STAKEHOLDERS' PERCEPTIONS ON THE COMPULSORY INCLUSION OF CIVIC EDUCATION AND TRADE-SUBJECTS ON EXTERNAL EXAMINATION CANDIDATES IN NIGERIA IMPOSITION

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dc.contributor.authorAUN Thompson Toryuha, OMOLOSO, Muyideen Omotola, ALIYU Kehinde Hassan, and OLAKUNLE, Modupe
dc.date.accessioned2026-05-05T17:16:44Z
dc.date.available2026-05-05T17:16:44Z
dc.date.issued2026-03-01
dc.description.abstractThe study examined stakeholders’ perceptions of the inclusion of Civic Education and trade subjects in external examinations in Nigeria, with particular emphasis on their relevance to academic performance, university admission requirements, and students’ career aspirations. The study used a descriptive survey research design, with the population of 1,741 stakeholders, selected using multistage sampling techniques. Data were collected from several stakeholders, including teachers, parents, and students/candidates. A researcher-designed questionnaire was employed for data collection, and mean scores were used to analyse responses based on a 2.50 decision benchmark. Findings revealed mixed perceptions among stakeholders. Trade subjects were strongly perceived as valuable for equipping students with practical, entrepreneurial, and employability skills, thereby enhancing career readiness and self-reliance, although not a requirement for university admission. Contrariwise, Civic Education was acknowledged for promoting civic awareness and social responsibility, but also having no relevance to university admission requirements or long-term career advancement. Also, the majority of the stakeholders expressed dissatisfaction with the compulsory inclusion of both Civic-education and trade subjects in external examinations, citing increased academic workload, student stress, reduced focus on core admission subjects, and constrained flexibility in course selection/switch for tertiary education. Furthermore, the study foundweak alignment between Civic Education and trade subjects as well as traditional university admission criteria; trade subjects showed more relevance to real-life application and entrepreneurship. The study concluded that there should be curriculum integration and school-based assessment over imposition or compulsory high-stakes external examinations. The study recommended, among others, policy review on compulsory subject inclusion, improved curriculum flexibility, differential academic and vocational pathways, as well as better alignment between secondary education curricula, examination policies, and alignment with tertiary admission requirements.
dc.description.sponsorshipSelf Sponsor
dc.identifier.citationhttps://ije.unilorinedu.sch.ng
dc.identifier.urihttps://kwasuspace.kwasu.edu.ng/handle/123456789/6877
dc.language.isoen
dc.publisherFaculty of Education, University of Ilorin, ilorin, Nigeria
dc.relation.ispartofseriesvolume 47 number 1
dc.titleSTAKEHOLDERS' PERCEPTIONS ON THE COMPULSORY INCLUSION OF CIVIC EDUCATION AND TRADE-SUBJECTS ON EXTERNAL EXAMINATION CANDIDATES IN NIGERIA IMPOSITION
dc.typeArticle
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