Teachers' Perceptions of Multicultural Approaches in Addressing Socio-Cultural Challenges Among Junior Secondary School Students in Bayelsa State, Nigeria
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2026
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| _version_ | 1866902004516782080 |
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| author | (PhD), Melody Kay Gibson (PhD) & Sunday David Edinyang |
| author_facet | (PhD), Melody Kay Gibson (PhD) & Sunday David Edinyang |
| contents | <p>The study sought to investigate teachers’ perceptions of multicultural approaches in addressing <br>socio-cultural challenges among junior secondary school students in selected schools in Bayelsa <br>State, Nigeria. The study used a survey research design with a sample of 150 teachers selected <br>using stratified random sampling technique. Instruments developed for the study was a teacher <br>perception questionnaire scale titled “Multicultural Approaches for Addressing Socio-Cultural <br>Challenges among Students” (MAASCS). Teachers’ gender, qualification, school type and <br>teaching experience were also examined to determine their level of influence on teachers’ <br>perceptions. Data collected were analysed using percentage and independent t-test. The study <br>found teachers’ to strongly favour diverse cultural content integration, knowledge construction in <br>linguistic skills, prejudice reduction, empowering a reformed school culture, as well as reduction <br>of behaviours, concepts; and attitudes. The study also found gender and school type to <br>significantly influence teachers’ perception with t (148) = 2.02, p < .05; and t (148) = 3.01, p < <br>.05. Recommendations were made accordingly</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19513273 |
| institution | Zenodo |
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| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Teachers' Perceptions of Multicultural Approaches in Addressing Socio-Cultural Challenges Among Junior Secondary School Students in Bayelsa State, Nigeria (PhD), Melody Kay Gibson (PhD) & Sunday David Edinyang Teacher Perceptions Multicultural Concepts and Education Socio-Cultural Challenges Approaches to Multicultural Reforms <p>The study sought to investigate teachers’ perceptions of multicultural approaches in addressing <br>socio-cultural challenges among junior secondary school students in selected schools in Bayelsa <br>State, Nigeria. The study used a survey research design with a sample of 150 teachers selected <br>using stratified random sampling technique. Instruments developed for the study was a teacher <br>perception questionnaire scale titled “Multicultural Approaches for Addressing Socio-Cultural <br>Challenges among Students” (MAASCS). Teachers’ gender, qualification, school type and <br>teaching experience were also examined to determine their level of influence on teachers’ <br>perceptions. Data collected were analysed using percentage and independent t-test. The study <br>found teachers’ to strongly favour diverse cultural content integration, knowledge construction in <br>linguistic skills, prejudice reduction, empowering a reformed school culture, as well as reduction <br>of behaviours, concepts; and attitudes. The study also found gender and school type to <br>significantly influence teachers’ perception with t (148) = 2.02, p < .05; and t (148) = 3.01, p < <br>.05. Recommendations were made accordingly</p> |
| title | Teachers' Perceptions of Multicultural Approaches in Addressing Socio-Cultural Challenges Among Junior Secondary School Students in Bayelsa State, Nigeria |
| topic | Teacher Perceptions Multicultural Concepts and Education Socio-Cultural Challenges Approaches to Multicultural Reforms |
| url | https://doi.org/10.5281/zenodo.19513273 |