Human rights knowledge and assertion among Nigerian University undergraduates

Mbada, Kikelomo A., Anthony, Idowu Sunday, Adegbite, Olusola Babatunde and Mbada, Chidozie ORCID: https://orcid.org/0000-0003-3666-7432 (2024) Human rights knowledge and assertion among Nigerian University undergraduates. Mediterranean Journal of Education, 4 (2). pp. 105-123. ISSN 2732-6489

Preview

Published Version Available under License Creative Commons Attribution. Download (1MB) | Preview

Abstract

Ongoing human rights (HR) violations question the effectiveness of school-based HR education in empowering individuals. This study investigated how well Nigerian undergraduates understand HR, their knowledge sources, rights assertion, and the socio-demographic correlates. 381 students from the Law, Social Sciences, and Health Sciences faculties at Obafemi Awolowo University, Nigeria, participated in the study. A structured questionnaire was used to obtain data. Descriptive statistics of mean and percentages, and inferential statistics of Chi-square was used to determine the correlations of HR. Overall, HR knowledge levels were 16.0% below average, 19.2% average, and 64.8% above average. HR knowledge was mostly obtained through peers (79.8%), classroom education (79.8%), and electronic media (78.2%). Newspapers (52.7%) and constitution handbooks (61.4%) were the least reported sources. HR assertion levels were 13.1% low, 14.7% moderate, and 72.2% high. Course (χ²=9.744; p=0.045) and level (χ²=13.625; p=0.009) of study significantly influenced HR knowledge. Course of study (χ²=10.771; p=0.029) alone significantly influenced HR assertion. In conclusion, about 40% had below-average to average HR knowledge, and 30% had high HR assertion. Peer learning was the most effective source of HR knowledge, while handbooks were the least. The course of study significantly influenced both HR knowledge and assertion.