Thesis Abstract

Abstract
The national policy on education in Nigeria has a significant impact on the teaching and learning of government in secondary schools. This research aims to explore the effects of the national policy on education on the teaching and learning of government in Nigerian secondary schools. The study will utilize a mixed-methods approach, including surveys, interviews, and classroom observations, to gather data from government teachers, students, and educational administrators. The findings of this research will contribute to the existing body of knowledge on the influence of national education policies on specific subject areas within the curriculum. By focusing on government education in secondary schools, this study seeks to provide insights into how policy decisions trickle down to the classroom level and affect the teaching and learning processes. Understanding these effects is crucial for policymakers, educators, and other stakeholders to make informed decisions that positively impact the quality of education in Nigeria. The research will examine various aspects of the national policy on education, such as curriculum content, teacher training, assessment methods, and resource allocation, to determine their implications for the teaching and learning of government. By analyzing both quantitative and qualitative data, the study will identify trends, challenges, and successes in the implementation of the policy regarding government education. Through interviews with government teachers, the research will explore their perspectives on the alignment between the national policy on education and the actual classroom practices. This qualitative data will provide valuable insights into how teachers interpret and implement policy guidelines in their daily instruction. Additionally, surveys with students will reveal their experiences with government education and the impact of the policy on their learning outcomes and engagement. The research will also investigate the role of educational administrators in supporting government teachers and students within the policy framework. By examining their perspectives on policy implementation and resource allocation, the study will highlight the challenges and opportunities for improving the teaching and learning of government in Nigerian secondary schools. Overall, this research seeks to shed light on the complex relationship between national education policies and the teaching and learning of government in Nigerian secondary schools. By understanding these effects, stakeholders can work together to enhance the quality of government education and ultimately contribute to the overall improvement of the Nigerian education system.

Thesis Overview