Analysing the Effectiveness of Proverbs in Teaching Moral Values and Social-Emotional Development to Children in Oyo Town
Keywords:
Proverbs, Moral Education, Social-Emotional Development, Primary Education, Yoruba Culture, Nigeria, Pedagogy, Cultural IdentityAbstract
This study investigates the effectiveness of proverbs as pedagogical tools for teaching moral values and enhancing social-emotional development among primary school children in Oyo Town, Nigeria. Employing a mixed-methods approach, the research encompassed a descriptive survey, an eight-week classroom intervention, and subsequent qualitative inquiries. Ten urban public primary schools were purposively selected to represent diverse socio-economic contexts. A stratified random sample included 250 pupils (aged 8–11) and 100 teachers from Grades 2 to 4. Teachers completed a structured questionnaire assessing the frequency, context, and perceived impact of proverb usage in moral instruction. The questionnaire demonstrated strong content validity (Content Validity Index = 0.87) and internal consistency (Cronbach’s alpha = 0.82). During the intervention, educators integrated ten culturally relevant proverbs into regular lessons through storytelling, group discussions, and role-play activities. Pre- and post-intervention assessments of pupils' moral reasoning and social-emotional competencies were conducted using standardized instruments, both exhibiting satisfactory reliability (Cronbach’s alphas of 0.79 and 0.85, respectively). Quantitative data were analyzed using descriptive statistics and inferential tests, including paired-sample t-tests and repeated-measures ANOVA, to evaluate significant changes over time. Qualitative data were gathered through focus group discussions with 40 pupils and semi-structured interviews with 20 teachers, exploring the influence of proverbs on students’ reflections, peer interactions, and value-based decision-making. Content analysis of transcripts, with an inter-rater agreement of 0.88, revealed that proverbs enhanced clarity and memorability of moral lessons, reinforced cultural identity, and promoted observable moral behaviors. Additionally, proverbs facilitated empathy, emotional regulation, and collaborative skills among pupils. The study concludes that integrating proverbs into classroom instruction significantly bolsters moral education and social-emotional learning, offering a culturally resonant and effective pedagogical strategy for primary education in Oyo Town.
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