EFFECTS OF ETHNO-SCIENCE-ENRICHED-INSTRUCTION ON PERFORMANCE IN ENERGY CONCEPT AMONG UPPER BASIC II STUDENTS IN SABON GARI LOCAL GOVERNMENT AREA, KADUNA STATE, NIGERIA

Abstract

The study ascertained the Effects of Ethno-Science-Enriched Instruction on Performance in Energy Concept among Upper Basic II students in Sabon Gari LGA, Kaduna State, Nigeria. The study employed a pretest posttest quasi-experimental design. The population comprised 8,919 Upper Basic II students from the 14 co-educational public schools in Sabon Gari LGA. A randomly selected sample of 143 students from 2 co-educational schools was used for the study. The schools were randomly assigned into experimental and control groups, respectively. The experimental group was taught energy concepts using ethno-Science-Enriched-Instruction while the control group was taught the same concepts using the conventional method. The groups were post tested to determine their performance on energy concepts. The Energy Concept Performance Test (ECPT), with a reliability coefficient of 0.81 using Cronbach’s alpha statistical tool, was used for data collection. The research question was answered using descriptive statistics. The hypothesis was tested using a t-test statistic at α<0.05 levels of significance. The findings revealed that students in the experimental group performed better than those taught using the conventional method. Based on the findings from this study, it was concluded that Ethno-Science-Enriched Instruction has positively improved students’ academic performance taught Energy concepts compared to their counterparts taught using conventional methods. It was recommended, among others, that textbook authors should include examples and illustrations that utilize locally available instructional materials that are easily accessible to the learner in their immediate environment