IMPACT OF USING INDIGENEOUS TEACHING MATERIALS (LOCAL PLANTS AND ANIMALS) IN TEACHING BIOLOGY IN BORNO STATE

ABSTRACT This study investigates the impact of using indigenous teaching materials specifically local plants and animals in the teaching of biology in secondary schools across Borno State, Nigeria. The research aims to explore how locally available biological resources can enhance students’ understanding, engagement, and academic performance in biology. Traditional instructional methods often rely on abstract, imported content that may be culturally or environmentally irrelevant to students. By integrating local flora and fauna into biology lessons, the study seeks to promote contextual learning and deepen students’ appreciation of their immediate environment. A mixed-method approach was adopted, including classroom observations, teacher interviews, and pre- and post-tests administered to students in both experimental and control groups. The findings suggest that the use of indigenous materials significantly improves students’ interest, comprehension, and retention of biological concepts. The study concludes with recommendations for curriculum developers and educators to incorporate indigenous resources in science education, thus fostering culturally responsive pedagogy and environmental awareness.