Stakeholders' Perception on Civic Education Practices of Upper Basic Students in Moro, Kwara State

This study examined stakeholders' perceptions of Civic Education practices among Upper Basic school students in Moro, Kwara State, Nigeria. Using a descriptive survey design, 391 participants — comprising teachers, students, parents, and community leaders — were selected via simple random sampling. A validated questionnaire (Cronbach's α = 0.87) assessed perceptions on a 4-point Likert scale. Findings indicate broad recognition of Civic Education's role in fostering student engagement, responsibility, discipline, and leadership, with support ranging f rom 61–78% across stakeholder groups. However, concerns persist regarding poor implementation, insufficient policy support, and non-interactive teaching methods. An independent samples t-test revealed a statistically significant gender difference, and a on e-way ANOVA (F = 5.115, p = .002) confirmed significant differences across groups. The study recommends specialized teacher training, learner- centred pedagogies, curriculum modernization, and stronger policy frameworks to enhance Civic Education delivery.