SOCIAL STUDIES CURRICULUM IMPLEMENTATION AND STUDENTS' AWARENESS OF THEIR FUNDAMENTAL HUMAN RIGHTS IN SECONDARY SCHOOLS, KOGI STATE, NIGERIA

Abstract

This study examined social studies curriculum implementation and students’ awareness of their fundamental human rights in upper basic schools, Kogi State, Nigeria. A descriptive survey research design was adopted. The population comprised Upper Basic School students in Kogi State, from which 400 respondents were selected using a multistage sampling technique. Data were collected using a structured questionnaire titled Social Studies Curriculum and Human Rights Awareness Questionnaire (SSCHRAQ). The instrument was validated by experts and tested for reliability using Cronbach's Alpha, yielding a coefficient of 0.83. Data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson Product-Moment Correlation) at a 0.05 level of significance. Findings revealed that the Social Studies curriculum significantly enhances students’ awareness of their human rights, including rights to education, equality, dignity, and participation. A significant positive relationship was also established between curriculum implementation and human rights awareness. The study concludes that Social Studies is an effective tool for promoting human rights education, although its effectiveness depends on teacher competence, pedagogical approach, and availability of instructional resources. Based on this fact, the study recommends improved teacher training, integration of participatory pedagogies, and strengthened curriculum implementation to enhance human rights awareness among students.