Effects of Reggio-Emilia teaching approach on pupils’ performance in sound energy in basic schools in Ilorin, Nigeria

Abstract

Sound energy is essential in our daily lives; it helps us communicate, enjoy music and stay aware of our surround ings. This study investigated the impact of the Reggio-Emilia teaching approach on pupils’ performance in Sound Energy, a physics-related concept in basic schools in Ilorin, Nigeria. The quasi-experimental design adopted a 3x2x3 factorial structure, involving three groups: pupils taught using the Reggio-Emilia Approach, those taught using both the Reggio-Emilia Approach and KwaraLearn teacher tablets, and a control group taught using only KwaraLearn tablets. A total of 120 pupils from three randomly selected public basic schools participated. Data were collected using a researcher-designed Sound Energy Performance Test (SEPT), and analysed using descriptive statistics and ANCOVA. Findings revealed that the Reggio-Emilia teaching approach significantly improved pupils' academic per formance in Sound Energy compared to the control group. Pupils in both treatment groups outperformed those in the control group, with no statistically significant interaction effect of age on performance. These results highlight the effectiveness of the Reggio-Emilia approach in enhancing learners’ understanding of physics-related concepts in basic science, advocating for its integration into the existing KwaraLearn initiative to promote inquiry-driven, child centred learning. The study recommends that policymakers, educators and curriculum developers adopt and adapt the Reggio-Emilia approach for more effective science teaching at the basic school level in Nigeria.