Influence of Insecurity on Social Studies Teaching and Learning among Primary Schools in Jibia Local Government Area of Katsina State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026379Abstract
This study examined the effects of insecurity on Social Studies education in primary schools within Jibia Local Government Area, Katsina State, Nigeria. Guided by five research objectives, five corresponding research questions, and null hypotheses, the research employed a descriptive survey design with a predominantly quantitative approach. The target population comprised all 88 public primary schools in Jibia LGA. A purposive sample of 66 Social Studies teachers was selected from 45 primary schools, representing each of the five Zonal Areas (B, C, D, F, G). Data were collected using a structured questionnaire titled 'Social Studies Teachers Questionnaire (SSTQ)', which was validated for face, content, and construct validity by three experts in Social Studies, Measurement and Test Construction, and Curriculum and Instruction from the Education Department, Yusuf Bala Usman College of Education and Legal Studies, Daura, Katsina State. The instrument demonstrated a high reliability coefficient of 0.86, as determined by the Pearson Product Moment Correlation (PPMC). Data analysis involved both descriptive and inferential statistics: demographic data were analyzed using frequency counts, while research questions were addressed through mean and standard deviation. The findings revealed that insecurity adversely affects school infrastructure, pupils’ attendance, participation, and academic performance in Social Studies. Teachers employ various coping strategies in response to insecurity, and government, community, and stakeholder interventions play vital roles in mitigating these effects. The study concludes that insecurity hampers the teaching and learning process in primary schools, necessitating collaborative efforts among all stakeholders to enhance security and create conducive learning environments. It is recommended that government, communities, and stakeholders strengthen partnerships and collaborate with security agencies to improve security measures around schools.
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