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Influence of Visual Art Activities on Pupils’ Awareness of Insecurity and Civic Responsibility in Religion and National Values Sule Muhammad; Nuraddeen Adamu Kanon-Haki
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.134

This study examined the influence of visual art activities on pupils’ awareness of insecurity and understanding of civic responsibility in the subject of Religion and National Values among basic schools in Gusau Metropolis, Zamfara State. Guided by Albert Bandura’s Social Learning Theory, the study adopted a quasi-experimental design involving 381 Basic Five pupils selected from six public schools (three experimental and three control). Pupils in the experimental group participated in structured visual art activities, including drawing, poster-making, and mural design, integrated into Religion and National Values lessons, while the control group received conventional instruction. Data collected through a validated questionnaire titled Visual Art and Civic Awareness Questionnaire (VACAQ) were analyzed using descriptive statistics and independent samples t-tests. Findings revealed that pupils exposed to visual art activities demonstrated significantly higher awareness of insecurity (M = 3.15, SD = 0.51) and greater understanding of civic responsibility (M = 2.96, SD = 0.58) than those in the control group (p < 0.05). The results confirm that visual art activities enhance pupils’ engagement, emotional reflection, and internalization of civic values. The study concludes that integrating art-based pedagogies into Religion and National Values instruction promotes peace education, moral development, and civic consciousness among pupils. It recommends curriculum enrichment, teacher training, and adequate resource provision to strengthen art-based learning for peacebuilding and civic education in basic schools.

Influence of the National Values Curriculum on Pupils’ Cognitive and Emotional Development in Basic Schools in Zamfara State, Nigeria Sule Muhammad; Sani Ahmadu Gurjiya
Journal of Early Childhood Development and Education Vol. 3 No. 2 (2026): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v3i2.540

Background: Recognizing the critical role of holistic National Value Education in shaping intellectual, moral, and emotional capacities, the research examined how structured value-based instruction affects reasoning, problem-solving, empathy, cooperation, and moral sensitivity among pupils. Objective: The study investigated the influence of the National Values Curriculum (NVC) on pupils’ cognitive and emotional development in basic schools in Zamfara State, Nigeria. Methods: A correlational research design was employed, with a sample of 384 pupils drawn through a multi-stage sampling technique from both urban and rural schools. Data were collected using a validated and reliable self-developed questionnaire, the National Values Curriculum Influence Questionnaire (NVCIQ), and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests. Results: The findings revealed a strong positive relationship between the NVC and pupils’ cognitive development (r = 0.675, p < 0.001), as well as emotional development (r = 0.618, p < 0.001), indicating that increased exposure to the curriculum significantly enhances both intellectual and affective competencies. Gender differences in cognitive development were not statistically significant, while school location had a significant impact on emotional development, with urban pupils demonstrating higher affective skills than rural pupils. Conclusion: The study concludes that the NVC effectively promotes holistic development, fostering responsible, morally grounded, and socially competent pupils. It recommends continuous teacher training, provision of adequate instructional resources, and the incorporation of interactive and reflective activities to maximize the curriculum’s cognitive and emotional benefits.

Availability and Accessibility of Digital Literacy and Its Influence on Democratic Attitudes among Secondary School Students in Gusau Educational Zone, Zamfara State Sule Muhammad; Muhammad Nasa’i
Beginner: Journal of Teaching and Education Management Vol. 4 No. 1 (2026): 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.v4i1.113

influence on democratic attitudes among secondary school students in the Gusau Educational Zone, Zamfara State. The rapid growth of digital technologies has made digital literacy an essential skill for accessing information, evaluating online content, and participating responsibly in civic and democratic activities. However, disparities in digital infrastructure and access in many developing regions may limit students’ opportunities to develop these competencies. The study employed a descriptive survey research design. The population comprised 8,753 SS2 students from public secondary schools in Gusau and Tsafe Local Government Areas. A sample of 348 students was selected using a stratified random sampling technique. Data were collected using a structured questionnaire titled Availability and Accessibility of Digital Literacy and Democratic Attitudes Questionnaire (AADLDAQ). The instrument was validated by experts and achieved a reliability coefficient of 0.89 using Cronbach’s Alpha. Data were analyzed using one-sample t-test and simple linear regression at a 0.05 level of significance. The findings revealed that digital literacy resources are significantly available and accessible to students in the study area. The results also indicated that digital literacy has a positive and significant influence on students’ democratic attitudes and participation. The study concluded that improving digital literacy resources and access in schools can strengthen students’ civic awareness and democratic engagement

