(A CASE STUDY OF IZZI LOCAL
GOVERNMENT AREA)
A Project Presented To The Department Of
Physical And Health Educating Of National Teachers Institute Kaduna, Girls’
Hiah School Abakaliki Study In Centtre Partial Fulfillment For The Award Of The
Nigeria Certificate In Education (N.C.E)
ABSTRACT
The indispensable role of information and communication
technology ie the information age or the internet age cannot be overemphasized
societies that have harnessed the benefits of this social tool, are the ones
considered to be to be peaceful developed and progressive.
This research work
was on the Citizenship Education in the information age: challenges and
enhancement strategies: a case study of Izzi Local Government Area. The major
instrument for data collection was the questionnaire. The research used the
Likert scale method of data analysis. A total of 100 respondents were used. The
research recommends that; the ice should be used to teach the learner at all
levels to boast teaching and learning of responsible citizenship. The ice
should be used to teach the learner at all level to boost teaching and learning
of responsible citizenship. The inclusion of citizenship education via the ret
at private and public agencies and institution. The use of ICT in political
sensitization, education and religious education in order to create a peaceful
society.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Citizenship education is the study of the legal right in relation to
the ways in which a citizen behaves as he craves to help his community.
Citizenship education is a new subject in the Nigeria secondary school
curriculum. A cursory look at Nigerian history shows a lot socio-economic and
political reforms taking place. Yet the national civic, political and economic
landscape remained beset by the same age-old problems that have always hindered
nation at development Nigeria Nation has been (and still being characterized of
ethnic chauvinism religious dashes, social and civil crises. These bedeviling
problems call for urgent attention. Critics and analyst have conterminously
advocated for civic education at all levels of education particularly at
secondary level-federal government has hearkened and headed to such clarion
call by introducing civic education in school’s curriculum.
Citizenship
education is a dynamic subject. As a subject and also art, it is located and
practiced in the social environment where change is constant. In the
information age, the learner is prone to myriads of data with some having both
positive and negative.
This
study is on citizenship education in the information age: challenges and
enhancement strategies – A case study of
Izzi Local Government Area.
1.2 Statement of the Problem
Citizenship
education in the information age has it challenges and setbacks. The study
intends to investigate how the information and communication technology (ICT)
can help to boost or mar the social responsibilities of individuals in the
school and society at large
1.3 Purpose of the Study
The purpose of the study which was on citizenship education in the
information age challenges and enhancement strategies a case study of Izzi
Local Government Area of Ebonyi State.
The
purpose of this study include;
a. To
understand the role of ICT in citizenship education.
b. To highlight the challenges of ICT in citizenship education.
c. To explore enhancement strategies for citizenship education
in relation to ICT
1.4 Research Questions
The following research questions guided the research
a. What
is the impact of the information age (ICT) on citizenship
education
b. What are the benefits of the information age (ICT) on
citizenship education
c. What enhancement strategies can boost citizenship education
in our schools and communities.
d. What are the major challenges to citizenship education in
the information age
1.5 Significance of the Study
This research work which is on citizenship education in the information
age challenges and enhancement strategies – a case study of Izzi Local
Government Area of Ebonyi State, has a lot of significance.
a. It would help the government to understand the need to
encourage the citizens to embrace the ICT age.
b. It would help the individual to be current with present day
realities and be able to make references and inferences.
c. It would help educational planners and policy implements to
explore ways of making computer studies a permanent feature in our schools
d. It would also encourage private individuals and agencies to
partner with schools and governments on how to boost computer literacy as it
relates to citizenship education
1.6 Scope of the Study
This study which was on citizenship education in the information age:
challenges and enhancement strategies was supposed to cover the nook and
crannies of Ebonyi State but was limited to Izzi Local Government Area of
Ebonyi State.
CHAPTER TWO
REVIEW OF RELATED
LITERATURE
2.0 This
chapter reviews the related literatures on citizenship education in the
information age: challenges and enhancement strategies; under the following
subheadings;
- What
is citizenship education?
- Citizenship
education and the information age
- Challenges
to citizenship education in the information age
- Enhancement
strategies
- Conclusions
and summary
2.1 What is Citizenship
Education?
Education in the context of citizens and civic education. Education is
the process of transmitting what is valuable in the sense of what is desired to
relevant public who are the beneficiaries of that purpose. The centre of
gravity in the educative enterprise then is organized around socialization of
participants into cultures of knowledge considered as foundation for the
desirable, the worth while and the valuable.
Subsequently,
dispute arises as to the content of these categories. Whatever they are,
whatever their content they constitute the purpose of education an adequate
discussion of education with a view to define or even describe it, must set on
the basis of this type of thing – the purpose. The purpose of education seems
then, in an organic way to be linked to its content and meaning and even
method. But inspite of the purpose contrived and the methods adopted, the
educative process is a perennial one spanning its perception as a life – long
affair.
