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All Journal Universal Education Journal of Teaching and Learning Journal of Early Childhood Development and Education
Sule Muhammad
Federal University Gusau
Education Other

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Influence of Visual Art Activities on Pupils’ Awareness of Insecurity and Civic Responsibility in Religion and National Values Sule Muhammad; Nuraddeen Adamu Kanon-Haki
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.134

Abstract

This study examined the influence of visual art activities on pupils’ awareness of insecurity and understanding of civic responsibility in the subject of Religion and National Values among basic schools in Gusau Metropolis, Zamfara State. Guided by Albert Bandura’s Social Learning Theory, the study adopted a quasi-experimental design involving 381 Basic Five pupils selected from six public schools (three experimental and three control). Pupils in the experimental group participated in structured visual art activities, including drawing, poster-making, and mural design, integrated into Religion and National Values lessons, while the control group received conventional instruction. Data collected through a validated questionnaire titled Visual Art and Civic Awareness Questionnaire (VACAQ) were analyzed using descriptive statistics and independent samples t-tests. Findings revealed that pupils exposed to visual art activities demonstrated significantly higher awareness of insecurity (M = 3.15, SD = 0.51) and greater understanding of civic responsibility (M = 2.96, SD = 0.58) than those in the control group (p < 0.05). The results confirm that visual art activities enhance pupils’ engagement, emotional reflection, and internalization of civic values. The study concludes that integrating art-based pedagogies into Religion and National Values instruction promotes peace education, moral development, and civic consciousness among pupils. It recommends curriculum enrichment, teacher training, and adequate resource provision to strengthen art-based learning for peacebuilding and civic education in basic schools.
Influence of the National Values Curriculum on Pupils’ Cognitive and Emotional Development in Basic Schools in Zamfara State, Nigeria Sule Muhammad; Sani Ahmadu Gurjiya
Journal of Early Childhood Development and Education Vol. 3 No. 2 (2026): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v3i2.540

Abstract

Background: Recognizing the critical role of holistic National Value Education in shaping intellectual, moral, and emotional capacities, the research examined how structured value-based instruction affects reasoning, problem-solving, empathy, cooperation, and moral sensitivity among pupils. Objective: The study investigated the influence of the National Values Curriculum (NVC) on pupils’ cognitive and emotional development in basic schools in Zamfara State, Nigeria. Methods: A correlational research design was employed, with a sample of 384 pupils drawn through a multi-stage sampling technique from both urban and rural schools. Data were collected using a validated and reliable self-developed questionnaire, the National Values Curriculum Influence Questionnaire (NVCIQ), and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests. Results: The findings revealed a strong positive relationship between the NVC and pupils’ cognitive development (r = 0.675, p < 0.001), as well as emotional development (r = 0.618, p < 0.001), indicating that increased exposure to the curriculum significantly enhances both intellectual and affective competencies. Gender differences in cognitive development were not statistically significant, while school location had a significant impact on emotional development, with urban pupils demonstrating higher affective skills than rural pupils. Conclusion: The study concludes that the NVC effectively promotes holistic development, fostering responsible, morally grounded, and socially competent pupils. It recommends continuous teacher training, provision of adequate instructional resources, and the incorporation of interactive and reflective activities to maximize the curriculum’s cognitive and emotional benefits.
Co-Authors Nuraddeen Adamu Kanon-Haki Sani Ahmadu Gurjiya