Cultural and Linguistic Diversity of Teachers as Predictors of Inclusive Learning Outcomes in Secondary Schools of Sokoto State, Nigeria.
Publication Date: 17/11/2025
Author(s): Fatima I. Sulaiman, Fatima Abubakar Dogon Daji.
Volume/Issue: Volume 5, Issue 3 (2025)
Page No: 18-24
Journal: British Journal of Contemporary Education (BJCE)
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.