Julius
Nyerere (1985) maintained that the educative process within any social
continuum serves to reinforce the social ethics of the social order from which
it necessarily springs. It is within this context that the educational system
produces the man that is adequate to its needs and desired by it. Thus any
social order adopts an educational system that conduces to its survival and
whose principles are consistent with the under – girding values for its growths
and development. Citizenship education is the preparation of individuals to
participate as active and responsible citizens in a democracy civic education
is key to grow a positive and dynamic citizenship participation space in the
polity. Criticality of citizenship education also lies in the equally important
role of effective citizenship recruitment it is the most powerful instrument
available to the state to engage and Implement programs of value reorientation
in the social carder. The following statement by Thomas Jefferson expresses the
rational and summaries the province of civic education.
“I
know of no safe depository of the ultimate power of society but the
people themselves and if you think them not enlightened enough to exercise
their control with a wholesome dedication; the remedy is not to take it from
them but to inform their discretion.
Citizenship
education is a social phenomenon that is historically specific. This is so in
respect to its essential contends. Its total burden includes, but is not
exhausted by those conditions and processes that produce outcomes in the
internalization perpetuation and propagation of citizenship consciousness,
moral, social and political obligations and role expectations in the society.
It is also the externalization and deployment of this type of consciousness to
enable full participation in the dynamic of citizenship in the state. From the
east stages in the historical development of the society specifically, that is,
with the emergence of the state. The education of the citizen into socially
correct roles has been an item of high ranking challenge and priority. In a
state characterized by social inequality there exist different conceptions of
what are correct citizenship roles for the different social classes within each
state. This in unrequited differential items of curricular content Plato’s view
in this regard is guardian class, the rulers, who hold the highest from of
citizenship in the state citizenship them into role of leaders. The goals of
citizenship education were specific and targeted on their historical roles
Lower echelons of citizenship were available and occupied by merchant teacher
and consent; etc citizenship as a term is a word which defines the legal right
as it belongs to a particular country. It also means the state of being a
citizen and accepting ways in which a citizen behaves, for instance, being
responsible and helping his community. Citizenship Education therefore is the
study of the legal right in relation to the ways in which a citizen behaves as
he craves to help his community. Citizenship education is that which enables
people to make their own decision and to take responsibility for their own
lives and their communities. Citizenship Education is move than a subject
because it is an important opportunity especially for students, to explode
their social and political vices If it is taught well and tailored well to
local needs, its skills and values will enhance democratize life for all
citizens, both rights and responsibly,
beginning in schools and radiating out citizenship Education is targeted
at young people so that they can leave school with an understanding of
political, legal and economic functions of adult society and with the social
and moral awareness to thrive in it citizenship education is essential for
preparing young people for our shared
democratic life .This is why it involves trying to fit everyone into the
same mould or about creating “models” or good citizenship education but
demonstrate it through the way the operate.
2.2 Citizenship Education and the
information Age.
In
many democratic societies today, citizenship education has become a major
feature in the school curriculum and programmer’s citizenship education can be
defined as educating children from earthy childhood, to become clear- thinking
enlightened citizens who participate in decision concerning society. In Nigeria, the concept and principles of
citizenship education are embedded in social studies programs of the primary
and junior secondary schools. In the United States, it citizenship education in
Britain, Scotland, Germany
and Australia. As a relatively new curriculum subject,
there is at the moment, considerable scope for the development of useful
curriculum content. There is also work to be done to do research on the
effectiveness of particular pedagogical approaches and particular types of
resources ways of communicating issues around citizenship that can reach the
citizens to be developed one way is through information and communication
technology. ICT offers method to support and promote active citizenship ICT can
be used as a souse of in formation and to engender discussion in citizenship
education. In information age ICT can be a topic in citizenship education and
in a world saturated with midis messages, some of which produce strong
language, box and violence, ICT can be used for training students in the skills
of analyses for evaluation these messages citizenship education is specifically
recognized by the government of Nigeria as a vehicle for the building of his
rights and privileges but also of his duties. However, it is regrettable that
this great expectation of the nation is far form being attained.
2.3 Challenges to Citizenship Education the
Information Age
The good
citizen is visualized as possessing certain desirable attributes namely looking
at things with a democratic slant; believing in decency and fair play for be
arcane and respect for other; commitment to an acquisition of the custom,
traditions and nationalistic ideals of his country; a be life in the idea of
progressive improvement of society; a destine to promote the general welfare
and be pledged to raise and safe guard standards of vernal education (Beard,
1932) Further, according to Beard (1932) the good citizen is usually expected
to exhibit the following characteristics, an appreciation of the nature and
laws of social life; a display of intelligent and genuine loyalty to high national ideals; a possession of a
sense of loyalty and a sense of responsibility of the individual as a member of
social groups; a display of loyalty and a sense of obligation to his city,
state nation and to the human race; and a possession of the intelligence and
the will to participate effectively other promotion of social well being other values and
behavioral objective which derive from
these attributes and characteristics of a good citizen centre on the following;
“a display of shared responsibilities for the common good of compassion for the
less fortunate” cherishing a sense of responsibility.
