Volume 15
250 INCLUSION OF COGNITIVE ENHANCEMENT BASIC SEWING ACTIVITIES IN PUPILS TEACHERS PERCEPTION AND ENGAGEMENT
BUSARI, Medinat Folashade, MELEKEOWEI Modupe Omolayo Ph.D & ERUOBODO Modupe Oluwabukola
Abstract
Cognitive development is a central goal of early childhood education, particularly in contemporary knowledge-
driven societies that prioritise skills such as critical thinking, creativity, problem-solving, and metacognition.
Despite global advocacy for hands-on and activity-based pedagogies, Nigerian lower basic classrooms remain
largely dominated by rote learning practices, limiting opportunities for higher-order cognitive engagement.
This study investigated teachers' perceptions, levels of engagement, challenges, and improvement strategies
regarding the integration of basic sewing activities as a means of enhancing cognitive development among
lower basic pupils in Ojo, Lagos Metropolis. The study adopted a descriptive survey research design. A sample
of 400 lower basic teachers was selected using simple random sampling. Data were collected using two
validated instruments: the Teachers' Perception of Lower Basic Pupils' Cognitive Enhancement through Basic
Sewing Activities questionnaire and an observational schedule on teachers' engagement. Reliability coefcients
of 0.82 and 0.76 were obtained using Cronbach's alpha. Descriptive statistics were employed for data analysis.
Findings revealed that teachers held a moderately positive perception of the cognitive relevance of basic sewing
activities, particularly in fostering creativity and imagination. However, actual classroom engagement was
largely limited to basic sewing tasks, with minimal linkage to explicit cognitive goals, reective practices, or
differentiated instruction. Major challenges identied included inadequate teacher training, limited
instructional time, insufcient administrative support, and pupil frustration. The study concludes that while
basic sewing activities are present in classrooms, their cognitive potential is underutilised due to pedagogical and systemic constraints. The study recommends targeted teacher training, resource provision, and curriculum reforms to promote holistic, cognitively enriching early childhood education.
Keywords
Basic Sewing Activities; Cognitive Enhancement; Engagement; Lower Basic Pupils; Teachers' Perceptions
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