Students' Attitude towards Political Participation and Democratic Values in Nigeria: Critical Democracy Education Implications
Bibliographic record
Abstract
This study investigated the attitudes of university students toward political participation, as well as four other selected democratic values – freedom and liberty, human rights/human rights protest, corruption resistance, and separation of powers in Nigeria. A descriptive survey design, with a tool entitled ‘Attitude towards Democratic Values Questionnaire (ADVQ)’, was used to collect data from randomly selected 250 undergraduate students (male = 120; female = 130) from a university in Nigeria. Six research questions were answered using descriptive statistics in guiding the study. The results showed that university students reported an unwillingness to protest human rights violations as well as the tendency to accept bribes and campaign for a wrong political candidate for financial gains, despite general findings that indicated positive attitudes towards all selected democratic values among university students. The result of the variance analysis conducted to ascertain the influence of gender on attitudes towards democratic values showed that female students scored significantly higher than their male counterparts in all measured democratic principles, excepting human rights and separation of powers. Implications of findings for a critical democratic education that emphasises critical consciousness, spatial voting, and socio-political resilience are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".