Ofem, Kebe Ibor, Kate Ojomah Ukwumaka, Okon, Ekpenyong Ekpenyong
Abstract
The study sought to encourage the use of the Inclusive, Participatory, Democratic Teaching and Learning Interaction method by secondary school Social Science teachers. Specifically, the study investigated teachers’ perception and use of the Inclusive, Participatory, Democratic Teaching and Learning Interaction method in senior secondary school Government and Civic Education instruction in Calabar Municipal Council Area, Southern Education zone of Cross River State. Two research questions and two null hypotheses guided the study. The descriptive survey design was adopted. The population consisted of 300 senior secondary school Social Science teachers in Calabar, Southern Education Zone. The sample consists of 100 Government and Civic Education teachers drawn through purposive sampling. The validated Perception and Utilization of the Inclusive Participatory, Democratic Teaching and Learning Interaction Questionnaire PUIPDTLIQ was used for data collection. A reliability coefficient of 0.71 was established for the instrument using the Cronbach’s Alpha method. Mean and standard deviation were used to answer the research questions while the independent t-test statistics was used test the hypothesis at 0.05 significant level. The findings showed that teachers have a positive perception and utilize frequently the Inclusive, Participatory, Democratic Teaching and Learning Interaction method. The study also indicated that there was no significant gender difference in perception and frequent utilization of the method. Based on the findings, it was recommended that a similar study should be carried out in other parts of the country. The study also recommended that the same studies should explore the influence of political, social and economic variables on students’ perception and attitude towards our national values.