Assessing the Influence of Fourth Industrial Revolution (4IR) Technologies on the Development of Basic School Learners in Nigeria

Abstract

The Nigerian society is witnessing an increase in depression, and cyberbullying among the young generation, which has been traced to the constant use of technology, thereby raising concerns about its impact on a child’s development. This study examined the influence of 4IR technology on learner’s development. The research method for this study was a descriptive survey. All Basic school pupils in Ogun East Senatorial district served as the population. The study’s sample consisted of 2400 basic five5 students. A researcher-designed questionnaire was used for this study. The reliability of the questionnaire was carried out using the test-retest method with an index 0.83 obtained via Pearson Product Moment Correlation (PPMC). Percentage and grand mean were used to answer the research questions. Multivariate regression analysis was employed to test the hypothesis at 0.05 level of significance. It was discovered that 4IR has the highest positive influence on cognitive development, while it did not influence the emotional development of basic school learners or their social and physical development. The government should develop educational apps, and virtual classrooms, that should include modules that promote empathy, and emotional regulation, to support the development of emotional and social skills alongside cognitive abilities.

Keywords

• Fourth Industrial Revolution
• Nigerian Basic Education System
• Technology and Child Development
• Digital Learning
• Technology Integration in Education
• Digital Literacy

Dördüncü Sanayi Devrimi (4IR) Teknolojilerinin Nijerya’daki Temel Eğitim Öğrencilerinin Gelişimi Üzerindeki Etkisinin Değerlendirilmesi

Abstract

Nijerya toplumunda genç nesil arasında depresyon ve siber zorbalık vakalarında artış gözlemlenmekte olup, bu durum yoğun teknoloji kullanımına bağlanmakta ve çocuk gelişimi üzerindeki etkileri konusunda endişeler duyulmaktadır. Bu çalışma, Nijerya’daki temel eğitim öğrencileri arasında 4. Sanayi Devrimi (4IR) teknolojilerinin öğrencilerinin gelişimlerinin çeşitli boyutları üzerindeki etkisini araştırmaktadır. Araştırmada betimleyici tarama yöntemi kullanılmıştır. Gelişim ve sosyo-kültürel öğrenme teorilerine dayanan bu çalışma, Ogun Doğu Senato Bölgesi’ndeki 160 okulda öğrenim gören 2.400 Beşinci Sınıf öğrencisi ile gerçekleştirilmiştir. Veriler, araştırmacı tarafından hazırlanan ve geçerliliği sağlanmış anket aracılığıyla toplanmış, yüzde, genel ortalama ve çoklu regresyon analizleri ile değerlendirilmiştir. Anketin güvenilirliği test-tekrar test yöntemi ile ölçülmüş ve Pearson Momentler Çarpımı Korelasyon (PPMC) ile 0,83 güvenilirlik indeksi elde edilmiştir. Bulgular, 4IR teknolojilerinin bilişsel gelişim üzerinde istatistiksel olarak anlamlı bir etkiye sahip olduğunu göstermiştir (β = .360, p < .001); bu da dijital araçların öğrencilerin hafıza, dikkat ve problem çözme becerilerine olumlu katkı sağladığını işaret etmektedir. Ancak, duygusal, sosyal ve fiziksel gelişim alanlarında anlamlı bir etki gözlemlenememiş, bu durum yapılandırılmamış veya denetimsiz dijital maruziyetin bütünsel gelişim üzerindeki sınırlamalarını ortaya koymuştur. Araştırmanın bulguları, Nijerya’daki temel eğitim programlarına sosyo-duygusal öğrenme ve öğretmen rehberliğinde dijital etkileşimin entegre edilmesini öngören eğitim politikalarının önemini vurgulamaktadır.

Keywords

• Dördüncü Sanayi Devrimi
• Nijerya Temel Eğitim Sistemi
• Teknoloji ve Çocuk Gelişimi
• Dijital Öğrenme
• Eğitimde Teknoloji Entegrasyonu
• Dijital Okuryazarlık

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