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Ayodele Onyeatoelu Okobia
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DOI:10.17265/2161-6248/2023.01.006
University of Delta, Agbor, Nigeria
The study investigated inclusive education and gender as determinants of social studies students’ attitude towards learning of social studies in College of Education, Agbor, Delta State, Nigeria. The aim was to determine the relationship between inclusive education, gender, and social studies students’ attitude towards learning of social studies. Two hypotheses were postulated to guide the study. A total of 150 randomly selected social studies students across the Department of Social studies, College of Education, Agbor, Delta State were administered with inclusive education scale and social studies students’ attitude towards learning of social studies questionnaire for data collection. The hypotheses were analysed using Multiple Regression tested at 0.05 level of significance. Findings revealed that the criterion variable (social studies students’ attitude towards learning of social studies) showed that social studies students’ attitude towards learning of social studies correlates positively, and low towards inclusive education. Also, gender was not a determinant of both social studies students’ attitude towards learning of social studies and their inclusive education in schools’ activities. The results also showed that only social studies students’ inclusion in educational activities with the regressional coefficient (b) of 0.258, and a beta weight of 0.296 significantly contributed to social studies students’ attitude towards learning of social studies, while the contribution of gender was not significant in predicting social studies students’ attitude towards learning of social studies. Based on these findings recommendations were made.
inclusive education, gender, social studies, social studies students’ attitude and learning of social studies
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