REVOLUTIONIZING PHYSICS EDUCATION IN NIGERIAN BASIC SCHOOLS BY IMPLEMENTING REGGIO EMILIA APPROACH TO ENHANCE STUDENT ENGAGEMENT IN ILORIN, NIGERIA
Abstract
This study investigated the effectiveness of the Reggio Emilia approach in enhancing pupils’ engagement and academic performance in physics-related concepts taught within Basic Science and Technology at the lower-basic level in Ilorin, Nigeria. A quasi-experimental pretest–posttest, non-equivalent control-group design was adopted. The sample comprised Basic Three pupils from two public basic schools in Ilorin. Participants were assigned to experimental and control groups. Data were collected using four researcher-developed instruments: the Forms of Energy Performance Test (FEpT), Sound Performance Test (SpT), Light Performance Test (LpT) and Measurement of Length Performance Test (MLpT). Means, standard deviations and analysis of covariance (ANCOVA) were used to analyse the data at the 0.05 level of significance. The findings showed that pupils exposed to the Reggio Emilia approach performed significantly better than those in the control group. Age and gender had no significant interaction effects on pupils’ performance. The study concludes that the Reggio Emilia approach may be an effective pedagogical strategy for improving learning outcomes in physics-related concepts at the basic-education level. It recommends teacher training, curriculum enrichment and policy support for learner-centred pedagogies in Nigerian basic schools.
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