Preservice teachers’ attitude and efficacy towards inclusive education in Nigeria: A case study of pre-service Science Education students in university of Ilorin, Ilorin, Nigeria

Imam, B. T. , Sulaiman, M. M., & Alabi, H. I. (2021)


In the actualization of sustainable development goals, teachers’ positive attitude towards the implementation of inclusive education in their classrooms becomes essential. Hence, this study investigated pre-service teachers’ attitudes and efficacy towards inclusive education among pre-service science education students in the University of Ilorin, Nigeria. The study adopted descriptive research of the survey type and a sample of 297 respondents were involved. Three research questions and two hypotheses were raised to guide this study. The research instrument entitled Questionnaire on students’ attitude towards inclusive education adapted from Kielblock (2018) was utilized in gathering data for the study. The reliability of the instrument was observed to be 0.74 using PPMC statistics. The research questions were answered using frequency count and percentages while hypotheses were tested using t-test statistics at a 0.05 level of significance. Findings from the study revealed that the majority (72.1%) of the respondents are aware of inclusive education policy in Nigeria. Also, 59.9% of the respondents held a negative attitude towards inclusive education while 47.5% of them have low efficacy towards teaching in an inclusive classroom. Furthermore, it was revealed that gender does not significantly influence students’ attitudes and efficacy towards inclusive education. It was therefore recommended that efforts should be intensified in teacher education programmes to impact knowledge on inclusive education among pre-service teachers as this may likely, strengthen their attitude and efficacy towards inclusion.