Culturally relevant pedagogy as a tool in enhancing quality education among basic education learners
DOI:
https://doi.org/10.38140/ijer-2026.vol8.2.09Keywords:
Culturally relevant pedagogy, quality education, basic education, teacher perceptions, learnersAbstract
Culturally Relevant Pedagogy (CRP) is posited as a crucial framework for enhancing the quality of education by rendering learning more inclusive and effective for ethnically diverse students. This study investigated the perceived effectiveness of CRP as a tool for enhancing the quality of education among basic education students in the Ibadan metropolis, Nigeria. Employing a descriptive survey design, data were collected from 1,080 basic school teachers using a researcher-developed questionnaire. The results revealed that teachers perceive CRP as highly effective (Grand mean = 2.82) in enhancing students’ comprehension, engagement, motivation, and critical thinking. Furthermore, hypothesis testing using t-tests and ANOVA at a 0.05 significance level indicated no statistically significant differences in teachers’ perceptions of CRP’s effectiveness based on school type (t(268) = 0.176, p > .05), educational qualification (F(2, 1077) = 1.428, p > .05), or years of teaching experience (F(2, 1077) = 1.185, p > .05). The study concludes that CRP is widely regarded as a potent and universally applicable pedagogical strategy across various school contexts and teacher demographics. It is recommended that teacher professional development programmes and curriculum planning actively integrate the principles of Culturally Relevant Pedagogy to foster more equitable and meaningful learning experiences.
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