EFFECTS OF INTEGRATING INDIGENOUS KNOWLEDGE AND PRACTICES ON POST-BASIC SCHOOL STUDENTS' ACADEMIC PERFORMANCE IN PHYSICS IN TARABA STATE, NIGERIA

The study explored the effect of integrating indigenous knowledge into teaching of Physics on the academic performance of post-basic students in Taraba State, Nigeria. A quasi-experimental design with pre-test, post-test, and non-equivalent control groups was employed. The population comprised 14,495 PBS-II Physics students (8,395 males and 6,100 females) from public schools in the state. A sample of 175 students (88 males, 87 females) from four purposively selected schools was divided into experimental (97) and control (78) groups. The experimental group was taught Physics topics projectiles, equilibrium of bodies in liquid, and energy using indigenous knowledge, while the control group used conventional methods. Data were collected using a Physics Performance Test (PPT) adapted from WASSCE and NECO questions (2013–2022) and analyzed using mean, standard deviation, t-test and ANCOVA. Results revealed that students taught using indigenous knowledge performed significantly better [F(1, 174) = 19.518, p = 0.000]. Males outperformed females, with mean scores of 47.21 and 41.67, respectively (p = 0.049). No significant interaction effects were found between teaching method and gender [F(1, 174) = 1.622, p = 0.205]. The study recommends among others teacher training on integrating indigenous knowledge into teaching of Physics.