IMPACT OF GENDER AND RELIGION ON THE RELATIONSHIP BETWEEN AGE AND LEARNERS’ CARE IN PRIMARY SCHOOLS: A MODERATION ANALYSIS

Abstract

This study examined the moderating roles of gender and religion on the relationship
between age and learners perceived care in selected primary schools in Oyo State,
Nigeria. Underpinned by Bronfenbrenner's Ecological Systems Theory, the study utilised
correlational research design. The population of the study consists of learners in primary
schools in a selected Local Government Area (LGA) in the sampled State. A multistage
sampling procedure was used in selecting the study’s sample (394 learners). The
Learners’ Perceived Care Questionnaire (LPCQ) (α = 0.81) was used in collecting data
for this study. The data collection process was for three (3) months (November 2024 to
January 2025). The data collected for this research were analysed using descriptive
(frequency counts and percentages, mean and standard deviation, skewness and
kurtosis) and inferential (Hayes macro process V4.0, Model 2) statistics, Null hypotheses
were tested at a 5% level of significance. Findings showed that learner’s age does not
impact their perceived care within classroom and school contexts. Also, there is no
substantial variation in learners’ perceived care due to the interaction or moderating
influence of gender and religion. The study recommended among others that education
policymakers and schools should emphasise that care should be based on individual
learner needs rather than demographic characteristics, and that primary schools should
continue to implement policies that support equal care and support for every learner
regardless of gender or religion.

Keywords: Gender, Moderation analysis, Perceived care, Primary school learners,
Religion.