Effectiveness of Indigenous Knowledge Integration in Basic Science Teaching in Primary Schools in Cross River State

This study examines the effectiveness of integrating indigenous knowledge into Basic Science instruction in primary schools in Cross River State, South South Nigeria. Indigenous knowledge systems, rooted in local environmental, agricultural, and ecological practices, offer a culturally resonant bridge between everyday learner experience and formal science concepts, yet their systematic incorporation into Nigerian primary science classrooms remains rare. The study employs a quasi-experimental pretest-posttest control group design, selecting 240 Primary Five pupils from eight schools in Calabar South, Yakurr, and Etung local government areas. Teachers in treatment schools received training on indigenous knowledge-integrated science lesson design, and pupils were taught using localised examples including traditional farming, rain prediction, and herbal plant knowledge. A Researcher-Developed Science Achievement Test and a science attitude scale served as outcome measures. Aikenhead's Cross-Cultural Science Education Framework and Ausubel's Meaningful Learning Theory provide the theoretical foundation. MANCOVA was applied. Findings are expected to demonstrate significantly higher achievement and positive attitudes in the indigenous knowledge integration group. Recommendations target the Cross River State Ministry of Education and teacher education institutions on revising the Basic Science curriculum to include indigenous knowledge integration guidelines and training primary science teachers in culturally responsive pedagogy. Keywords: indigenous knowledge, Basic Science teaching, primary schools, Cross River State, culturally responsive pedagogy