Emergencies in schools, such as injuries, sudden illnesses, or accidents, require immediate, competent response to prevent complications and ensure student safety. Despite the critical role of teachers as first responders in school settings, evidence suggests that many secondary school teachers in Nigeria lack adequate first-aid knowledge and skills. This study examined the effectiveness of first-aid education on enhancing emergency response competence among secondary school teachers in Nigeria. The study employed a quasi-experimental design with pre-test and post-test control groups. Participants included teachers from selected secondary schools across different Nigerian states, sampled using a stratified random sampling technique. Data were collected using a First-aid Knowledge and Skills Assessment (FAKSA) tool, which evaluated teachers’ theoretical knowledge and practical competency in emergency response. Descriptive statistics, including mean and standard deviation, were used to summarize participants’ performance, while analysis of covariance (ANCOVA) was employed to determine the effect of first-aid education on emergency response competence at a 0.05 significance level. Findings revealed that teachers who received structured first-aid education demonstrated significant improvements in both knowledge and practical emergency response competence compared with those in the control group. The study concluded that first-aid education is highly effective in enhancing teachers’ ability to respond promptly and appropriately to school emergencies. Recommendations include integrating first-aid training into teacher professional development programs and offering periodic refresher courses to sustain emergency preparedness in Nigerian secondary schools.
Daniel Jokpoghene Moriah (Mon,) studied this question.