Cultural and Linguistic Diversity of Teachers as Predictors of Inclusive Learning Outcomes in Secondary Schools of Sokoto State, Nigeria.

Fatima I. Sulaiman; Fatima Abubakar Dogon Daji

doi:10.52589/BJCE-WXFPILQI

Cultural and Linguistic Diversity of Teachers as Predictors of Inclusive Learning Outcomes in Secondary Schools of Sokoto State, Nigeria. | AB Journals

Cultural and Linguistic Diversity of Teachers as Predictors of Inclusive Learning Outcomes in Secondary Schools of Sokoto State, Nigeria.

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British Journal of Contemporary Education

Vol. 5Issue 32025pp. 18–24Published 16 November 2025

DOI 10.52589/BJCE-WXFPILQI

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Abstract:

This study explored how cultural, linguistic, and gender diversity among teachers influence inclusive learning outcomes in Sokoto State, Nigeria. Using a quasiexperimental design, 332 SSII students and eight teachers across four schools participated. Data were collected using pre- and post-tests in English and Mathematics, and analyzed with independent t-tests and regression analysis. Results revealed no significant gender differences in student performance (p > 0.05). However, cultural diversity (β = 0.41, p < 0.01) and linguistic diversity (β = 0.36, p < 0.01) significantly predicted student achievement. The study concludes that cultural and linguistic diversity foster inclusive learning environments

Keywords:Cultural diversity linguistic diversity gender inclusivity teacher diversity inclusive education.

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