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Integrating Peace and Security Education into the Civic Education Curriculum: Implications for Social Stability in Zamfara State, Nigeria Sule Muhammad; Abdullahi Abdulhamid
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 1 (2026): February
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i1.193

The persistent insecurity and violent conflicts in Zamfara State, Nigeria, have highlighted the critical need for educational strategies that foster peace, security awareness, and social stability. This study examined the integration of peace and security education into the Civic Education curriculum in secondary schools and its implications for students’ attitudes and broader societal stability. Guided by the objectives of assessing the extent of integration, evaluating its influence on students’ attitudes toward peaceful coexistence and community security, and identifying challenges impeding effective implementation, the study employed a descriptive survey research design. The population included senior secondary school students (SS I–SS III), Civic Education teachers, and school principals, with a sample of 384 respondents selected through multi-stage and purposive sampling techniques. Data were collected via a structured questionnaire, validated by experts and piloted for reliability (r = 0.89). Inferential statistics, including one-sample t-test, independent samples t-test, and multiple regression analysis, were used to test the hypotheses at a 0.05 level of significance. Findings revealed that peace and security education is significantly integrated into the Civic Education curriculum (t = 7.21, p < .05) and positively influences students’ attitudes toward peaceful coexistence and community security (t = 6.27, p < .05). However, effective integration is constrained by challenges including inadequate teacher training (β = 0.312, p < .05), curriculum overload (β = 0.268, p < .05), lack of instructional materials (β = 0.241, p < .05), and security challenges in schools (β = 0.289, p < .05). These barriers limit students’ exposure to practical peacebuilding skills, conflict resolution competencies, and values necessary for social stability. The study concludes that while Civic Education provides a vital platform for promoting peace and security awareness, its transformative potential requires supportive teacher preparation, adequate learning resources, and secure learning environments. Policymakers and educational authorities are encouraged to strengthen teacher capacity, streamline the curriculum, provide instructional resources, and institutionalize peace and security education to enhance students’ civic competencies and contribute to sustainable social stability in conflict-affected regions such as Zamfara State.

Influence of School Environment on Effective Teaching of English Language in Katsina State, Nigeria Nuraddeen Adamu Kanon-Haki; Karima Abdulkarim; Sule Muhammad
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.v4i1.111

The effectiveness of English Language teaching in Nigerian secondary schools is influenced not only by teacher competence but also by the school environment and availability of instructional materials. This study examined the influence of school physical environment and instructional resources on effective English Language instruction in secondary schools in Katsina State, Nigeria. Employing a descriptive correlational research design, the study involved a population of 2,556 English Language teachers across 255 public secondary schools, from which a sample of 333 teachers was selected using the Research Advisors (2006) table. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including mean and standard deviation, and multiple regression analysis to determine the relationships between variables. Findings revealed that the school physical environment, including classroom space, ventilation, lighting, cleanliness, and overall school facilities, significantly enhances teachers’ instructional effectiveness and students’ engagement. Similarly, the availability of instructional materials such as textbooks, charts, audio-visual aids, and up-to-date teaching resources was found to positively influence lesson delivery and interactive teaching. Multiple regression analysis confirmed that both the physical environment (β = 0.412, p = 0.000) and instructional materials (β = 0.389, p = 0.000) significantly predict effective English Language teaching. These findings underscore the critical role of adequate school infrastructure and instructional resources in improving teaching outcomes. The study recommends that policymakers, school administrators, and community stakeholders prioritize the provision and maintenance of conducive learning environments and sufficient instructional materials to enhance the quality of English Language education in Katsina State.

Effectiveness Of Social Studies Education Teaching Methods In Promoting Democratic Participation Among Upper Basic Students In Zamfara State Sule Muhammad
ENGAGEMENT: Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (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.v5i2.197

This study investigated the effectiveness of Social Studies teaching methods in promoting democratic participation among Upper Basic School students in Zamfara State, Nigeria. Guided by a descriptive survey design, data were collected from 349 students drawn from ten randomly selected schools across the state. A structured questionnaire, validated by experts and tested for reliability (Cronbach’s Alpha = 0.803), served as the instrument for data collection. Descriptive statistics (mean and standard deviation) and inferential statistics (one-sample t-test) were employed to analyze the data. Findings revealed that Social Studies teaching methods were generally effective in fostering democratic participation, with a cumulative mean of 2.72, above the decision benchmark of 2.50. Students identified interactive discussions, debates, and cooperative learning as the most impactful strategies for enhancing civic knowledge, tolerance, and participatory skills. However, the study also noted weaknesses in linking classroom learning to real-life civic practices, as activities such as community service, simulations, and civic projects received lower ratings. The one-sample t-test confirmed a significant difference in students’ views (t = 197.188, df = 348, p < .05), leading to the rejection of the null hypothesis. This underscores that Social Studies teaching methods play a meaningful role in cultivating democratic values among students in Zamfara State. The study concludes that while these methods are effective, their sustainability requires ongoing teacher training, integration of technology, and policy support to ensure stronger connections between classroom instruction and civic engagement.