Influence Of Islamic Civilization History On Secondary School Students’ Understanding Of Cultural Diversity In National Value Classes In Zamfara State, Nigeria Sule Muhammad; Sabiu Lawal
MAQOLAT: Journal of Islamic Studies Vol. 4 No. 3 (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.v4i3.217

This study examined the influence of Islamic Civilization History on secondary school students’ understanding of cultural diversity in National Values Classes in Zamfara State, Nigeria. With Nigeria’s diverse ethnic and religious landscape, fostering tolerance and civic responsibility among students remains a key educational objective. Grounded in the Cultural Transmission Theory, the research explored how integrating Islamic historical and ethical teachings into classroom instruction can enhance students’ intercultural awareness and moral development. Employing a descriptive survey design, the study involved 370 Upper Basic III students selected through a multi-stage sampling technique from public and private schools across three Local Government Areas. Data were collected using a structured questionnaire and analyzed with descriptive statistics, Pearson correlation, and t-tests. Findings revealed that Islamic Civilization History is moderately to highly integrated into National Values Classes, significantly influencing students’ understanding of cultural diversity (???? = 0.421, p < 0.05). Exposure to Islamic historical content positively affected students’ attitudes toward cultural tolerance (t = 3.97, p < 0.05), and a strong correlation was observed between students’ knowledge of Islamic Civilization History and their appreciation of multicultural values (r = 0.486, p < 0.05). The study concludes that embedding Islamic historical narratives within National Values Classes fosters empathy, respect, and social inclusivity among students. Effective teaching strategies, adequate instructional resources, and teacher competence are critical in translating historical knowledge into positive attitudes. The findings underscore the importance of incorporating Islamic Civilization History into value education curricula to nurture culturally sensitive, morally grounded, and socially responsible individuals in Zamfara State and similar multicultural contexts.

Impact of Early Childhood Learning Experiences on Civic Tolerance and Social Integration Among Upper Basic School Students in Gusau Local Government Area, Zamfara State, Nigeria Sule Muhammad; Binta Muhammad
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): Journal of Early Childhood Development and Education (January)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v3i1.539

Background: Early childhood learning experiences are crucial in shaping students’ social behavior, moral values, and civic attitudes. In diverse societies such as Nigeria, early educational exposure is essential for promoting civic tolerance and social integration. However, limited empirical evidence exists regarding this relationship among upper basic school students in northern Nigeria. Objective: This study examined the impact of early childhood learning experiences on civic tolerance and social integration among upper basic school students in Gusau Local Government Area, Zamfara State, Nigeria. Guided by Vygotsky’s Sociocultural Theory, the study focused on the role of early social and educational interactions in fostering empathy, cooperation, and civic responsibility. Methods: A quantitative descriptive survey design was adopted. A sample of 384 upper basic school students was selected using stratified random sampling. Data were collected through a validated questionnaire with a reliability coefficient of 0.87. Descriptive statistics were used to answer the research questions, while Independent Samples t-test and One Way ANOVA were employed to test the hypotheses at a 0.05 level of significance. Results: The results showed that students with richer early childhood learning experiences demonstrated significantly higher levels of civic tolerance and social integration than those with limited exposure. Significant differences were observed between students with high and low early learning experiences, while ANOVA results indicated a strong association among early learning experiences, civic tolerance, and social integration. Conclusion: The study concludes that early childhood education plays a vital role in fostering civic tolerance and social integration. Enhancing early learning environments can contribute to social cohesion and the development of tolerant and civically responsible citizens. The study recommends strengthening early childhood curricula with socio-emotional and civic learning components, improving teacher training, and reinforcing education policy implementation in northern Nigeria.

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

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

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.

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