Nigeria is experiencing the reality of climate change more than ever with Sea level rise, coastal and riverine flooding; erosion and desertification as ‘clouds of witnesses’. People’s perception and experiences appears to be the core issues that will influence their climate change anxiety level, a potent factor behind climate action. The younger generation would have a larger share of this experience and propensity for the worst hit including women. This background necessitated the need for the development of a Climate Change Anxiety Instrument (CCAI) for secondary school students. This research attempts to develop and test a reliable and valid instrument that will assess students’ level of anxiety towards the changes that climate change brings to bear on humans and the environment in general. The development phase, patterned alongside Computer Anxiety Scale (CAS) developed by Okebukola and Woda (1993), first involved 50 senior secondary school students and the final phase involved 90 senior secondary school students. Results compared students’ learning outcomes using constructivism, pictorial/discussion and traditional techniques. Pedagogy significantly influenced students’ climate change anxiety. The Tukey analysis shows pictorial/discussion significant differences among the group on climate change anxiety. Location significantly influenced students’ level of climate change anxiety in favour of rural students.
The objective of this study is to understand the range of responses towards critical pedagogy by teachers who do not have much formal training or prior experience with critical pedagogy. The study aims to understand the practicality and feasibility of critical pedagogy to be applied in the classroom. The study was conducted on the fifteen teachers of a private university in Bangladesh. The participants were from four departments namely Law, English, Business Administration and Computer Science and Engineering. The data was collected through close ended questionnaire and analyzed through quantitative research method. The study reveals that critical pedagogy can be applied to Bangladeshi Classrooms.
The Impact of Critical Pedagogy on the Development of Language Ability of Intermediate EFL Learners (Review Completed - Accepted)
Critical pedagogy, by all means, is an attitude which serves the world through the word (Freire 1970) and leads to self-worth. Students in a critical pedagogical language classroom learn not only how to deal with studying and learning what is meaningful to their life, but also how to know and overcome their deficiencies and lacks which eventually brings on self-esteem. This paper works out to feature in how critical pedagogy consolidates students’ language learning. For this reason, two sets of instruments including a language proficiency test (Cambridge 2005) among 90 participants and a teacher-made language proficiency test as pre-test and posttest among 40 were administered. The findings through t-test acutely demonstrated that the mean performances of language proficiency (0.016) in experimental group are higher than control group and expresses significant difference (P ≤ 0.05).