Assessment of the Impact of Religious Conflict on the Education of Social Studies Students in Some Selected Colleges of Education in North-East Nigeria

Abstract

This study assessed the impact of religious conflict on the education of Social Studies students in selected Colleges of Education in North-East Nigeria (Aminu Saleh College of Education, Azare; College of Education, Waka-Biu; and Federal College of Education, Yola). A correlational research design was adopted, and data were collected from 609 students and 75 lecturers using a validated questionnaire. Descriptive and inferential statistics were used for data analysis. Findings revealed that religious conflict significantly hampers students’ academic performance, as shown by mean scores ranging from 3.18 to 3.52. Students reported reduced concentration, irregular attendance, low motivation, and poor academic outcomes during periods of religious tension. The results further indicated that conflict disrupts the teaching and learning process by causing school closures, threatening safety, and destroying facilities (mean = 3.23–3.62). Additionally, students’ participation, group work, and peer interactions were negatively affected, with mean scores ranging from 3.11 to 3.44. These outcomes suggest that religious conflict creates psychological, environmental, and instructional barriers that weaken learning experiences and reduce academic productivity among Social Studies students. The study concludes that religious conflict has a profound negative influence on Social Studies education in conflict-prone areas of North-East Nigeria. It recommends improved campus security, strengthened psychological support services, peace-building initiatives among students, enhanced participatory teaching strategies, infrastructural rehabilitation, and the integration of peace education into the Social Studies curriculum. These measures are essential for promoting resilience, academic continuity, and effective teacher preparation in conflict-affected regions.