Culturally Responsive Pedagogy in Chemistry Education: An Investigation into its Effect on Performance among Preservice Teachers
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
Keywords
Culturally Responsive Pedagogy
Indigenous Knowledge
Ethnochemistry
Academic Performance
Gender
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How to Cite
Umahaba, R. E. (2026). Culturally Responsive Pedagogy in Chemistry Education: An Investigation into its Effect on Performance among Preservice Teachers. Journal of Studies in Science and Mathematics Education, 6(2), 37–46.
R. E. Umahaba, "Culturally Responsive Pedagogy in Chemistry Education: An Investigation into its Effect on Performance among Preservice Teachers," Journal of Studies in Science and Mathematics Education, vol. 6, no. 2, pp. 37–46, August 2026.