Assessment of Lecturers’ Competence on Social Studies Programme Implementation among Public Universities in South-South Geopolitical Zones of Nigeria
DOI:
https://doi.org/10.64348/zije.2026400Abstract
This study assessed lecturers’ competence in the implementation of the Social Studies programme in universities in South South, Nigeria. The study adopted a descriptive survey research design. Three hypotheses guided the study. The population comprised 114 Social Studies lecturers in federal and State universities in South South, Nigeria and a census sampling technique was adopted, hence the entire population was used for the study. Data were collected using a structured questionnaire titled Lecturers’ Competence and Social Studies Programme Implementation Questionnaire (LCSSPIQ) designed on a 4-point rating scale. The instrument was validated by three experts in Social Science Education and Measurement and Evaluation, while reliability was established using the test–retest method, yielding a reliability coefficient of 0.83. Data collected were analyzed using simple regression analysis with the aid of the Statistical Package for Social Sciences (SPSS) at the 0.05 level of significance. Findings revealed that lecturers’ knowledge of Social Studies curriculum content significantly influences programme implementation in public universities in Edo and Delta States. It was also found that the use of instructional materials and learning resources significantly influences programme implementation. Furthermore, methods of assessing students were found to significantly influence the implementation of the Social Studies programme. The study concluded that lecturers’ competence in curriculum knowledge, instructional resource utilization, and assessment practices plays a vital role in the effective implementation of the Social Studies programme in public universities. Based on the findings, it was recommended that universities should organize regular training for lecturers, provide adequate instructional materials, encourage effective use of teaching resources, and adopt diverse assessment strategies to enhance programme implementation.
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