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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.
Impact of Early Childhood Learning Experiences on Civic Tolerance and Social Integration Among Upper Basic School Students in Gusau Local Government Area, Zamfara State, Nigeria Sule Muhammad; Binta Muhammad
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): Journal of Early Childhood Development and Education (January)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v3i1.539

Abstract

Background: Early childhood learning experiences are crucial in shaping students’ social behavior, moral values, and civic attitudes. In diverse societies such as Nigeria, early educational exposure is essential for promoting civic tolerance and social integration. However, limited empirical evidence exists regarding this relationship among upper basic school students in northern Nigeria. Objective: This study examined the impact of early childhood learning experiences on civic tolerance and social integration among upper basic school students in Gusau Local Government Area, Zamfara State, Nigeria. Guided by Vygotsky’s Sociocultural Theory, the study focused on the role of early social and educational interactions in fostering empathy, cooperation, and civic responsibility. Methods: A quantitative descriptive survey design was adopted. A sample of 384 upper basic school students was selected using stratified random sampling. Data were collected through a validated questionnaire with a reliability coefficient of 0.87. Descriptive statistics were used to answer the research questions, while Independent Samples t-test and One Way ANOVA were employed to test the hypotheses at a 0.05 level of significance. Results: The results showed that students with richer early childhood learning experiences demonstrated significantly higher levels of civic tolerance and social integration than those with limited exposure. Significant differences were observed between students with high and low early learning experiences, while ANOVA results indicated a strong association among early learning experiences, civic tolerance, and social integration. Conclusion: The study concludes that early childhood education plays a vital role in fostering civic tolerance and social integration. Enhancing early learning environments can contribute to social cohesion and the development of tolerant and civically responsible citizens. The study recommends strengthening early childhood curricula with socio-emotional and civic learning components, improving teacher training, and reinforcing education policy implementation in northern Nigeria.
Co-Authors Binta Muhammad Nuraddeen Adamu Kanon-Haki