Gender Moderating Effect on Relationship between Backgrounds and Reggio Emilia Early Childhood Development Acceptance among Rural Parents uin Northern Nigeria.

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Ibrahim Abdullahi et al.


The field of acceptance studies drawn incredible attention of researchers and practitioners. However, they pay little to gender-based related acceptance likenew approaches, practices or ideas among rural society. Possibly due to their cultural adherent to traditional gender ideology that seems unchangeable. Resources are being invested by Governments and NGOs on the education of rural societyin developing countries. Impact of such investment is becoming visible and must be influenced by some factors of the rural folks' acceptance. Forsustainability in rural areas, the gender examination is necessary to ensure who does what in the benefits and influencing factors for acceptance. Gender moderating effect on the relationship between the Reggio Emilia Approach Early Childhood Development and family Backgrounds in northern Nigeria were examined. Technology Acceptance theory was used with independent variables and gender as a moderator. The studyuses 405 valid responses covering 204 female and 201 male parents. The data collected through a questionnaire and analyzedin Multiple Group Analyses. The results portray allgroups of independent variables are predictors of REA-ECD acceptance. The gender results show female parents compared to male parents dominated the REA-ECD acceptance. Implications,limitations, and future research directions were underlined in this study.

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