Challenges and Opportunities of Integrating Artificial Intelligence in Teaching and Learning in Secondary Schools in Gusau Educational Zone, Zamfara State Sule Muhammad; Nura Umar Manya-Manya
COMPETITIVE: Journal of Education Vol. 5 No. 2 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i2.241

This study examined the challenges and opportunities of integrating Artificial Intelligence (AI) in teaching and learning in secondary schools in Gusau Educational Zone, Zamfara State, Nigeria. The study was guided by three research objectives, three research questions, and three null hypotheses. A descriptive correlational survey research design was adopted. The population comprised teachers and students in public secondary schools within the study area, from which a sample of 384 respondents was selected using stratified and simple random sampling techniques. Data were collected using a researcher-developed structured questionnaire validated by experts. The reliability of the instrument was established using Cronbach's alpha, which yielded a coefficient of 0.89, indicating high internal consistency. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Pearson Product Moment Correlation and the independent-samples t-test were used to test the hypotheses at the 0.05 level of significance. The findings revealed a significant positive relationship between AI integration and teaching and learning opportunities (r = 0.62, p < .05), indicating that AI enhances instructional delivery, learner engagement, and access to educational resources. The study also found a significant negative relationship between implementation challenges and effective AI integration (r = −0.54, p < .05), suggesting that inadequate infrastructure, limited technical skills, and insufficient institutional support hinder successful AI adoption. Furthermore, a significant difference was observed in AI utilization between teachers and students (t = 4.85, p < .05), with teachers demonstrating higher levels of utilization than students. The study concluded that although AI has considerable potential to improve teaching and learning in secondary schools, its successful integration depends on adequate infrastructure, teacher capacity development, supportive educational policies, and equitable access to digital technologies.

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

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.

The Role AI Assisted Reading Tools in Improving Comprehension in North-West Senior Secondary Schools, in Nigeria Nuraddeen Adamu Kanon-Haki; Karima Abdulkarim; Sule Muhammad
Comprehensive: Jurnal Ilmu Pendidikan dan Keguruan Vol. 2 No. 3 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/comprehensive.v2i3.30

This study examined the role of AI-assisted reading tools in improving reading comprehension among senior secondary school students in North-West Nigeria. The study was guided by three objectives, research questions, and hypotheses focusing on the effect of AI tools on reading comprehension, the extent of improvement in understanding academic texts, and the challenges associated with their use. A descriptive survey research design was adopted, involving a sample of 384 students selected through a multistage sampling technique. Data were collected using a structured questionnaire titled “AI-Assisted Reading Tools and Students’ Reading Comprehension Questionnaire,” validated by experts and tested for reliability using Cronbach Alpha, which yielded a coefficient of 0.89, indicating high internal consistency. Data analysis was conducted using descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test and Pearson correlation) at a 0.05 level of significance. Findings revealed that AI-assisted reading tools significantly improve students’ reading comprehension, with students who use such tools performing better than those who do not. The study also established a strong positive relationship between the use of AI-assisted reading tools and students’ understanding of academic texts. Furthermore, it was found that challenges such as poor internet connectivity, high cost of data, limited digital literacy, inadequate access to devices, and distractions significantly hinder effective use of AI tools in learning environments. The study concludes that while AI-assisted reading tools enhance students’ comprehension and academic engagement, their effectiveness is influenced by infrastructural and skill-based limitations. It recommends improved digital infrastructure, teacher training, and affordable access to technology to maximize the benefits of AI in education.

Examining the Relationship Between Quality Assurance Practices and Teachers’ Commitment in Public Primary Schools in Gusau Local Government Area, Zamfara State Sule Muhammad; Saliha Yahaya
INTERDISIPLIN: Journal of Qualitative and Quantitative Research Vol. 3 No. 5 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/interdisiplin.v3i5.164

This study examined the relationship between quality assurance practices and teachers’ commitment in public primary schools in Gusau Local Government Area, Zamfara State. The study was guided by three objectives which focused on the extent of implementation of quality assurance practices, the level of teachers’ commitment, and the relationship between both variables. A descriptive survey research design was adopted. The population of the study comprised 1,324 respondents, from which a sample of 291 was selected using the Research Advisors (2006) table. Data were collected using a structured questionnaire validated by experts and tested for reliability, yielding a coefficient of 0.93. Descriptive statistics of mean and standard deviation were used to answer research questions, while Pearson Product Moment Correlation was used to test the hypothesis at 0.05 level of significance. The findings revealed that quality assurance practices are moderately implemented in public primary schools in the study area. It was also found that teachers’ commitment is relatively high in terms of attendance, punctuality, and instructional responsibilities. Furthermore, a significant positive relationship was established between quality assurance practices and teachers’ commitment (r = 0.62, p < 0.05). The study concluded that effective implementation of quality assurance practices enhances teachers’ commitment in public primary schools. It was recommended that supervision, monitoring, and evaluation mechanisms should be strengthened to further improve teachers’ commitment and school effectiveness.

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