Role of Indigenous Knowledge Integration on Student Engagement in Science Learning

Abstract

This study is carried out to examine the role of Indigenous Knowledge (IK) on student engagement in science learning. It employed a quantitative research approach utilizing a survey design to collect data from teachers' perceptions of integrating Indigenous Knowledge in student engagement. A structured survey tool was developed to collect data from teachers. Data collection was facilitated through Google Surveys, allowing participants to respond conveniently online. The investigator sent the link to the survey tool to the respondents via email, WhatsApp, and Messenger. 110 respondents responded to the Google form. The collected data were analyzed by using SPSS software, version 21. Results show strong support for IK inclusion enhancing student engagement. The demographic analysis highlighted the hilly region, and teachers aged 31-40 favoured a balanced integration of IK with Western science. Despite positive perceptions, challenges remain, such as a lack of training and limited IK resources. Most teachers viewed a gap in IK emphasis in curricula hinders student engagement. Chi-Square and Phi tests revealed no significant associations between perceived challenges and demographics. It indicates that training and lack of resources affect all teachers. The study confirms teachers' positive views on integrating IK enhances student engagement. However, emphasizes the need for complete reforms in training, resources, and curriculum support to improve inclusivity in science education.