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Testing the Potency of Ethnoscience Instruction on Biology Students' Critical Thinking Ability

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Title: Testing the Potency of Ethnoscience Instruction on Biology Students' Critical Thinking Ability
Language: English
Authors: Umar A. Adam (ORCID 0000-0002-4304-3428), Franklin U. Onowugbeda (ORCID 0000-0002-0857-8697), Nur Islami (ORCID 0000-0003-2596-9320), Kehinde G. Ogolo
Source: Journal of Educational Research. 2024 117(4):218-227.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Grade 11
High Schools
Secondary Education
Descriptors: Biology, Science Instruction, Teaching Methods, Ethnic Groups, Comparative Analysis, Gender Differences, Critical Thinking, Culturally Relevant Education, Scientific Concepts, Botany, Grade 11, Secondary School Students, Skill Development, Instructional Effectiveness, Foreign Countries
Geographic Terms: Nigeria
DOI: 10.1080/00220671.2024.2373464
ISSN: 0022-0671
1940-0675
Abstract: The study investigated the potency of ethnoscience instruction on the critical thinking ability of biology students. The study employed a quasi-experimental research design, with a total of 113 senior secondary school two (the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase. Test of Critical Thinking in Photosynthesis (TCTP) with a reliability of 0.76 was used for data collection. The ANCOVA output demonstrated a statistically significant difference in favor of the experimental group (F (1, 110) = 14.79; p < 0.05). Ethnoscience Instruction had no differential impact on students in the experimental group based on gender. We concluded that ethnoscience instruction is a viable culturally relevant tool for improving critical thinking skill in biology.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1431864
Database: ERIC
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  Value: &lt;anid&gt;AN0178477988;ere01jul.24;2024Jul19.05:26;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0178477988-1&quot;&gt;Testing the potency of ethnoscience instruction on biology students&#39; critical thinking ability&#160;&lt;/title&gt; &lt;p&gt;The study investigated the potency of ethnoscience instruction on the critical thinking ability of biology students. The study employed a quasi-experimental research design, with a total of 113 senior secondary school two (the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase. Test of Critical Thinking in Photosynthesis (TCTP) with a reliability of 0.76 was used for data collection. The ANCOVA output demonstrated a statistically significant difference in favor of the experimental group (F (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref1&quot;&gt;1&lt;/reflink&gt;, 110) = 14.79; p &amp;lt; 0.05). Ethnoscience Instruction had no differential impact on students in the experimental group based on gender. We concluded that ethnoscience instruction is a viable culturally relevant tool for improving critical thinking skill in biology.&lt;/p&gt; &lt;p&gt;Keywords: Ethnoscience; biology; critical thinking; gender&lt;/p&gt; &lt;hd id=&quot;AN0178477988-2&quot;&gt;Introduction&lt;/hd&gt; &lt;p&gt;In the African educational context, biology is the most favored among the three secondary science subjects—biology, chemistry, and physics—attracting the highest enrollment from both science-oriented and non-science-oriented students (Nwachukwu &amp;amp; Nwosu, [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref2&quot;&gt;36&lt;/reflink&gt;]; Onowugbeda et al., [&lt;reflink idref=&quot;bib43&quot; id=&quot;ref3&quot;&gt;43&lt;/reflink&gt;]). Over 90% of post-secondary science professional and academic courses require a foundational understanding of biology for admission. This requirement is crucial for various professional disciplines, including agriculture, medicine, nursing, pharmacy, botany, and zoology. For academic pursuits such as an honors degree in any science discipline, including biology and microbiology, a credit-level pass in biology is essential (Adam et al., [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref4&quot;&gt;2&lt;/reflink&gt;]). However, the prevalent issue of rote learning in the study of biology raises concerns. This approach to teaching can hinder a deep understanding of fundamental and captivating biological concepts. Notably, the tendency among biology educators to primarily convey curriculum content verbally and through textbooks, rather than promoting hands-on engagement and activities, poses a challenge to effective learning experiences for students.