TEACHERS' DEMOCRATIC CHARACTERISTICS AS CORRELATE OF SOCIAL STUDIES STUDENTS' DEMOCRATIC ENGAGEMENTS IN IBADAN, NIGERIA

Abstract

The study investigated teachers' democratic characteristics as correlates of Social Studies students' democratic engagements in Ibadan, Nigeria. The study determined the extent to which Social Studies students involve in democratic engagements in junior secondary schools in Ibadan, Nigeria and examined the relationship between teachers' democratic characteristics and Social Studies students democratic engagements in the study area. This study adopted the survey research design of correlational type. The population of the study comprised all junior secondary two (JSS 2) Social Studies classrooms, students and teachers in Ibadan North Local Government Area, Nigeria. Ibadan North Local Government Area was purposively selected for this study due to proximity and the researcher has knowledge of the environment. Five schools were randomly selected for the study and 50 participants were also selected from each of the school to participate in the study. The total number of participants were 250. Purposive sampling was used to select two Social Studies teachers from each of the selected schools who would be involved in the study. Instruments used were teachers' democratic characteristics (r=0.78) and students' democratic engagements (r=0.76) scales. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation at 0.05 level of significance. The result shows that there is a significant relationship between teachers' democratic characteristics and students' democratic engagements in junior secondary schools in Ibadan, Nigeria (r=0.166, df=198, p<0.05). It is recommended that teacher must acknowledge the role of their democratic characteristics on the level of students' democratic engagements so that they can always make use of teaching method that will allow them display their democratic characteristics.