RETHINKING INCLUSIVITY THROUGH COMPUTER-GENERATED IMAGES FOR PRIMARY SCHOOL PUPILS IN CALABAR, NIGERIA

Abstract

In the 21st Century complex and rapidly changing education landscape, traditional teaching approaches often struggle to engage diverse learners. Innovative approaches therefore become important for fostering inclusivity, creativity and critical thinking. This case study investigates the use of Computer-Generated Images (CGI) as a novel framework for inclusive education in Nigeria. A pretest-posttest control experimental research design was adopted. The experiment was carried out for four weeks using CGI classroom approach on 29 members of intact class of Junior basic II in a culturally diverse Government Primary School Atu, Cross River State. Nigeria. Upon four weeks of engagement in CGI learning strategy, Classroom Attendant Register (CAR), revealed that attendance percentage of culturally sensitive and withdrawn pupils increased significantly from 42.25% before CGI to 72.75% after CGI. From this finding, it is concluded that Computer-Generated Instruction (CGI) is a novel framework for inclusive education as it exhibits potential to: breakdown barriers to effective inclusion; promote social skills and increase classroom attendance. The study recomme among other things, that educators and policy makers should integrate CGI into educational materials to showcase diverse cultures, abilities and identities.