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-3&quot;&gt;Literature review&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0178477988-4&quot;&gt;Critical thinking skills&lt;/hd&gt; &lt;p&gt;Given the pivotal role of biology in both academic and professional contexts, it is increasingly evident that fostering critical thinking skills is essential for students to excel in this field. Critical thinking involves analyzing and evaluating information rather than passively accepting it. This includes understanding relationships, identifying similarities and differences, recognizing patterns, classifying information, discerning cause and effect, identifying trends and overarching concepts, predicting outcomes, considering diverse viewpoints, forming judgments, and posing reasoned questions (Retnawati et al., [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref5&quot;&gt;51&lt;/reflink&gt;]). However, many students struggle to apply critical thinking skills effectively in biology (Alsarayreh, [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref6&quot;&gt;12&lt;/reflink&gt;]; Hariati et al., [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref7&quot;&gt;25&lt;/reflink&gt;]). When studying complex biological concepts such as cellular processes or ecological interactions, they may find it difficult to synthesize information, identify key concepts, and make connections between different topics. This lack of critical thinking proficiency can significantly impact their overall performance in biology. Without the ability to analyze and evaluate biological information critically, students may struggle to understand the underlying principles of biological systems and phenomena. Consequently, they may find it challenging to interpret experimental data, make accurate predictions, and apply biological concepts to real-world scenarios. The inability to think critically in biology can hinder students&#39; problem-solving skills and decision-making abilities across various domains of life (Grace, [&lt;reflink idref=&quot;bib24&quot; id=&quot;ref8&quot;&gt;24&lt;/reflink&gt;]). For example, when faced with environmental issues or health-related challenges, individuals with limited critical thinking skills may struggle to assess the impact of human activities on ecosystems or make informed choices about personal health behaviors. Therefore, it is essential for educators to recognize the importance of fostering critical thinking skills specifically within the study of biology.&lt;/p&gt; &lt;p&gt;Preliminary investigations conducted across several high schools have highlighted a prevalent emphasis on teacher-centred learning (Ajayi et al., [&lt;reflink idref=&quot;bib7&quot; id=&quot;ref9&quot;&gt;7&lt;/reflink&gt;]; Oladejo et al., [&lt;reflink idref=&quot;bib40&quot; id=&quot;ref10&quot;&gt;40&lt;/reflink&gt;]; Adam et al., [&lt;reflink idref=&quot;bib3&quot; id=&quot;ref11&quot;&gt;3&lt;/reflink&gt;]). Most instructional activities take place within classrooms and prioritize rote memorization of concepts over fostering students&#39; inquisitiveness and critical thinking abilities. Students often passively accept presented concepts as final truths and are encouraged to unquestioningly accept the information imparted to them. Assignments and test questions predominantly focus on lower-order cognitive processes, failing to challenge students to engage in higher-level thinking. As a result, students lack the aptitude to address &#39;why&#39; questions or critically evaluate underlying processes. Opportunities for students to generate creative solutions or designs to address encountered challenges are also infrequent within the instructional framework. Moreover, the application of diverse perspectives to problem-solving is seldom encouraged. These observations align with findings from previous research studies (Wijayanti et al., [&lt;reflink idref=&quot;bib62&quot; id=&quot;ref12&quot;&gt;62&lt;/reflink&gt;]; Sumarni et al., [&lt;reflink idref=&quot;bib57&quot; id=&quot;ref13&quot;&gt;57&lt;/reflink&gt;]), underscoring the pressing need to cultivate students&#39; critical thinking abilities.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-5&quot;&gt;Gender and critical thinking skills&lt;/hd&gt; &lt;p&gt;The examination of gender disparities in science achievement and aptitude remains a significant concern within the scientific community, particularly as efforts are made to address the under-representation of women in the upper echelons of Science, Technology, Engineering, and Mathematics (Asante, [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref14&quot;&gt;14&lt;/reflink&gt;]). Studies have focused on elucidating how gender differences impact the critical thinking ability of students at secondary school levels (Darmaji et al., [&lt;reflink idref=&quot;bib20&quot; id=&quot;ref15&quot;&gt;20&lt;/reflink&gt;]; Marni et al., [&lt;reflink idref=&quot;bib31&quot; id=&quot;ref16&quot;&gt;31&lt;/reflink&gt;]; Al-BiRuNi, [&lt;reflink idref=&quot;bib13&quot; id=&quot;ref17&quot;&gt;13&lt;/reflink&gt;]). Given the socio-cultural variances between genders, investigating