The effect of informal education on students' ability to manage conflicts in Tafa Local Government Area, Niger State
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Background of the study
Conflict management is an essential life skill that contributes to harmonious interpersonal relationships and social stability. In Tafa Local Government Area, Niger State, informal education has gained recognition as a valuable means of equipping secondary school students with practical conflict resolution skills. Unlike formal education, which primarily focuses on theoretical knowledge, informal education emphasizes experiential learning, role-playing, and community interaction. These methods enable students to learn conflict management through real-life simulations and peer mediation exercises (Jibril, 2023). By engaging in informal educational activities, students develop communication, negotiation, and problem-solving skills, which are critical in diffusing interpersonal and communal conflicts. The local context of Tafa, marked by diverse cultural and socio-economic backgrounds, further necessitates adaptive conflict management strategies that can address both personal and community-level disputes (Uba, 2024). Informal educational programs, including workshops and discussion groups, provide a platform for students to reflect on personal experiences, learn from community elders, and practice conflict resolution techniques in a supportive environment. Recent studies indicate that such approaches lead to more sustainable conflict management outcomes compared to traditional disciplinary measures (Adamu, 2025). Despite these promising developments, there remains a significant gap in empirical research evaluating the impact of informal education on students’ conflict management abilities in Tafa. This study seeks to fill that gap by examining how informal educational interventions influence students’ capacity to manage conflicts effectively. It also aims to identify the specific strategies and activities that yield the most positive outcomes in conflict resolution. Furthermore, the research will explore the challenges and opportunities associated with implementing these informal programs in a region where resource constraints and socio-cultural factors may affect their efficacy. By understanding the role of informal education in fostering conflict management skills, the study will contribute to the development of more effective educational practices that promote social harmony and personal growth. The findings are expected to inform educators and policymakers about integrating experiential learning techniques into existing curricula, ultimately enhancing the overall conflict resolution capabilities of students in Tafa.
Statement of the problem
Despite the recognized benefits of experiential learning in conflict resolution, students in Tafa Local Government Area often struggle to manage interpersonal conflicts effectively. The prevailing educational approach is heavily skewed towards academic instruction, leaving little room for the practical application of conflict management skills (Jibril, 2023). As a result, many students lack the necessary tools to navigate disagreements constructively, which can lead to escalated tensions both within schools and in the broader community. Informal education programs that offer hands-on conflict resolution training are sporadic and poorly integrated into the school system. Moreover, cultural and socio-economic challenges further complicate the scenario, as traditional norms sometimes discourage open dialogue about conflict resolution (Uba, 2024). This deficiency in practical conflict management training has resulted in recurring incidents of unresolved disputes, which negatively impact students’ academic performance and social interactions. There is a pressing need to systematically evaluate how informal education can fill this gap and provide students with effective strategies for managing conflicts. The current study aims to investigate the effectiveness of informal educational interventions in enhancing conflict management skills among secondary school students in Tafa. It will explore the various informal methodologies in use, assess their impact on students’ abilities to handle conflicts, and identify barriers to successful implementation. By addressing these issues, the study seeks to provide a comprehensive understanding of the challenges and benefits associated with informal conflict management education, thereby offering recommendations for educators and policymakers to improve program design and integration.
Objectives of the study
- To assess the impact of informal education on conflict management skills among secondary school students.
- To identify effective informal strategies that enhance conflict resolution abilities.
- To recommend methods for integrating informal conflict management training into school programs.
Research questions
- How does informal education influence students’ conflict management skills in Tafa?
- What informal conflict resolution strategies are most effective?
- How can informal education be incorporated into formal curricula to improve conflict management?
Research Hypotheses
- H₁: Informal education significantly improves conflict management skills among secondary school students in Tafa.
- H₂: There is a positive relationship between participation in informal conflict resolution activities and students’ ability to manage disputes.
- H₃: Integrating informal education with formal teaching methods enhances overall conflict management capabilities.
Significance of the study
This study is significant as it highlights the role of informal education in equipping students with essential conflict management skills. By exploring practical, community-based approaches to conflict resolution, the research provides insights for educators and policymakers aiming to create a more harmonious school environment. The findings will inform curriculum reforms and the development of targeted programs that promote interpersonal skills, ultimately contributing to social stability and improved academic performance in Tafa Local Government Area.
Scope and limitations of the study
This study is limited to examining the impact of informal education on conflict management among secondary school students in Tafa Local Government Area, Niger State. It focuses solely on informal conflict resolution strategies and does not extend to other educational interventions. Limitations include resource constraints and potential biases in self-reported data.
Definitions of terms
- Informal Education: Learning through non-traditional, experiential methods outside formal classroom settings.
- Conflict Management: The process of handling, resolving, or mitigating disputes and disagreements.
- Secondary School Students: Adolescents enrolled in post-primary education institutions.
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