Influence of Social Studies Curriculum Content on Youth Restiveness and Civic Responsibility Among Secondary School Students in Nigeria

Abstract

This study investigated the influence of Social Studies curriculum content on youth restiveness and civic responsibility among secondary school students in Southwestern Nigeria, focusing on citizenship education, conflict resolution, national integration, and values education. A convergent parallel mixed-methods design was adopted. Data were collected from 930 respondents (30 principals, 300 teachers, and 600 students) selected through multi-stage sampling from Ekiti, Osun, and Oyo States. Quantitative data were gathered using the Social Studies and Youth Restiveness Questionnaire (SSYRQ), while qualitative data were obtained through interviews and classroom observations. Data were analysed using descriptive statistics, Pearson correlation, and regression analysis at the 0.05 level of significance. Findings revealed that Social Studies curriculum content significantly predicted civic responsibility (R = .62, R² = .38, p < .05) and had a significant negative relationship with youth restiveness (r = –.55, p < .05). The study concludes that strengthening curriculum content and pedagogical practices in Social Studies is critical for promoting peace, lawfulness, and civic engagement among Nigerian youths.