Volume 13, Issue 2A and 2B, 2025
Effects of Indigenous Knowledge Practice and Game-Based- Learning on Junior Secondary School Students Achievement in and Attitude Towards Basic Science
Aderinoye Anuoluwapo. Temitope, Oludipe Olajumoke. S & Lameed, Soladoye. Nurudeen
Abstract
This study explores the Effects of Indigenous Knowledge Practice and Game Based
learning teaching approaches on junior secondary school students’ achievement in
and attitude towards Basic Science. The study employed explanatory sequential
mixed methods approach. The quantitative approach was quasi experimental pretest
posttest nonequivalent group design. Four research questions were formulated to
guide the study. The population of the study comprised of all Basic Science students
in public junior secondary school in Education District V Lagos State. Random
sampling technique was used to select three public schools from three zones(Ajeromi
Ifelodun, Amuwo, Badagry).Basic Science students in three intact classes of JSS II
took part in the study. The sample size of 210 junior students with 65 students in the
experiment group 1(36 male and 29 female), 76 students in the experiment group 2(30
male and 46 female) and 69 students in control group (29 male and 42 female) which
were taught the Ecosystem for a period of four weeks. The experimental groups
received instructions through the use of Indigenous Knowledge Practice and Game
Based learning while control was taught using conventional method. The data
gathering instruments were Basic Science Ecosystem Achievement Test (BSEAT)
and Basic Science Ecosystem Attitude Questionnaire (BSEAQ).The reliability
Coefficient of the BSEAT was established using split half method and yielded 0.72:
Descriptive statistics in form of mean, standard deviation were used to answer the
research questions. The results from the study revealed that the treatment positively
improved the academic achievements of students and the students taught using Game
Based Learning instruction had higher test result and outperformed those in
Indigenous Knowledge Practice and conventional method group, but the students in
Indigenous Knowledge Practice group also performed better than those in
conventional method group. This implies that Game Based Learning is more effective
in enhancing students’ performance in Basic Science and it helps to break barriers to
meaningful learning of Basic Science. Based on the findings of this study, it was
recommended that Basic Science teachers should relate learning to students cultural
views and encourage Game Based learning.
Keywords
Secondary Indigenous Practice, Learning, Achievement, school, Knowledge Game-Based students' Attitude, Gender, Basic Science.
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