Empirical Investigation of Classical Studies Knowledge Among Undergraduate Students in Nigerian Universities: A Multi-Zone Survey

The knowledge base that Nigerian undergraduate students bring to Classical Studies programmes, including their familiarity with classical mythology, Greco-Roman history, and classical literature, represents an important but underexamined variable in curriculum design. This study empirically investigates classical knowledge levels among undergraduate students in Nigerian universities across multiple geopolitical zones. A quantitative survey methodology was adopted, administering a validated 40-item Classical Studies Knowledge Assessment Instrument to 600 undergraduate students at eight universities across the South East, South West, North Central, and North West zones. The instrument assessed knowledge in Greek mythology, Roman history, classical literature, classical philosophy, and classical language (Latin basics). Multiple regression analysis identified significant predictors of classical knowledge. Results indicate that mean overall classical knowledge scores are moderate (62 percent correct across all domains), with Greek mythology showing the highest mean scores (71 percent) and classical language the lowest (41 percent). Prior secondary school Classical Studies exposure is the strongest predictor of classical knowledge (beta=0.54, p<0.001). Geopolitical zone is a significant predictor (F=18.3, p<0.001), with South West students showing the highest scores attributable to the strength of classical education traditions at Yoruba mission schools. The study fills a documented empirical gap in understanding Nigerian student classical knowledge and provides evidence for differentiated curriculum design across Nigerian Classical Studies programmes. Keywords: classical knowledge, undergraduate survey, Nigerian universities, curriculum design, empirical study