Comparative Efficacy of Multimodal Instructional Strategies in Reducing Pupils’ Vulnerability to Environmental Hazards in Oyo Central Senatorial District

Abstract

This paper examined how the use of digital animated learning can be effective when used together with physical concrete models and manipulatives in alleviating the susceptibility of primary school pupils to environmental risks in the Oyo Central Senatorial District. Most of the schools around this area lie close to high-risk environments such as highways and refuse dumping areas where the children face health hazards for which their physiologically underdeveloped bodies are not prepared. The study employed a quasi-experimental research design with a 4x2x2 factorial matrix, which included 1,440 fifth-grade pupils and 128 teachers in purposively selected public and private schools. The Reduction of Vulnerability to Environmental Hazards Questionnaire (RVEHQ) was used to collect data, which was analysed with ANCOVA and Estimated Marginal Means (EMM). The findings indicated that the main effect of the instructional treatment on reducing the vulnerability of pupils was statistically significant (F = 10.820; p < .001), and therefore the first null hypothesis (HO1) was rejected. The best adjusted mean score was observed in the Animation with Concrete Model group (68.57), which was significantly higher than the control group (58.83). In terms of school type (HO2), the analysis did not demonstrate any significant main effect (p = .435), which means that the intervention successfully bridged the institutional sector gap. Moreover, the interaction effect between treatment and gender (HO3) was not statistically significant (p = .436), validating the universal effectiveness of the programme. The paper finds that the synergy of combining dynamic digital visualisations with tactile physical anchors transforms pupils from passive victims into active participants in their own safety. It is suggested that, to increase environmental literacy and the health of pupils, the Ministry of Education should officially integrate these multimodal instructional packages into the standard primary school curriculum.