Abstract

This study investigates the effects of implementing the Reggio-Emilia approach in teaching measurement of length to pupils in Kwara State, Nigeria. The research aims to address the gap in engaging students effectively in basic science education. Traditional teaching methods often lead to passive learning and limited retention of scientific concepts. By exploring the impact of the Reggio-Emilia approach, which emphasizes interactive and experiential learning, this study seeks to enhance students’ understanding and interest in physics-related concepts. The quasi-experimental design employed in the study allows for causal inferences to be drawn, despite the lack of randomization. Through the use of the Measurement of Length Achievement Test and statistical analysis with ANCOVA, the researchers assess the effectiveness of this innovative teaching approach. The findings contribute to the ongoing discourse on improving science education practices, particularly in regions facing challenges related to resources and infrastructure.

Keywords: Reggio Emilia approach, Physics-Related Concepts, Pedagogistas, Atelieristas