EFFECT OF INDIGENOUS PRACTICES ON SENIOR SECONDARY SCHOOL BIOLOGY STUDENT'S ACADEMIC ACHIEVEMENT, IN SOBA LOCAL GOVERNMENT AREA OF KADUNA STATE.

This study investigated the effect of indigenous teaching practices on the academic achievement of senior secondary school biology students in Soba Local Government Area of Kaduna State, Nigeria. The motivation for the study stemmed from growing interest in contextualizing science education through the integration of indigenous knowledge systems that reflect students’ cultural and environmental realities. A quasi-experimental pre-test/post-test control group design was adopted. One hundred Senior Secondary School II (SSII) biology students were selected from two public secondary schools using a multi-stage sampling technique. The participants were divided equally into two groups: one taught biology using indigenous practices such as storytelling, local ecological observations, and traditional medicine applications; and the other taught using the conventional lecture method. Data were collected using a Biology Achievement Test (BAT) and a structured questionnaire designed to assess students’ perceptions. Analysis of Covariance (ANCOVA) and independent t-tests were used for quantitative data analysis, while thematic analysis was used to interpret qualitative responses. The results revealed a statistically significant difference in academic achievement between students taught using indigenous practices and those taught using the conventional method (F(1, 97) = 16.88, p < 0.05), with the indigenous group outperforming their peers. However, no significant gender difference was found in the academic performance of students exposed to indigenous practices (t = 0.45, p > 0.05), indicating the method was equally effective for both male and female students. Qualitative findings showed that students had a highly positive perception of indigenous practices, citing increased engagement, cultural relevance, and improved understanding. Some students, however, reported confusion when traditional explanations conflicted with formal textbook content. The study concludes that integrating indigenous practices into biology instruction significantly enhances academic achievement and fosters inclusive, culturally responsive learning. It recommends that curriculum developers, educators, and policymakers support the integration of indigenous knowledge in science education to improve outcomes and promote educational equity.