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All Journal INTERDISIPLIN: Journal of Qualitative and Quantitative Research Regulate: Jurnal Ilmu Pendidikan, Hukum dan Bisnis Public Service: Jurnal Ilmu Sosial dan Pendidikan
Sule Muhammad
Department of Educational Foundations Federal University Gusau, Nigeria
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Influence of Digital Literacy on Democratic Participation among Secondary School Students in Gusau Educational Zone, Zamfara State Sule Muhammad; Zulyadaini Sani Gaya
Public Service: Jurnal Ilmu Sosial dan Pendidikan Vol. 3 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/service.v3i1.42

Abstract

This study examined the influence of digital literacy on democratic participation among secondary school students in the Gusau Educational Zone, Zamfara State. Anchored on Ribble’s (2008) Digital Citizenship Theory, the research adopted a descriptive correlation design, targeting 8,753 SS2 students across Gusau and Tsafe Local Government Areas. A stratified random sample of 365 students was selected, and data were collected using a validated questionnaire measuring digital literacy competencies and democratic engagement. Analyses included one-sample t-tests to assess the levels of digital literacy and democratic participation, and simple linear regression to determine the influence of digital literacy on democratic participation. Results indicated that students possessed moderate to high digital literacy (M = 3.41, SD = 0.72), actively engaged in democratic processes (M = 3.18, SD = 0.69), and that digital literacy significantly predicted democratic participation (β = 0.62, p < .001). Findings underscore that competence in accessing, evaluating, and using digital tools empowers students to participate meaningfully in civic and school-related activities. The study recommends structured digital literacy programs, integration of digital tools into civic education, teacher training, and equitable access to digital resources to enhance participatory citizenship among secondary school students.
Influence of Civic Education on the Development of Moral Reasoning and Prosocial Behaviour among Secondary School Students in Zamfara State, Nigeria Sule Muhammad; Sani Ahmadu Gurjiya
Regulate: Jurnal Ilmu Pendidikan, Hukum dan Bisnis Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/regulate.v3i2.76

Abstract

This study investigated the influence of civic education on the development of moral reasoning and prosocial behaviour among secondary school students in Zamfara State, Nigeria. Specifically, it examined the effect of civic education on students’ moral reasoning, its influence on prosocial behaviour, and the relationship between moral reasoning and prosocial behaviour. A descriptive correlation survey research design was employed, and a total of 384 students were selected using a simple random sampling technique. Data were collected using a structured questionnaire titled Civic Education, Moral Reasoning, and Prosocial Behaviour Questionnaire (CEMRPBQ), which was validated by experts and demonstrated high reliability with a Cronbach’s alpha of 0.89. Responses were measured on a five-point Likert scale. Data analysis involved descriptive statistics to summarize respondents’ perceptions and inferential statistics, including multiple regression and Pearson correlation, to test the research hypotheses. The findings revealed that civic education significantly enhances moral reasoning (β = 0.643, p < .001) and prosocial behaviour (β = 0.611, p < .001) among students. Furthermore, a strong positive relationship was observed between moral reasoning and prosocial behaviour (r = .712, p < .01), indicating that higher levels of moral reasoning are associated with increased prosocial tendencies. The study concluded that civic education plays a critical role in promoting ethical cognition and socially responsible behaviours among adolescents. It is recommended that schools adopt structured civic education programs, and teachers employ participatory teaching methods to reinforce moral and prosocial development in students.
Secondary School Students’ Attitudes Towards National Values and Political Participation in Zamfara State, Nigeria Mansur Ibrahim; Sule Muhammad
INTERDISIPLIN: Journal of Qualitative and Quantitative Research Vol. 3 No. 4 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/interdisiplin.v3i4.157

Abstract

This study examined the influence of the Civic Education curriculum on secondary school students’ attitudes toward national values and their political participation in Zamfara State, Nigeria. The study was guided by three objectives, three research questions, and three null hypotheses. A descriptive survey research design was adopted. The population comprised secondary school students, while a sample of 384 respondents was selected using a multistage sampling technique. Data were collected using a structured questionnaire validated by experts and tested for reliability, yielding a Cronbach alpha coefficient of 0.91, which indicates high internal consistency. Data were analyzed using descriptive statistics and regression analysis at 0.05 level of significance. Findings revealed that the Civic Education curriculum has a significant positive influence on students’ attitudes toward national values and their level of political participation. The results further showed that Civic Education teaching methods significantly affect both students’ civic attitudes and their engagement in political activities. The study also established that interactive and student-centered teaching approaches strengthen the effectiveness of the curriculum in shaping civic awareness and democratic participation among students. The study concludes that Civic Education plays a vital role in promoting responsible citizenship and democratic values among secondary school students in Zamfara State, although its effectiveness largely depends on the quality of instructional methods used in delivery.
Co-Authors Mansur Ibrahim Sani Ahmadu Gurjiya Zulyadaini Sani Gaya