instructional methodologies concerning gender becomes imperative (Narwana &amp;amp; Rathee, [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref18&quot;&gt;35&lt;/reflink&gt;]). Traditional societal norms often dictate distinct behavioral expectations for girls and boys. Boys are typically encouraged to engage in active and risk-taking behaviors, while girls are socialized to conform to societal norms. Pritulsky et al. ([&lt;reflink idref=&quot;bib46&quot; id=&quot;ref19&quot;&gt;46&lt;/reflink&gt;]) noted that boys frequently interact with toys that enhance visual-spatial abilities, promoting unstructured and active play, whereas girls&#39; play activities are often more structured, emphasizing turn-taking and adherence to rules. These societal expectations may pose cultural barriers for girls, shaping their learning experiences.&lt;/p&gt; &lt;p&gt;Boaler ([&lt;reflink idref=&quot;bib17&quot; id=&quot;ref20&quot;&gt;17&lt;/reflink&gt;]) contends that divergent learning objectives between males and females disadvantage females within competitive settings. Females prefer a science curriculum that allows them to progress at their own pace, valuing opportunities that foster independent thought and idea development, with the ultimate goal of comprehension. Conversely, males emphasize speed and accuracy, equating these with success. Male students demonstrate proficiency within competitive, textbook-centred science learning environments. Cultural, familial, and socio-economic factors, alongside cultural and traditional influences, are pivotal considerations in gender and mathematics research (Ajai &amp;amp; Imoko, [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref21&quot;&gt;6&lt;/reflink&gt;]). Asante ([&lt;reflink idref=&quot;bib14&quot; id=&quot;ref22&quot;&gt;14&lt;/reflink&gt;]) argues that schools inadvertently establish symbolic divisions between male and female students by associating certain subjects with masculinity. Females are socialized to perceive science as a male-dominated domain, making it socially acceptable for them to disengage from it. Reilly et al. ([&lt;reflink idref=&quot;bib50&quot; id=&quot;ref23&quot;&gt;50&lt;/reflink&gt;]) suggest that societal cultural expectations may contribute to performance disparities between male and female students in science. In Nigeria, nurture is posited to reinforce male dominance over the female gender (Mensah, [&lt;reflink idref=&quot;bib32&quot; id=&quot;ref24&quot;&gt;32&lt;/reflink&gt;]). Literature presents varied perspectives on the impact of gender on students&#39; critical thinking ability in science subjects. While some studies highlight significant gender-based disparities (Ajai &amp;amp; Imoko, [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref25&quot;&gt;6&lt;/reflink&gt;]; Reilly et al., [&lt;reflink idref=&quot;bib50&quot; id=&quot;ref26&quot;&gt;50&lt;/reflink&gt;]), others refute such distinctions (Alsalhi et al., [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref27&quot;&gt;11&lt;/reflink&gt;]; Recber et al., [&lt;reflink idref=&quot;bib47&quot; id=&quot;ref28&quot;&gt;47&lt;/reflink&gt;]). Hence, the need for inclusion in this study.&lt;/p&gt; &lt;p&gt;While one might expect that investments in the teaching-learning paradigm would foster the development of critical thinking skills and innovative scientific thinking, the reality falls short. Reports indicate a concerning decline in students&#39; performance in science, notably in biology, across African educational systems (Adam et al., 2023; Onowugbeda et al., [&lt;reflink idref=&quot;bib44&quot; id=&quot;ref29&quot;&gt;44&lt;/reflink&gt;]). This decline extends to both school-based assessments and standardized examinations, leaving African countries trailing behind in international STEM evaluations (Reddy et al., [&lt;reflink idref=&quot;bib48&quot; id=&quot;ref30&quot;&gt;48&lt;/reflink&gt;]). The urgency to address this decline is underscored by the objectives of Agenda 2063 (Africa We Want), which places significant emphasis on science and technology education. However, current teaching methodologies may not adequately prioritize the cultivation of critical thinking skills, which are essential for scientific inquiry and problem-solving. A critical examination of existing literature in science education reveals a notable oversight regarding the integration of critical thinking pedagogies and the influence of cultural factors on student learning (Juszczyk &amp;amp; Kim, [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref31&quot;&gt;28&lt;/reflink&gt;]; Fuad et al., [&lt;reflink idref=&quot;bib22&quot; id=&quot;ref32&quot;&gt;22&lt;/reflink&gt;]). This observation highlights the need to reevaluate instructional approaches to foster critical thinking abilities among students. Central to this study is the proposition of an ethnoscience-based instructional approach, which acknowledges and integrates cultural perspectives to enhance students&#39; critical thinking skills.