Culturally Responsive Pedagogy in Chemistry Education: An Investigation into its Effect on Performance among Preservice Teachers

Source abstract

This study investigated the effect of culturally responsive pedagogy integrating indigenous knowledge on the academic performance of undergraduate integrated science students in chemistry. A pretest–posttest quasi-experimental research design was employed. Eighty-seven undergraduate integrated science students participated in the study and were exposed to chemistry instruction that incorporated culturally responsive teaching strategies and relevant indigenous knowledge practices. Data were collected using Indigenous Knowledge Systems Performance Test (IKSPT) administered before and after the instructional intervention. Descriptive statistics, paired sample t-test, and analysis of covariance (ANCOVA) were used to analyse the data. The findings revealed a significant improvement in students’ academic performance following exposure to culturally responsive pedagogy integrating indigenous knowledge, t(86)=13.932, p