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All Journal ENGAGEMENT: Jurnal Pengabdian Masyarakat Maqolat: Journal of Islamic Studies Elementaria: Journal of Educational Research Beginner: Journal of Teaching and Education Management Amandemen: Journal of Learning, Teaching and Educational Studies Demagogi: Journal of Social Sciences, Economics and Education INTERDISIPLIN: Journal of Qualitative and Quantitative Research
Sule Muhammad
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Integrating Civic Education Curriculum With Islamic Moral Principles For Character Formation Among Secondary School Students In Zamfara State, Nigeria Sule Muhammad; Sabiu Lawal
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 2 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i2.108

Abstract

This study examined the effect of integrating Civic Education with Islamic moral principles on students’ moral behaviour, civic responsibility, discipline, and social harmony among secondary school students in Zamfara State, Nigeria. The study adopted a quantitative research approach using a descriptive survey design to collect data from 384 respondents, including Civic Education and Islamic Studies teachers. A structured questionnaire titled Integration of Civic and Islamic Moral Education Questionnaire (ICIMEQ) was developed and validated by experts, with a reliability coefficient of 0.88 obtained using Cronbach Alpha. Data were analyzed using both descriptive and inferential statistics such as mean, standard deviation, Pearson Product Moment Correlation (PPMC), and independent t-test at a 0.05 level of significance. The findings revealed a strong and significant positive relationship between the integration of Civic and Islamic moral principles and students’ moral behaviour, civic responsibility, discipline, and social harmony (r = .612, p < .05). Results also showed that teachers generally perceived the integration as relevant and practical, although Civic Education teachers recorded slightly higher mean scores than Islamic Studies teachers (t = 3.28, p = .001). This implies that blending Civic Education content with Islamic moral teachings effectively promotes ethical conduct, social harmony, and responsible citizenship among students. The study’s findings align with Bandura’s Social Learning Theory and Kohlberg’s Moral Development Theory, which emphasize learning through moral reasoning, observation, and value internalization. The study concluded that integrating Civic Education with Islamic moral principles offers a holistic framework for character formation and nation-building. It was recommended that curriculum planners, policymakers, and teachers adopt this integrated approach to strengthen moral education, promote discipline, and enhance civic values among Nigerian students.
Integrating Arabic Cultural Heritage Into Civic Education Curricula: Implications For Identity And Social Cohesion In Nigeria Sule Muhammad; Ahmad Kainuwa Ph.D
Beginner: Journal of Teaching and Education Management Vol. 3 No. 2 (2025): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v3i2.107

Abstract

This study explores the integration of Arabic cultural heritage into civic education curricula in Nigeria and its implications for identity formation and social cohesion. In a country marked by ethno-religious diversity and socio-political fragmentation, civic education is a crucial tool for promoting national unity, democratic participation, and inclusive citizenship. Northern Nigeria, with its deep-rooted Arabic-Islamic traditions, presents an opportunity for aligning civic education with learners’ cultural contexts. Drawing on socio-cultural and constructivist learning theories, the study argues that embedding Arabic values such as ‘adl (justice), shura (consultation), and mas’uliyyah (responsibility) can make civic education more relevant, relatable, and transformative. These values, historically embedded in Quranic and Tsangaya school systems, offer a culturally resonant foundation for teaching civic virtues. The integration fosters a sense of belonging and cultural affirmation among Arabic-speaking and Muslim learners, thereby enhancing their civic engagement and identification with national ideals. However, the study also identifies critical challenges, including resistance due to Nigeria’s secular educational policy, lack of teacher capacity, curriculum imbalance, and sociopolitical sensitivities. To address these issues, the study recommends inclusive curriculum frameworks, teacher training in culturally responsive pedagogy, development of localized learning materials, and stakeholder engagement. Ultimately, the paper posits that incorporating Arabic cultural heritage into civic education is not a religious imposition but a culturally grounded strategy to bridge educational gaps and promote unity in Nigeria’s pluralistic society.
Influence Of Islamic Ethical Teachings On Civic Responsibility And Social Behaviour Among Secondary School Students In Gusau Metropolis, Zamfara State, Nigeria Sule Muhammad
MAQOLAT: Journal of Islamic Studies Vol. 4 No. 1 (2026): Transformative Islamic Thought Based on the Qur'an
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/maqolat.v4i1.214

