The impact of informal education on students’ ability to engage in public discourse in Nasarawa Local Government Area, Nasarawa State
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- NGN 5000
Background of the study
Public discourse is a critical element in democratic societies, enabling citizens to participate actively in social and political discussions. In Nasarawa Local Government Area, informal education has emerged as an important catalyst in empowering students to engage effectively in public discourse. Informal educational platforms such as debate clubs, community forums, social media campaigns, and local town hall meetings offer students the opportunity to articulate their opinions, exchange ideas, and critically evaluate societal issues (Chukwu, 2023). These platforms are not confined by rigid curricular structures, thus providing a more flexible environment where learners can experiment with language, argumentation, and persuasive communication.
The dynamic nature of informal education allows for the incorporation of contemporary issues and diverse perspectives, making the learning process more relevant to the participants’ daily lives. As students interact with community leaders, peers, and activists, they develop a better understanding of civic responsibilities and the importance of informed debate. This process fosters confidence, critical thinking, and a sense of empowerment—qualities essential for effective public discourse (Adeniran, 2024). Additionally, the use of digital media in informal learning initiatives has broadened access to information and created new avenues for students to engage in discussions beyond traditional face-to-face interactions (Chukwu, 2023).
Despite these positive developments, there is limited research on the measurable impact of informal education on students’ ability to engage in public discourse. The variability in teaching methodologies and the absence of standardized evaluation frameworks pose significant challenges to understanding the full extent of this impact. Moreover, socio-cultural factors, such as local political dynamics and community norms, may influence how students perceive and participate in public debates. This study aims to address these gaps by critically analyzing the effectiveness of informal educational interventions in enhancing public discourse skills among students in Nasarawa. It will investigate the interplay between digital and traditional media in shaping these skills, and evaluate the overall contribution of informal education in fostering a more informed, articulate, and engaged citizenry (Adeniran, 2024; Chukwu, 2023).
Statement of the problem
In Nasarawa Local Government Area, while informal educational initiatives have increased opportunities for students to engage in public discourse, significant challenges remain regarding the consistency and depth of skill acquisition. Many students demonstrate limited ability to construct coherent arguments, critically analyze differing viewpoints, and engage in meaningful debates due to gaps in the informal learning framework. These deficiencies are often exacerbated by a lack of standardized assessment methods for public discourse skills, making it difficult to determine the actual impact of these educational activities (Adeniran, 2024). Furthermore, socio-cultural constraints and political sensitivities in the region can inhibit open discussion and discourage active participation in public debates. The informal education programs, though varied in nature, sometimes fail to provide the structured guidance necessary for developing advanced communication skills. As a result, there is a disconnect between the intended outcomes of these initiatives and the actual preparedness of students to participate in civic dialogues.
This research seeks to systematically investigate the underlying factors that limit the effectiveness of informal education in promoting robust public discourse. It will examine the quality of interaction, the role of digital platforms, and the integration of community feedback into educational programs. By identifying these challenges, the study aims to propose practical strategies for enhancing the impact of informal education on public discourse skills among students. Addressing these issues is crucial for developing a more engaged citizenry that can contribute meaningfully to democratic processes and public policy debates (Chukwu, 2023).
Objectives of the study:
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To evaluate the impact of informal education on enhancing students’ public discourse skills.
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To identify the key challenges limiting effective engagement in public debates.
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To propose strategies to improve the integration of informal educational methods with civic engagement initiatives.
Research questions:
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How does informal education influence students’ ability to engage in public discourse in Nasarawa?
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What are the main challenges hindering effective public debate skills among students?
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How can informal education be restructured to promote better public discourse?
Research Hypotheses:
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H1: Informal education significantly improves students’ public discourse skills.
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H2: There is a positive relationship between exposure to diverse informal learning platforms and effective public engagement.
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H3: Enhanced mentorship and structured feedback in informal settings lead to improved public discourse capabilities.
Significance of the study
This study is significant because it explores the role of informal education in shaping public discourse among students, a key aspect of democratic participation. By highlighting effective practices and identifying critical challenges, the research provides valuable insights for educators, community leaders, and policymakers. The findings will help in designing more robust informal educational programs that foster critical thinking, articulate communication, and active civic engagement. Ultimately, the study aims to contribute to the development of a more informed and participatory citizenry (Adeniran, 2024).
Scope and limitations of the study:
This study focuses on informal education initiatives in Nasarawa Local Government Area that relate to public discourse enhancement. It does not cover formal educational settings or initiatives in other regions. The research is limited to current informal practices and their immediate outcomes.
Definitions of terms:
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Informal Education: Learning acquired through non-formal settings such as community forums and digital platforms.
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Public Discourse: The process of engaging in discussions on matters of public interest.
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Civic Engagement: Active participation in community and political activities.
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