Peace Education Curriculum Implementation and the Culture of Peace in Yala, Cross River State, Nigeria

Abstract

The purpose of the study was to investigate the relationship between the implementation of peace education curriculum and the culture of peace in Yala Local Government Area of Cross River State, Nigeria. To achieve the objectives of the study, two null hypotheses were formulated to direct the study. Literature was reviewed based on the hypotheses directing the study. Survey research design was adopted for the study. A census of 112 social studies and civic education teachers was used for the study. Structured Likert scale type questionnaires were distributed as the main instrument for data collection. Only 100 copies were found fit for use. Pearson product moment correlation analysis was employed to test the hypotheses. The hypotheses were subjected to testing at 0.05 level of significance. The result of the analyses indicated that the implementation of peace education contents of co-operation does not significantly relate with the culture of peace in Yala. Secondly, there is a significantly weak relationship between the implementation of the contents of empathy and culture of peace in Yala. These results were blamed on inadequate implementation of peace education curriculum in Yala. It was therefore recommended that social studies and civic education teachers be more practical by emphasizing affective learning and testing students’ emotions, engaging them in team work that leads to achieving a particular goal related to peace-building.