EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran

Assessment of Undergraduates Civic Education Knowledge and Electoral Participation in Southwest Nigeria

2026-05-22T09:48:34+00:00

The study investigated undergraduates’ civic education knowledge and electoral participation in Southwest Nigeria. It also investigated the relationship between undergraduate civic education knowledge and electoral participation. The study adopted convergent parallel mixed method with population of all undergraduates for all the public universities situated in the southwest, Nigeria. A sample of 600 respondents was selected using multistage sampling for the quantitative instrument, while 18 participants were purposively selected for qualitative instrument using focus group discussions. Data were collected using the Undergraduates’ Civic Education Knowledge and Electoral Participation Questionnaire (UCKEPQ) and a semi-structured interview guide for the focus group discussion. The questionnaire was validated and yielded a Cronbach’s alpha reliability of 0.82. Quantitative data were analyzed using descriptive statistics, Pearson Product Moment Correlation, and regression analysis at 0.05 significance level, while qualitative data were thematically analyzed. Results showed that undergraduates possessed moderate to high civic knowledge but exhibited low to moderate electoral participation. A significant positive relationship existed between civic knowledge and electoral participation (r = 0.67, p < 0.05). Civic education knowledge significantly influenced electoral participation (F = 136.84, p < 0.05), explaining 17.5% of the variance. Qualitative findings showed that political mistrust, insecurity, and weak youth mobilization hindered participation despite adequate civic education awareness. The study concludes that civic education knowledge alone does not ensure active electoral participation. It recommends experiential civic learning and reforms that strengthen trust in electoral institutions.

Enhancing Students’ Reading Proficiency through Game-Based Learning

2026-05-31T09:59:00+00:00

Game-Based Learning (GBL) is a teaching approach incorporating enjoyable and interactive activities into the learning process to engage students and enhance their reading proficiency. The study adopted the eight steps of R&D model design by Gall and Borg in 1989. It aimed to develop, validate, and test the effectiveness of the instructional materials on enhancing the reading proficiency level of Grade 7 students of Dologon National High School- Kiharong Annex for school year 2024-2025. Specifically, it sought to: develop instructional materials on enhancing the reading proficiency level of students using game-based learning; validate the materials by subjecting them for evaluation by the teacher-experts and pilot learners; revise the material based on the suggestions and recommendations of the teacher-experts and pilot learners; and test the effectiveness of the developed, validated, and revised instructional materials in enhancing reading proficiency. The study employed a quasi-experimental design which used two intact sections as experimental and control groups. The research utilized the adapted questionnaires in assessing the teacher-experts and students’ evaluation on the GBL-IMs. Descriptive statistics and ANCOVA were used in the study. The findings of the study revealed that teacher-experts evaluation on GBL was “Highly Eligible”, and students’ evaluation was “Strongly Agree” which mean that “The criteria were completely met”. Moreover, GBL group has a higher reading proficiency increase compared to the non-GBL group and there was a significant difference between their pretest and posttest scores after the intervention.

The Impact of Dialogic Teaching on Alleviating Foreign Language Speaking Anxiety Among High-School Students

2026-06-02T10:00:28+00:00

Providing training for EFL learners to boost their communicative skills is a requirement in the 21^st century. Instructors need to be actively engaged in adopting interactive teaching approaches instead of relying solely on the lecturing-based approach. Adopting a dialogic-based approach has demonstrated enhancement in students’ communication skills. This paper aims to investigate the impact of dialogic teaching on EFL learners’ levels of anxiety. To achieve this purpose, a quantitative research approach was adopted. A questionnaire was developed based on the readings of the literature and administered to 150 high school students in Morocco. Based on the results, the dialogic teaching approach proved to be successful in enhancing students’ communicative skills. Furthermore, the majority of the participants expressed their anxiety-free while making mistakes, enjoying their language class, and low anxiety when they spoke to natives. Additionally, the relationship between students and the students-teacher relationship boosted their freedom of expression. Through this approach, students’ non-linguistic skills, including self-confidence, teamwork, and stress management, were developed. This research paper implies that the effectiveness of this approach may vary among learners, possibly due to individual differences, such as their mindsets.