Abstract

This study examined the influence of Islamic ethical teachings on civic responsibility and social behaviour among secondary school students in Gusau Metropolis, Zamfara State, Nigeria. The research was prompted by increasing moral decline and civic irresponsibility among youths despite formal instruction in Islamic Religious Studies. Anchored on Bandura’s Social Learning Theory, the study adopted a descriptive survey design involving 357 Senior Secondary School Three (SS III) students selected through a multistage sampling procedure from public and private schools. Data were collected using a validated questionnaire titled Islamic Ethical Teachings, Civic Responsibility and Social Behaviour Questionnaire (IETCRSBQ), with a reliability coefficient of 0.91. Descriptive and inferential statistics, including Pearson correlation and independent t-test, were employed for data analysis at a 0.05 significance level. Findings revealed a significant positive relationship between Islamic ethical teachings and students’ civic responsibility and social behaviour. Students exposed to Islamic moral values demonstrated higher levels of discipline, honesty, tolerance, and respect for societal norms. However, the study identified challenges such as inadequate teacher preparation and weak moral supervision in schools. It concluded that the consistent integration of Islamic ethical principles into civic education enhances students’ moral character and civic engagement. The study recommended teacher capacity building, curriculum reinforcement, and the promotion of Islamic moral clubs to foster responsible citizenship and harmonious coexistence among students. 
Crisis Management Practices and Secondary School Stability in Insecurity-Prone Areas of Zamfara State, Nigeria Sule Muhammad; Abbas Sani Dahiru
Elementaria: Journal of Educational Research Vol. 3 No. 2 (2025): Learning Policy Perspectives Research
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/elm.v3i2.104

Abstract

This study examined crisis management practices and their relationship with secondary school stability in insecurity-prone areas of Zamfara State, Nigeria. Persistent insecurity arising from banditry, kidnapping, and communal violence has continued to disrupt school operations, making effective crisis management essential for sustaining educational activities. The study adopted a descriptive survey research design. The population comprised 3,812 principals and teachers in public secondary schools within insecurity-affected areas of Zamfara State, from which a sample of 346 respondents was selected using the Research Advisors (2006) sample size determination table. Data were collected using a structured questionnaire based on a 4-point Likert scale. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Pearson Product Moment Correlation (PPMC) was employed to test the hypothesis at the 0.05 level of significance. Findings revealed that crisis management practices were implemented to a high extent overall, with safety drills and collaboration with community leaders being more prominent than formal planning, staff training, and communication systems. The study also found that challenges such as inadequate infrastructure, insufficient safety equipment, high community insecurity, and limited funding significantly hinder effective crisis management. Furthermore, a moderate positive and statistically significant relationship was established between crisis management practices and school stability (r = 0.564, p < 0.05). The study concludes that strengthening crisis management frameworks can enhance school stability in insecurity-prone contexts. It therefore recommends improved funding, comprehensive crisis planning, regular staff training, and stronger collaboration with security agencies and community stakeholders.
The Impact of Peer Group Interaction on Social Behaviour and Academic Engagement of Upper Basic School Students in Gusau Local Government Area, Zamfara State Sule Muhammad; Murtala Aliyu
ENGAGEMENT: Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2026): Community Empowerment and Services
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/engagement.v5i1.195

