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All Journal DIROSAT: Journal of Education, Social Sciences & Humanities 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
Department of Educational Foundations Faculty of Education Federal University Gusau, Nigeria
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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): Educational and Learning Innovation
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.
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.
Optimizing Oil And Gas Revenues For Sustainable Education In Nigeria: A Strategic Policy For Long-Term Development Sule Muhammad
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 4 No. 2 (2026): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v4i2.217

Abstract

The paper examines the optimizing oil and gas revenues for sustainable education in Nigeria: a strategic policy for long-term development. The paper adopted Resource cure theory, the paper discussed the historical overview of oil and gas in Nigeria, policies for managing oil and gas in Nigeria. The paper discussed Challenges of Revenue Management in Oil and Gas of Nigeria, Concept of Sustainable Development in Nigeria, Role of Oil and Gas for Sustainable Development in Nigeria, Role of Sustainable Development Goals to Education in Nigeria, and the challenges of educational development in Nigeria. The paper further discussed Mechanism for Channeling Oil and Gas Revenue into Educational Sector in Nigeria, and the Long-Term Strategic Investment of Oil and Gas in Education in Nigeria. The paper concluded that Nigeria can address fundamental challenges such as poor infrastructure, limited access to quality education, and the skills gap in its workforce. A well-educated population is essential for fostering innovation, driving economic diversification, and achieving sustainable development. The paper recommended among others that, Government and oil companies should introduce robust systems for tracking and reporting the allocation and utilization of oil and gas revenues, with a focus on ensuring that funds earmarked for education are used efficiently and effectively, encourage partnerships between the government, private sector, and international organizations to enhance investment in education
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.
Development and Application of Item Response Theory (IRT) in Calibrating Civic Education Test Items among Secondary School Students in Zamfara State, Nigeria Sule Muhammad; Sheu Adaramaja Lukman
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 4 No. 2 (2026): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v4i2.232

Abstract

This study focused on the development and application of Item Response Theory (IRT) in calibrating Civic Education test items for secondary school students in Zamfara State, Nigeria. The objectives were to develop a valid test instrument, apply IRT to evaluate item psychometric properties, and assess the effectiveness of the calibrated items. A representative sample of 378 students was selected using stratified random sampling. The test instrument was constructed based on the secondary school Civic Education curriculum and reviewed by experts to ensure content validity. Calibration was performed using the two-parameter logistic IRT model, estimating item difficulty and discrimination while assessing overall reliability. Data analysis included descriptive statistics, t-tests to compare conventional and IRT-based test performance, multiple regression to examine relationships between item parameters and student scores, and item fit evaluation to determine validity. Results indicated that students performed significantly better on the IRT-calibrated test, with item difficulty and discrimination significantly predicting performance. The instrument demonstrated high reliability (α = 0.89) and acceptable fit statistics, confirming its effectiveness and validity in measuring Civic Education knowledge. These findings suggest that IRT-based assessment provides precise, reliable, and equitable evaluation of student ability, offering a valuable tool for educational measurement and instructional planning in Nigerian secondary schools.
Co-Authors Haladu Isa Bayero Manir Jibril Sabiu Lawal Sheu Adaramaja Lukman Sheu Adaramaja Lukman