Citizenship education in the information age is
hampered by a lot of issue like the following the foremost target of the
information age has always been speedy communication and it has excelled way
beyond the expectations. Newer innovations are only going to make it faster and
move retable. The internet has been defined as a collection of various services
and resources (Ahoyamin 1985) Although many people still think e-mail and world
wide web as the principle constituents of internet there is lot more in store,
than e-mail, chartrooms, celebrity web sits and search engines
(a) Lack
of trained personnel: the absence of trained personnel in the use of
information and communication technology to boost citizenship has always
hindered progress
(b) Lack
of relevant text book; the needed text books that are needed to boost the
teaching and leering of citizenship education has not been there.
(c) Non
–inclusion of ICY in the curriculum of school for frames –The exclusion of ICY
form the Curriculum of school programs have after the development of the
studies.
2.5 Enhancement Strategic
The use and role of the internet is an entitle for a
study in our present day society. A lot of enhancement strategies can be
employed so as to boost this study thereby ensuring a strong and functional
citizenship education.
These include,
the use of qualified personnel adequate provision of qualified facilities in
schools; rearmament of teachers.
2.6 Summary
Having reviewed some relevant texts this
research summaries with the notion that citizenship education is the pivot of
modern societies and should not relegated in the theoretical platform only
CHAPTER THREE
METHODOLOGY
This chapter contains a description of the procedures
adopted in carrying out the research. It includes the following
_
Design of the study
_ Area
of the study
_ Research
population
_ Sample
and sampling technique
_ Instrument
for data collection
_ Validation
of the instrument
_ Method
of data collection
_ Method of data Analysis.
3.1 Design of the study
This is a study which is
designed to cover the issue
Citizenship education in the information Age .Challenges and enhancement
strategies. The research was basically a descriptive survey research.
3.2 Area of study
The research was conducted in Izzi local Government
Area of Ebonyi State and some selected Secondary School in the area Sampled for
the research they are basically fifteen (15) secondary school in all.
3.3 Research Population
The
target population for the research consists of 100 respondents drawn from ten
(10) secondary school selected from the several autonomous communities in Izzi
Local government Area. This population is made up of teachers, students,
educationists, supervisors of schools e.tc.
3.4 Sample and Sampling Technique
The researcher made use of a stratified random
sampling technique in the selection of the sample population which is made up
of 100 respondents.
3.5 Instrument for Data Collection
The researcher used questionnaire as the main
instrument for data collection. The questionnaire is made up of two sections A
and B. section A was used to illicit information on the personal background of
the respondents which section B was used to answer the four research question.
The questionnaire was construed in the like of type, four – point rating scale
and analyzed with mean scones. This was however augmented with unstructured
oral interviews and observation. The researcher also reviewed books, articles
and journals relating to the project topic.
3.6 Validation of the Instrument
After designing the questionnaire, the researcher sent
it to the project supervisor who proof read it and finally face validated it
for production and administration
3.7 Reliability of the Instrument
The questionnaire was administered to 20 respondents
in the sampled area to establish its reliability the result obtained from the
reliability test showed that the items on the questionnaire could be understood
and easily related by the respondents.
3.8 Method of data Collections
A total of 100
copies of the questionnaire were constructed. The researcher went round,
distributed them and collected the completed copies for analysis. The researcher
also sought the seasoned opinions of experts in the area through books,
articles and journals relating to the project topic.
3.9 Method of data Analysis.
Data collected were analyzed using the liker-type four
point rating scale and values assigned to them as follows;
_ Strongly
Agree (SA) _ 4 points
_ Agree
(A) _ 3 points
_ Disagree
(D) _ 2 points
_ strongly
disagree (SD) _ 1point
This mean of
the above score was obtained using formula
_ = ∑ FX
X N
In order to arrive at an acceptable result; the raw
scores were collected, organized and analyzed thus;
Mean=
4+3 +2 + 1
4
= 10
4
= 2.5
From the
workings above, any mean score below 2.5 was regarded as disagree while any
mean from 2.5 and above was regarded as agree.
CHAPTER FOUR
PRESENTIATION
AND ANALYSIS OF DATA.
This chapter contains the analysis of data collected based
on research questions in tables:
Research
Question 1
What is the Impact of the information? Age (ICT) on
citizenship Education. The responses of the respondents are presented in the in
the table 1 below
FREQUENCY AND WEIGHT COUNT