Impact of Insecurity on Quality of Teaching and Assessment of Civic Education Studies among Secondary School Teachers in Gusau Educational Zone, Zamfara State

SHEU, Adaramaja Lukman; SULE, Muhammad

doi:10.64348/zije.202519

Authors

SHEU, Adaramaja Lukman Author
SULE, Muhammad Author

DOI:

https://doi.org/10.64348/zije.202519

Keywords:

Assessment, Civic Education, Insecurity, Quality Teaching, Teachers Engagement

Abstract

This study examines the impact of insecurity on the quality of teaching and assessment of civic education in secondary schools in Gusau educational zone, Zamfara state, Nigeria. The research explores how persistent security threats such as banditry, kidnappings, and school attacks affect teachers' effectiveness, student engagement, and assessment practices in Civic Education. Utilizing a survey research design. The population of the study comprised all the 156 civic education teachers in the study area. A multi-stage sampling technique was used to select 108 Civic Education teachers for the study. A validated structured questionnaire was used in the study. Cronbach’s alpha reliability coefficient of 0.83 was derived to satisfy the internal consistency of the instrument. Findings indicates that insecurity significantly disrupts Civic Education teaching, leading to reduced instructional time, lower teacher motivation, and decreased student participation. Additionally, assessment and evaluation of students are negatively impacted, with delays in examinations, limited assessment diversity, and reduced teacher confidence in evaluating students. The study concludes that insecurity poses a severe threat to the quality of Civic Education, potentially weakening students' understanding of civic responsibilities and national identity. The study recommends enhanced security measures in schools, psychological support for teachers and students, and policy interventions on assessment practice for quality teaching and assessment of Civic Education despite prevailing security challenges.

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