Media literacy and peer collaboration as predictors of civic engagement among pre-service teachers in Oyo State

Abstract

Anchored in Social Cognitive Theory, this study investigated media literacy and peer collaboration as predictors of civic engagement among pre-service teachers in Oyo State, Nigeria. Using a correlational survey design, data were collected from 310 year-three pre-service teachers in two public Colleges of Education through researcher-developed measures of media literacy, peer collaboration, and civic engagement. Results indicated moderate levels of media literacy and civic engagement, with relatively positive peer collaboration. Pearson correlation analysis showed significant positive relationships between media literacy and civic engagement (r = 0.481, p < .05) and between peer collaboration and civic engagement (r = 0.462, p < .05). Multiple regression analysis further revealed that media literacy and peer collaboration jointly predicted civic engagement (R² = 0.39, F(2, 307) = 102.45, p < .01), with media literacy showing stronger predictive influence (β = 0.42) than peer collaboration (β = 0.34). Regression diagnostics indicated no major violations of assumptions. The study suggests that strengthening media literacy competencies and collaborative learning structures in teacher education may support civic engagement among prospective teachers.