PHOTOGRAPHIC IMAGE REPRESENTATION OF CHILD ABUSE AS INSTRUCTIONAL MATERIALS FOR TEACHING STUDENTS IN JUNIOR SECONDARY SCHOOLS IN EMOHUA LOCAL GOVERNMENT AREA OF RIVERS STATE

Elizabeth Okwelle, Kingsley Ugochukwu Nwombu (PhD)

Abstract


The aim of this study was to examine the Photographic Image Representation of Child Abuse as Instructional Materials for Teaching Students in Junior Secondary Schools in Emohua Local Government Area of Rivers State. Four objectives, research questions and hypothesis respectively were formulated and used for the study. A descriptive survey design was adopted, while questionnaire instrument based on modified Likert type scale was used to collect data for the five research questions formulated to direct the study. The sample of the study consisted of 350 junior secondary school students which were randomly chosen from 25 government public junior secondary schools in Emohua Local Government Area of Rivers State.  The data were analysed through testing using Pearson’s Product Movement Correlation Coefficient (PPMCC) and the result of the testing and analysis revealed that there is a significant correlation between the impact of photographic image representation of child abuse and instructional materials for teaching in Junior Secondary Schools in Emohua Local Government Area of Rivers State. Thus, the study recommended that photographic image representation of child abuse be used in teaching child abuse related issues in the schools in Emohua Local Government Area of Rivers State in order to create better awareness on the negative effects of child abuse. It is believed that this study has contributed to knowledge in the use of photographic image representation of child abuse as instructional materials for teaching and learning in Junior Secondary Schools in Emohua Local Government Area of Rivers State.

Keywords


Photographic Image, Representation, Child Abuse, Instructional Material, Teaching.

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References


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Copyright (c) 2021 Elizabeth Okwelle, Kingsley Ugochukwu Nwombu (PhD)

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 ISSN (Print):   2695-2319

ISSN (Online): 2695-2327

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.