IMPLICATION OF SOCIAL STUDIES AND CIVIC EDUCATION ON TECHNOLOGY FOR STUDENTS LEARNING PERFORMANCE IN SECONDARY SCHOOLS IN OGUN STATE, NIGERIA

Abstract

The study analysed the implication of Social Studies and civic education on technology for students learning 
performance in secondary schools in Ogun State. The study adopted a descriptive survey research design. Population 
comprises all secondary schools in Odeda Local Government Area, Ogun state, Nigeria. Simple random sampling 
technique was used to select five (5) secondary schools in which thirty (30) students were chosen to make a total of 
one hundred and fifty (150) respondents as sample for study. A self-developed questionnaire was used as instrument 
for data collection. It was developed in 2 Likert scale of Agree and Disagree. The instrument was corrected by experts 
who affirmed its validity. Reliability of the instrument was determined using Cronbach Alpha. Data collected were 
analyzed simple percentage and standard deviation statistical tool. Findings revealed that the integration of technology 
into Social Studies and Civic Education has significantly transformed teaching methodologies. Teachers have 
increasingly utilized digital tools such as interactive simulations, multimedia presentations, and online resources to 
enhance instructional delivery. This shift has not only made lessons more engaging but also facilitated a more 
interactive and student-centered learning environment. Furthermore, the use of technology has been associated with 
improved academic performance, as evidenced by enhancing understanding of complex concepts and increased 
retention of knowledge. It was therefore recommended that secondary schools should invest in upgrading 
technological infrastructure, including reliable internet access and modern computer labs. Adequate infrastructure is 
crucial for the effective integration of technology into the curriculum, ensuring that both students and teachers have 
the necessary tools to enhance learning and teaching.