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-6&quot;&gt;What is ethnoscience instruction?&lt;/hd&gt; &lt;p&gt;Ethnoscience encompasses indigenous knowledge intertwined with scientific principles (Abonyi et al., [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref33&quot;&gt;1&lt;/reflink&gt;]; Koirala, [&lt;reflink idref=&quot;bib29&quot; id=&quot;ref34&quot;&gt;29&lt;/reflink&gt;]). This form of knowledge is manifest in the language, customs, culture, morals, and technology developed by a community or individual, containing inherent scientific insights (Zidny et al., [&lt;reflink idref=&quot;bib64&quot; id=&quot;ref35&quot;&gt;64&lt;/reflink&gt;]). Within ethnoscience, indigenous knowledge derived from the community undergoes scrutiny for validity through literature reviews, scientific explanations, practical work, and scientific processes. Consequently, it becomes a valuable resource for innovative and applied science education in the classroom (Brond&#237;zio et al., [&lt;reflink idref=&quot;bib18&quot; id=&quot;ref36&quot;&gt;18&lt;/reflink&gt;]). In the context of a nation&#39;s socio-economic development, the universality of scientific concepts, attitudes, and skills is evident. However, the meaningful integration of these concepts gains significance when illuminated by pertinent examples drawn from learners&#39; immediate surroundings (Nwankwo, [&lt;reflink idref=&quot;bib37&quot; id=&quot;ref37&quot;&gt;37&lt;/reflink&gt;]). Ethnoscience, as outlined by Nwankwo, encompasses materials, ideas, and beliefs rooted in the African environment and technology.&lt;/p&gt; &lt;p&gt;Gale et al. ([&lt;reflink idref=&quot;bib23&quot; id=&quot;ref38&quot;&gt;23&lt;/reflink&gt;]) lament the oversight of teachers regarding the richly specialized scientific knowledge embedded within the daily lives of native students. This oversight leads to missed opportunities for students to connect their life experiences with classroom science. Such gaps arise from teachers&#39; failure to recognize, explore, and utilize the interconnectedness between indigenous and modern scientific knowledge, instead relying on conventional teaching methods that may lack relevance and engagement in science education. In exploring cultural values and perceptions of scientific concepts, Onowugbeda et al. ([&lt;reflink idref=&quot;bib42&quot; id=&quot;ref39&quot;&gt;42&lt;/reflink&gt;]), and Samson et al. ([&lt;reflink idref=&quot;bib52&quot; id=&quot;ref40&quot;&gt;52&lt;/reflink&gt;]) assert that employing alternative approaches to biology education and practice can yield positive outcomes in student achievement, skill acquisition, and interest. Ethnoscience stands out as one such approach, aligning with the cultural, environmental, and lifestyle contexts of learners. The integration of ethno-scientific paradigms into instructional practices draws upon Piaget&#39;s theory of learning, which underscores the active engagement of learners in the learning process. Local wisdom-based pedagogy not only nurtures students&#39; sense of belonging and cultural identity (Ajayi et al., [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref41&quot;&gt;8&lt;/reflink&gt;]) but also instills conservation values and character traits (Sudarmin et al., [&lt;reflink idref=&quot;bib54&quot; id=&quot;ref42&quot;&gt;54&lt;/reflink&gt;]), enhances learning motivation (Wirama et al., [&lt;reflink idref=&quot;bib63&quot; id=&quot;ref43&quot;&gt;63&lt;/reflink&gt;]), improves academic achievement (Hermanto, [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref44&quot;&gt;26&lt;/reflink&gt;]), nurtures creative thinking skills (Sumarni &amp;amp; Kadarwati, [&lt;reflink idref=&quot;bib56&quot; id=&quot;ref45&quot;&gt;56&lt;/reflink&gt;]), and enhances students&#39; scientific literacy (Sudarmin et al., [&lt;reflink idref=&quot;bib55&quot; id=&quot;ref46&quot;&gt;55&lt;/reflink&gt;]). The integration of ethnoscience into science education prompts students to heighten their awareness of the socio-cultural milieu, thereby fostering the development and preservation of local culture and values. Educational materials crafted within ethnoscience-based science instruction are tailored toward cultural environments and knowledge. Such pedagogy is posited to facilitate a teaching and learning environment that effectively links science with everyday life, encouraging direct observation that prompts students to identify scientific problems, offer scientific explanations for phenomena, and draw informed conclusions.