Effects of Reggio-Emilia Approach on Engagement and Achievement in Physics-related Concepts among Upper Basic School Students in Ilorin, Kwara State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026562Keywords:
Reggio Emilia approach, Physics education, Student engagement, Academic achievement, Basic Science and TechnologyAbstract
Students' persistent low engagement and achievement in physics-related concepts have remained a concern in Nigerian basic education. Although learner-centred pedagogies have been widely advocated, empirical evidence on the application of the Reggio Emilia approach in Basic Science and Technology classrooms remains limited. This study investigated the effects of the Reggio Emilia approach on Upper Basic II students' engagement and achievement in physics-related concepts in Ilorin, Kwara State, Nigeria. A quasi-experimental pretest-posttest non-equivalent control group design was employed. A total of 120 students from selected public basic schools in Ilorin participated in the study during the 2025/2026 academic year, comprising 60 students in the experimental group and 60 in the control group. Data were collected using the Physics-related Concept Achievement Test (PCAT) and the Students' Physics-related Concept Engagement Scale (SPCES). Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data at the 0.05 significance level. The findings revealed that students exposed to the Reggio Emilia approach demonstrated significantly higher achievement (F (1,117) = 64.17, p < .001, η²p = .354) and engagement (F (1,117) = 48.74, p < .001, η²p = .294) than their counterparts taught using the conventional teaching method. Furthermore, no significant gender differences were observed in students' achievement and engagement outcomes. The findings provide empirical support for constructivist and learner-centred instructional practices in science education. It is concluded that the Reggio Emilia approach is an effective strategy for enhancing students' engagement and achievement in physics-related concepts. The study recommends integrating it into Basic Science and Technology instruction and suggests further research into its long-term effectiveness across diverse educational contexts.
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