Abstract

Peer group interaction plays a significant role in shaping students’ social behaviour and academic engagement, especially at the upper basic school level where peer influence is strong. This study examined the impact of peer group interaction on the social behaviour and academic engagement of 384 upper basic school students in Gusau Local Government Area, Zamfara State. A descriptive survey design was adopted. Data were collected using the validated Peer Group Interaction, Social Behaviour, and Academic Engagement Questionnaire (PGISBAEQ) and analyzed using descriptive statistics and simple linear regression at a 0.05 level of significance. The findings revealed that peer group interaction significantly influences students’ social behaviour (R = 0.612, R² = 0.375, β = 0.612, t = 15.12, p < 0.05) and academic engagement (R = 0.658, R² = 0.433, β = 0.658, t = 17.97, p < 0.05). Positive peer interactions enhanced cooperation, respect for school rules, social skills, and motivation to participate in academic activities, while negative peer pressure occasionally resulted in minor undesirable behaviours. The study concludes that peer interaction is a strong predictor of students’ social adjustment and academic participation. It recommends structured peer-mediated learning, collaborative activities, and mentorship programmes to harness positive peer influence for improved social and academic outcomes.
Teachers’ Competence in Teaching Civic Education and Its Influence on Students’ Peaceful Attitudes and Security Consciousness in Zamfara State Sule Muhammad; Manir Jibril
INTERDISIPLIN: Journal of Qualitative and Quantitative Research Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/interdisiplin.v3i2.151

Abstract

This study examined the influence of teachers’ competence in teaching Civic Education on students’ peaceful attitudes and security consciousness in Zamfara State. The research sought to determine the level of teachers’ competence, its effect on students’ peaceful dispositions, and its impact on students’ awareness of security issues. A descriptive survey design was adopted, involving 384 secondary school teachers and students selected through stratified random sampling. Data were collected using a structured questionnaire measuring teachers’ competence, including subject knowledge, pedagogical skills, and classroom management, and students’ outcomes, including peaceful attitudes and security consciousness. Descriptive statistics (means and standard deviations) and inferential statistics (Pearson correlation and multiple regression analysis) were employed to analyze the data and test the hypotheses at a 0.05 significance level. Findings revealed a strong and statistically significant relationship between teachers’ competence and students’ peaceful attitudes (r = 0.62, p < 0.05). Regression analysis further indicated that teachers’ competence significantly predicted students’ security consciousness (B = 0.58, Beta = 0.62) and attitudes toward peace and security (B = 0.63, Beta = 0.65). The study concluded that teachers’ competence is a critical determinant of students’ civic dispositions, peaceful attitudes, and security awareness. The findings highlight the need for continuous professional development, enhanced pedagogical skills, and targeted teacher training to foster peace-oriented mindsets and responsible citizenship among students in insecurity-prone regions.
Gender Differences in Digital Literacy Skills and Political Awareness Among Secondary School Students in Gusau Educational Zone, Zamfara State, Nigeria Sule Muhammad; Haladu Isa Bayero
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i2.195

Abstract

This study investigated gender differences in digital literacy skills and political awareness among secondary school students in the Gusau Educational Zone, Zamfara State, Nigeria. A descriptive survey design was adopted, with a population of 8,753 SS2 students from public schools. Using a stratified random sampling technique, a sample of 365 students was selected. Data were collected through the Digital Literacy and Civic/Political Awareness Questionnaire (DLCPAQ), validated by experts and tested for reliability (Cronbach’s alpha = 0.86). Independent samples t-tests and MANOVA were employed to analyze the data at a 0.05 significance level. Findings revealed a significant difference in digital literacy skills between male and female students, with males demonstrating higher proficiency. Conversely, no significant gender difference was observed in political awareness, indicating that male and female students possessed similar levels of civic and political understanding. The study highlights the role of gender in digital skill acquisition while showing that political awareness is more evenly distributed across genders. The findings underscore the need for targeted interventions to enhance digital literacy among female students and for continued promotion of civic education to foster informed and responsible participation in society.
Co-Authors Abbas Sani Dahiru Ahmad Kainuwa Ph.D Haladu Isa Bayero Manir Jibril Murtala Aliyu Sabiu Lawal