International Journal of Development in Social Sciences and Humanities

This paper presents an empirical data about the presumed learning outcomes in Civics and Ethical Education, and the actual prevailing situation regarding student’s civic knowledge, attitude and skills vis a vis the national standards set by the Ministry of Education. The study was conducted based on mixed design of both qualitative and quantitative methods accompanied by sequential explanatory approach, where quantitative data were followed by qualitative scrutiny. Data were collected from students, teachers, school archives, parents, and concerned officials. This study revealed that students’ civic skill and attitude is not equivalent with their civic knowledge and is below the minimum benchmarks of the national standard. Failure to identify and employ fitting teaching methods and the use of inappropriate assessment techniques to check whether students meet civic disposition and skill requirements are found as most prominent factors for the disproportionate achievement in the learning outcomes. Consistent with the major findings of the inquiry, the following points have been recommended to mitigate the deficiencies. Above all, seminars and short-term trainings shall be conducted on the methods of teaching the course alongside the assessment methods inclusive of knowledge, attitude and skills. There is also a need to make sure that civic teachers are professionals qualified on the subject matter and committed in realizing the goals of the curriculum. In addition, consideration of incentives for teachers for the extra-ordinary burden they are in charge could be an imperative dealing.