The Future of Education
Functional Pedagogy as a Strategy for Effective Learning in Early Childhood and Primary Education in the South-South Geopolitical Zone of Nigeria
Florence A. Undiyaundeye, Department of Guidance and Counselling, University of Calabar (Nigeria)
Agbama A Inakwu, Department of Curriculum and Instruction, Federal College of Education, Obudu (Nigeria)
Abstract
This study investigated the extent to which functional pedagogy enhances effective learning among early childhood and primary school pupils in the South-South region of Nigeria. Specifically, it examined teachers’ utilization of functional pedagogical strategies, the impact of these strategies on pupils’ learning outcomes, the relationship between teachers’ qualifications and effective application of functional pedagogy, and the challenges limiting its implementation. A descriptive survey design was employed, involving 120 teachers and 240 pupils from 12 schools across Cross River, Rivers, and Akwa Ibom States, selected through stratified random sampling. Data were collected using a validated questionnaire and an achievement test, and analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (t-test) at a 0.05 significance level. Findings revealed that teachers frequently employed strategies such as play-based learning, group collaboration, and contextualized instruction, although ICT integration remained moderate. Pupils exposed to functional pedagogy demonstrated higher cognitive, affective, and psychomotor outcomes than those taught via conventional methods. Teachers’ qualifications significantly influenced their effective implementation of functional pedagogical strategies. Key challenges identified included inadequate instructional materials, overcrowded classrooms, and limited professional development opportunities. The study concludes that functional pedagogy is vital for promoting holistic and effective learning in early childhood and primary education. Recommendations include enhanced teacher training programs, curriculum reforms emphasizing activity-based learning, provision of sufficient instructional resources, and improved ICT integration to strengthen the adoption and sustainability of functional pedagogical practices in the region.
Keywords: Functional pedagogy, effective learning, early childhood education, primary school, teacher qualification, South-South Nigeria
