CHILD-FRIENDLY SCHOOL ENVIRONMENT AND PUPILS’ ACADEMIC ENGAGEMENT IN PUBLIC PRIMARY SCHOOLS IN SOKOTO STATE, NIGERIA
Keywords:
Child-friendly, school environment, pupils’ academic engagement, public primary schools.Abstract
This study examined the relationship between a child-friendly school environment and pupils’ academic engagement in public primary schools in Sokoto State, Nigeria. The study was motivated by concerns over low levels of academic engagement among pupils, which may be linked to inadequacies in school environments that do not adequately support children’s physical, emotional, and psychosocial needs. A descriptive survey research design was adopted for the study. The population comprised 481,222 pupils enrolled in public primary schools across Sokoto State, from which a sample size of 576 pupils was selected using a multistage sampling technique. Data were collected using a structured questionnaire designed to measure key dimensions of a child-friendly school environment such as safety, inclusiveness, teacher–pupil relationships, availability of learning resources, and health-supportive practices as well as indicators of pupils’ academic engagement, including behavioural, emotional, and cognitive engagement. The instrument was validated by experts in educational research, and its reliability was established using appropriate statistical methods. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics to determine the extent and significance of the relationship between the variables. Findings revealed that child-friendly school environment factors significantly influenced pupils’ academic engagement in public primary schools in Sokoto State. Schools that provided safe, supportive, and inclusive environments recorded higher levels of pupils’ participation, interest, and commitment to learning activities. The study concludes that improving child-friendly practices within public primary schools can enhance pupils’ academic engagement. It therefore recommends that education stakeholders prioritize the provision of safe facilities, supportive teacher–pupil interactions, and inclusive policies to promote effective learning outcomes in Sokoto State.
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