Pedagogies/Methods of teaching and Teacher

ABSTRACT

Implementation of a school curriculum is all encompassing in that the teacher, the curriculum and the students are the major elements to make learning take place. This study examined the pedagogy employed in the teaching and learning of Civic Education (CE) in junior secondary schools in Oyo State, Nigeria. This was with the view to ensuring effective Civic Education curriculum implementation. The population of the study consisted of all Civic education teachers in Oyo State and the sample comprised 60 teachers who were purposively selected because they specifically teach Civic Education using multistage sampling technique. Simple random sampling technique was used in selecting three Local Government Areas out of the six in Oyo town. Ten schools were selected from the three LGAs each, using simple random sampling technique totalling 30 schools in all. Two Civic Education teachers in each of the 30 schools totalling 60 teachers were selected. The study adopted a survey research design. A research instrument titled: Civic Education Teaching Pedagogy Assessment Scale (CETPAS) was used for data collection. Descriptive statistics using percentages were used for data analysis. The teaching pedagogies extracted factors, underlining methods commonly adopted in the teaching and learning of Civic Education were found to be 69.82% of the observed variance. The study concluded that, there were available teachers of Civic Education in terms of certificate in the study area. However, teaching methods were employed based on the available facilities. Recommendations were made as follows: Teachers should use varied pedagogies of teaching to show level of creativity and mastery of subject matter; government should see to thorough school supervision and inspection in order to achieve effective curriculum implementation through the use of relevant and varied teaching pedagogies