Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Amandemen: Journal of Learning, Teaching and Educational Studies Demagogi: Journal of Social Sciences, Economics and Education
Sule Muhammad
Department of Educational Foundations Faculty of Education Federal University Gusau, Nigeria
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Validity and Reliability of Civic Education Achievement Tests Among Senior Secondary School Students in Gusau Local Government Area, Zamfara State Sule Muhammad; Sheu Adaramaja Lukman
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 4 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v4i1.109

Abstract

Assessment is a critical component of education, ensuring that intended learning outcomes are achieved and informing instructional decisions. In Civic Education, which aims to foster democratic values, civic responsibility, and national consciousness, the quality of achievement tests is particularly important. This study investigated the validity and reliability of Civic Education achievement tests among senior secondary school students in Gusau Local Government Area, Zamfara State. The study employed a descriptive survey design involving a population of 17,549 SS1–SS3 students, from which a stratified random sample of 375 students was drawn. Data were collected using a researcher-developed Civic Education Achievement Test, reviewed for content validity by experts and subjected to a pilot study to determine reliability. Descriptive statistics, including mean scores and standard deviations, were used to summarize student performance, while Content Validity Index (CVI) and Exploratory Factor Analysis (EFA) were employed to examine content and construct validity. Reliability was assessed using Cronbach’s alpha, supported by item-level analyses such as difficulty and discrimination indices. Findings revealed that all test items demonstrated strong content and construct validity, with CVI values ranging from 0.78 to 0.92 and factor loadings from 0.61 to 0.72. The Cronbach’s alpha coefficient of 0.82 indicated high internal consistency, confirming the reliability of the test. The study concluded that the Civic Education achievement test is a valid and reliable instrument for evaluating students’ knowledge and skills, and recommended that teachers adopt systematic test construction and validation practices to enhance assessment quality in Civic Education.
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): April
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 Haladu Isa Bayero Sheu Adaramaja Lukman