Indigenous practices and their influence on senior secondary biology students’ academic performance and self-concept

Abstract

Despite the increasing recognition of culturally responsive teaching, the integration of indigenous knowledge into science curricula remains limited. This study was conducted with a view to examining the role of indigenous knowledge practices in enhancing students’ academic performance and self-concept in senior secondary Biology. A survey research design was employed, utilising a structured questionnaire to gather data from 100 senior secondary school students in Ile-Ife, Osun State, Nigeria. Descriptive statistics and Pearson’s correlation analysis were used to analyse the data collected. The results showed that incorporating indigenous practices such as traditional healing methods, sustainable agriculture, and ecological management could improve students’ academic performance and self-concept in Biology. The findings also revealed a strong positive correlation between the inclusion of indigenous practices in Biology education and students’ self-concept ( r = 0.977, p < 0.05), as well as their academic performance ( r = 0.993, p < 0.05). These results suggest that when students learn through culturally relevant methodologies, they develop higher confidence in their abilities and achieve better academic outcomes. The study highlights the importance of integrating indigenous knowledge into science curricula as a means of fostering an inclusive and engaging learning environment. It recommends curriculum reforms that incorporate indigenous epistemologies to bridge the gap between students’ cultural backgrounds and formal scientific education.