The Pedagogy Paradox: Bridging Gaps Between Educational Theory And Legal Realities

Abstract

The presented data examines the association between various survey aspects related to the Pedagogy Paradox and the number of respondents across distinct types of educational institutions, including private schools, public schools, higher institutions, and NGO schools. Each survey aspect is evaluated for its perceived significance within these institutional settings, shedding light on the nuanced perspectives and practices surrounding the Pedagogy Paradox. Notably, the table illustrates varying levels of respondent engagement across different aspects, suggesting differential emphasis and priorities among educational institutions. For instance, private schools demonstrate a higher inclination towards inclusive policies compared to public schools, reflecting potential differences in organizational ethos and objectives. Additionally, the chi-square values and p-values underscore the strength and significance of associations between survey aspects and types of educational institutions. Higher chi-square values and lower p-values indicate stronger and more significant associations, highlighting key areas of concern or alignment across educational settings. This analysis provides valuable insights into the complex interplay between educational theory, legal realities, and institutional contexts, emphasizing the need for tailored strategies and policies to address the Pedagogy Paradox effectively. Further research and policy interventions are warranted to explore and address the underlying factors driving these variations and to foster more equitable and inclusive educational practices across diverse institutional landscapes.