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Volume 1, Issue 1

Harnessing the Indigenous Vocational-Based Practices for Enhanced Academic Performance of Basic Science Students in Community Junior Secondary Schools: The Nexus Effect

Sakibu Olajide Saibu, Durojaiye Saidi Braimoh, Taiwo Oludare Ogunmade & Adebisi Sylvester Olude , Adande, A. D. & Setonji, N. A.

Abstract

Recognizing the disconnection between traditional pedagogical approaches and the
lived experiences of students, this study explores how indigenous practices can enrich
the learning environment and enhance students’ understanding of scientific
principles. This empirical study examines specifically the intricate dynamics of
improving basic science students’ academic performance through the integration of
Indigenous Vocational-Based Practice (IVBP) in community junior secondary
schools. A 2x2 non-equivalent pre-test and post-test quasi experimental design was
adopted. A simple random sampling technique was used to select two junior
secondary schools from Ibeju/Lekki Zone of Education District III, Lagos State,
Nigeria. Basic science students in two intact classes of an arm of junior secondary
school one was involved in the study. The sample comprised of 67 students with 31
students in experimental group and was taught separation techniques using
indigenous processes of coconut oil extraction. The control group comprised of 36
which were exposed to the conventional lecture method. The main research
instrument for data collection, Separation Techniques Achievement Test (STAT) had
a reliability coefficient of 0.87 using Kuder Richardson formular-21. The research
questions raised were answered using bar chat, mean and standard deviation while the
null hypotheses were tested with Analysis of Covariance at 0.05 level of significance.
Results revealed that students exposed to separation techniques using indigenous
vocational-based practice significantly performed better than those taught using
lecture method [F(1,65)=8.68; p<.05] and in respect of their gender, a significant
difference was found [F(1,30)=11.57; p>.05]. The study concluded that relating
scientific ideas to students’ cultural contexts would not only improve learning
outcome but also promote a comprehensive understanding of scientific concepts.
Based on this, it was recommended that culturally responsive teaching approaches
should always be adopted by basic science teachers in their teaching in order to
enhance students’ comprehension and effective learning of basic science concepts.

Keywords

Basic science, Community schools, Indigenous-based approach, Students' performance, Separation techniques.

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