 33 There is injustice in the distribution of national 11 1 wealth. 91.7% 8.3% 34 Corruption is against national security. 1% % 35 Lopsided leadership affects national security 113 7 stability. 94.2% 5.8% 36 Disagreement among political elites affects 9 3 national security stability. 75% 25% 37 Ethnic nationalism will affect consensus of citizens as a nation. 1% % 38 Contemporary issues on national security are 66 54 scarcely taught. 55% 45% 39 The state is not meeting the basic needs of the people. 1 16.7% The result confirmed all the items in the positive direction. It therefore can be summarized that top on the obstacles for realizing effective national security are: ethno-
8 Dan.Mezieobi &Sam A.Mezieobi religious, corruption, ethnic nationalism and unethical conducts of public officials, others are injustice in the distribution of natural resources, lopsided leadership amongst others. It can be deciphered from information data that there are obstacles against effective realizing of effective national security. Research Question Four: How obstacles to inculcating teaching of national security consciousness can be mitigated against? Table 4: How obstacles to inculcating teaching of national security consciousness can be mitigated against. S/No Item description Agree Disagree Total Cross-cultural education will instill values for national 9 75% 3 corporation. 25% 41 Social studies education should increase moral issues in its curriculum content. 42. Discipline is a veritable means of ensuring political order in our national life. 43 There is need for consensus among diverse ethnic groups of the state of Nigeria. 85 7.8% 15 87.5% 1 35 29.2% 15 12.5% 44 Active leadership with focus on the welfare of the masses. 9 75% 3 25% 45 Self realized development fortifies national security. 8 66.7% 46 Improvement of the welfare of the masses. 17 89.2% 47 Teaching contemporary strategic national security issues. 1% 48 Massive production of materials on national security. 1 49 Inculcation of patriotic education for national stability is ideal. 112 93.3% 16.7% 33.3% 13 1.8% % 16.7% 8 6.7% 5 Provision of basic infrastructure to the citizens. 9 75% 3 25% 51 Improving lecturers capacity on national security issues. 1% % Generated data information showed how obstacles to the effective teaching of national security issues through social studies instruction can be mitigated against. DISCUSSION ON FINDINGS Findings as shown in table 1 is related to the first research question which shows that social studies curricula in Nigerian universities is prominent in inculcating learning experiences. This findings agrees with Eboh and Ukpong (1993), Akande (9), Mezieobi and Onyeanusi (11), including Mezieobi (12) who postulated that social studies curriculum creates learning experiences on national
An Assessment of the Level of Inculcation of the Values of Nationl Security 9 Consciousness by Social Studies Curriculum of Nigerian Universities security consciousness after a review of the minimum national standards of social studies programme for Nigerian universities. The findings of the study with respect to research question 2, shows that valuable knowledge and information about national security is derived from social studies instruction. This is in consonance with the findings of Nwaubani (9), Omoogu and Enu (9), Mezieobi and Mezieobi (9) who found social studies as fit in conflict resolution, cementing of national unity and produce graduates to deal with Nigeria s social challenges as national security. In addition, Mezieobi and Ezegbe (8), Ikwumelu (9) found that social studies curriculum has peace foundations, interrelated events and utilitarian values which are ideal in inculcating national security consciousness in the learner. Table III based on the third research question shows that there are obstacles against effective realization of national security in Nigeria, which Abdullahi (1989), Mezieobi and Ezegbe (8) projected as wide spread corruption, while Ezeugwu (9) harps on religious intolerance amongst other social destabilizing acts. The study in answer to research question 4 found that national security in Nigeria can be improved through fair distribution of resources as upheld by Otoghile and Idahosa (1997) as well as Mezieobi and Ezegbe (8), functional training of lecturers through seminars, conferences and publications (Nwaubani, 9) and provision of basic infrastructure, inculcation of patriotic education for national stability, improving lecturers capacity on national security issues, enriching of social studies curriculum further with moral values are the dominant opinion of reviewed literatures cited in this study. RECOMMENDATIONS In the light of the findings of this study, the following recommendations are made. 1. The place of social studies education in inculcating learning experiences germane for national security consciousness calls for active private and public funding support. 2. The acquired values of national security consciousness by undergraduate students can be enhanced through improved teaching strategies. 3. Experts in social studies education should be encouraged to publish contemporary materials on national security. 4. Lecturers should improved their instructional skills on security matters through international conferences, seminars, workshops and comparative research studies. 5. Computer literacy education will improve the lot of both students and lecturers on security matters. 6. Social studies should be offered at the school certificate level in order to motivate and sensitize the learning experiences of the growing youth on the strategic relevance of national security consciousness education.
1 Dan.Mezieobi &Sam A.Mezieobi CONCLUSIONS The conclusions based on the result of this study are that the existing social studies curriculum of Nigerian universities is ideal for creating learning experiences fit for inculcating national security consciousness. Students are equipped with requisite information, knowledge and skills for inculcating values for national security consciousness. There are identified obstacles against the inculcating of national security consciousness values in Nigerian social studies classrooms. These obstacles can be mitigated against through teaching contemporary strategic national security issues, improving lecturers capacity on national security issues amongst others. REFERENCES 1. Abdullahi, A. (1989). Corruption: The greatest obstacle to national development. In F. Odekunle (ed) Nigeria: Corruption in Development. Ibadan: Ibadan University Press. 2. Adeyoyin, F. A. (1994). Values clarification in social studies. In K. A. Mezieobi (ed) Concerns and Insights in Social Studies Education in Nigeria. Onitsha: Outrite publishers. 3. Akande, B. S. (9). Understanding Conflict: A curriculum offering and peace builder s view point. Nigerian Journal of Curriculum Studies. 16(3), 6-68. 4. Eboh, S. & Ukpong, D. E. (1993). Social studies at the tertiary education level. Nigerian Journal of Social Studies Review 2(1), 44-49. 5. Ezegbe, B. N. (9). Teachers perception of the utilitarian Values of JSS Social Studies Curriculum as a social change process in Nigeria. Nigerian Journal of Curriculum Studies. 16(3), 248-257. 6. Ezeugwu, K. U. (9). Peace and co-existence in Nigeria: The Curriculum Planning and Implementation task. Journal of Curriculum Studies. 16(3), 194-199. 7. Ibeanu, O. & Luckham, R. (6). Niger Delta Political Violence, Governance and Corporate Responsibility in a Petro State. Lagos: Centre for Democratic Studies. 8. Ikwumelu, S. N. (9). Global Education in contemporary social studies: some curricular issues Nigerian Journal of Curriculum Studies 16(3), 8-215. 9. Johnson, D. W. & Johnson, R. T. (1996). Conflict resolution and peer mediation programms in elementary and secondary schools, A review of the research. Review of Education Research. 66(4) 459-56. 1. Mezieobi, D. I. (12). Social studies an Introduction. Unpublished material.
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