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All Journal Academic Journal of Psychology and Counseling International Journal of Ethnoscience and Technology in Education
Musah, Ebikabowei
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Humanities Education Neuroscience Social Sciences Other

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Inquiry-based Ethnoecological Conservation Approach to Improve Students' Critical Thinking Skills Musah, Ebikabowei; Wangila, Caroline
International Journal of Ethnoscience and Technology in Education Vol 1, No 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.11240

Abstract

This study explores the effectiveness of an inquiry-based ethnoecological conservation approach in enhancing critical thinking skills among students. Amidst growing concerns over environmental degradation, the integration of ethnoecological knowledge within educational frameworks emerges as a potent tool for fostering environmental stewardship and critical thinking. This research adopts a mixed methods design, engaging 45 secondary school students in a two-month pedagogical intervention that blends inquiry-based learning with ethnoecological insights. The intervention's impact on critical thinking was assessed using pretest-posttest analysis, supplemented by qualitative insights from student interviews. Quantitative results demonstrate a significant improvement in students' critical thinking skills post-intervention, with statistical analysis revealing a notable increase in mean scores and a reduction in score variability. This indicates not only an enhancement in critical thinking abilities but also a homogenization of skills across the participant group, underscoring the universal efficacy of the approach. Qualitative findings further enrich these results, with students reporting a deeper understanding of environmental issues, a stronger connection to cultural heritage, and a heightened sense of responsibility towards conservation efforts. The study highlights the transformative potential of integrating indigenous knowledge systems into environmental education, advocating for a pedagogical shift towards more inclusive, culturally relevant learning frameworks. By engaging students in a contextually rich exploration of ecological and cultural interconnections, the inquiry-based ethnoecological approach proves effective in cultivating critical thinking, thereby equipping students with the cognitive tools necessary to navigate and address complex environmental challenges. This research contributes to the evolving discourse on environmental education, offering valuable insights into the role of ethnoecology and inquiry-based learning in developing critical thinking skills and fostering a generation of informed and engaged environmental stewards.
Sexual Spousal Abuse And Emotional Homeostatic Disequilibrium (EHD) Among Married Secondary School Teachers In Rivers State, Nigeria Musah, Ebikabowei
Academic Journal of Psychology and Counseling Vol. 5 No. 2 (2024): May 2024 - October 2024
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ajpc.v5i2.9503

Abstract

This study considered the phenomenon of emotional homeostatic disequilibrium (EHD) that adversely affects individuals, to unveil factors that instigate it. It was carried out in the area of counseling psychology. The purpose was to determine whether or not sexual spousal abuse is related to EHD among married secondary school teachers in Rivers State of Nigeria (N=766). This quantitative study adopted an expost facto correlation design, while two research questions and two null hypotheses guided the study. Results of the study indicated a significant relationship between sexual spousal abuse and EHD (F = 98.01, r = 0.58, p < 0.05), and a moderating influence of cultural values/beliefs in that relationship among the participants (F=53.617, p<0.05). Specifically, this study contributes to a deeper understanding of the psychological and emotional toll of sexual spousal abuse and informs more effective support and intervention strategies.
Inquiry-based Ethnoecological Conservation Approach to Improve Students' Critical Thinking Skills Musah, Ebikabowei; Wangila, Caroline
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.11240

Abstract

This study explores the effectiveness of an inquiry-based ethnoecological conservation approach in enhancing critical thinking skills among students. Amidst growing concerns over environmental degradation, the integration of ethnoecological knowledge within educational frameworks emerges as a potent tool for fostering environmental stewardship and critical thinking. This research adopts a mixed methods design, engaging 45 secondary school students in a two-month pedagogical intervention that blends inquiry-based learning with ethnoecological insights. The intervention's impact on critical thinking was assessed using pretest-posttest analysis, supplemented by qualitative insights from student interviews. Quantitative results demonstrate a significant improvement in students' critical thinking skills post-intervention, with statistical analysis revealing a notable increase in mean scores and a reduction in score variability. This indicates not only an enhancement in critical thinking abilities but also a homogenization of skills across the participant group, underscoring the universal efficacy of the approach. Qualitative findings further enrich these results, with students reporting a deeper understanding of environmental issues, a stronger connection to cultural heritage, and a heightened sense of responsibility towards conservation efforts. The study highlights the transformative potential of integrating indigenous knowledge systems into environmental education, advocating for a pedagogical shift towards more inclusive, culturally relevant learning frameworks. By engaging students in a contextually rich exploration of ecological and cultural interconnections, the inquiry-based ethnoecological approach proves effective in cultivating critical thinking, thereby equipping students with the cognitive tools necessary to navigate and address complex environmental challenges. This research contributes to the evolving discourse on environmental education, offering valuable insights into the role of ethnoecology and inquiry-based learning in developing critical thinking skills and fostering a generation of informed and engaged environmental stewards.
Co-Authors Wangila, Caroline