Title: Learning Hesitancy In Diverse Classrooms: Understanding Pupils Disengagement As Pedagogical Misalignment In Lagos State
Authors: ODEBOWALE, Ireti Tina PhD, GBADAMOSI-FALADE, Modinat, ABIDOGUN, Babajide Gboyega PhD
Volume: 10
Issue: 9
Pages: 1-7
Publication Date: 2026/09/28
Abstract:
: This study examined learning hesitancy in diverse classrooms, with particular attention to pupil disengagement as a possible manifestation of pedagogical misalignment in Lagos State, Nigeria. A correlational research design was adopted. The population comprised pupils enrolled in selected primary schools in Lagos State, while a sample of 240 pupils was selected through a multistage sampling procedure involving stratified and simple random sampling techniques. Data were collected using a structured questionnaire titled Learning Hesitancy, Pedagogical Alignment and Pupil Disengagement Questionnaire (LHPASDQ). The instrument was subjected to face and content validity, while its internal consistency was established using Cronbach's alpha, yielding a reliability coefficient of 0.78. Data were analysed using mean, standard deviation, and Pearson Product-Moment Correlation Coefficient at the 0.05 level of significance. Findings showed a significant moderate negative relationship between pedagogical alignment and learning hesitancy, r(238) = ?.46, p < .001. A significant moderate negative relationship was also found between pedagogical alignment and pupil disengagement, r(238) = ?.52, p < .001. The study concluded that pedagogical alignment is an important component of inclusive and responsive classroom practice and may be associated with reduced learning hesitancy and disengagement. The study recommends differentiated instruction, culturally responsive pedagogy, supportive teacher-pupil relationships, psychologically safe classrooms, and cooperative learning practices to enhance pupils' participation and engagement in diverse classrooms.