&lt;/p&gt; &lt;p&gt;The integration of ethnoscience proves instrumental in aiding biology students to examine the intricate interplay between their cultural background and biology. Through this approach, students acquire a comprehensive understanding that aligns their learning experiences with their cultural context (Chongo &amp;amp; Baliga, [&lt;reflink idref=&quot;bib19&quot; id=&quot;ref47&quot;&gt;19&lt;/reflink&gt;]). A key contributor to learner disengagement from the sciences lies in the neglect of their indigenous backgrounds and experiences (Oladejo et al., [&lt;reflink idref=&quot;bib41&quot; id=&quot;ref48&quot;&gt;41&lt;/reflink&gt;]). The failure of biology educators to consider and leverage cultural resources during science instruction further compounds this issue (Igbokwe, [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref49&quot;&gt;27&lt;/reflink&gt;]). Students frequently encounter challenges in ascribing meaning to biology concepts, perceiving them as foreign cultural entities markedly different from their indigenous heritage. This predicament is exacerbated in Nigeria, where a considerable number of science teachers lack the requisite proficiency to impart biology education from the cultural perspectives of their students (Okebukola, [&lt;reflink idref=&quot;bib38&quot; id=&quot;ref50&quot;&gt;38&lt;/reflink&gt;]). To counteract this trend, it is imperative to reform science education, with a specific emphasis on biology, given the availability of instructional materials in the natural environment. The incorporation of a cultural learning environment, facilitated by the deployment of ethnoscience strategies in science teaching, is essential. This strategic integration holds the potential to cultivate secondary school graduates equipped to adeptly navigate their environment, discerning the intricate relationship between the science they acquire and their cultural milieu and experiences.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-7&quot;&gt;Theoretical underpinnings&lt;/hd&gt; &lt;p&gt;This study is underpinned by Vygotsky&#39;s theory of social constructivism and Ausubel&#39;s theory of meaningful advance organizer. According to Vygotsky ([&lt;reflink idref=&quot;bib59&quot; id=&quot;ref51&quot;&gt;59&lt;/reflink&gt;]), culture plays a central role in knowledge processing and construction. Learning occurs through social interaction within a cultural context shaped by unique strengths, language, and experiences. Learning is viewed as a social process wherein parents, teachers, peers, culture, and society at large all contribute significantly. Vygotsky emphasizes the importance of social interaction within the family and with knowledgeable others in society for children to acquire knowledge and behaviors relevant to their cultural context. This perspective supports the implementation of ethnoscience instruction, which involves students seeking indigenous knowledge from their parents or guardians before class. Such interaction is crucial for the development of higher psychological functions in children, as argued by Vygotsky. This underscores the significance of culture in knowledge formation, which the ethnoscience instruction capitalizes on.&lt;/p&gt; &lt;p&gt;Ausubel&#39;s theory of advance organizer serves as the second theoretical basis for this study. In Ausubel&#39;s work, he proposed the concept of an advance organizer to facilitate students in linking their existing conceptual understanding with new material or concepts. Ausubel ([&lt;reflink idref=&quot;bib15&quot; id=&quot;ref52&quot;&gt;15&lt;/reflink&gt;]) asserts that an advance organizer assists students in meaningful learning by connecting previous ideas with new information, concepts, or materials. These broader concepts or ideas, termed advanced organizers, enable students to engage in more meaningful learning processes. This aligns with the implementation of ethnoscience instruction in our study, wherein the integration of prior knowledge with new subject matter concepts is essential for promoting meaningful learning.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-8&quot;&gt;Earlier studies on ethnoscience instruction&lt;/hd&gt; &lt;p&gt;Numerous studies have been conducted to develop and utilize ethnoscience-based learning tools, yielding positive impacts on learning. Sudarmin et al. ([&lt;reflink idref=&quot;bib54&quot; id=&quot;ref53&quot;&gt;54&lt;/reflink&gt;]) affirm that the integration of ethnoscience-based modules into learning materials enhances student engagement and improves learning outcomes. Furthermore, the incorporation of ethnoscience-based videos has been shown to enhance student achievement in science education (Adhi et al., [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref54&quot;&gt;5&lt;/reflink&gt;]). Wirama et al. ([&lt;reflink idref=&quot;bib63&quot; id=&quot;ref55&quot;&gt;63&lt;/reflink&gt;]) examined the efficacy of ethnoscience-based science teaching and learning in enhancing students&#39; cognitive learning outcomes. Their findings indicate that such approaches foster the development of students&#39; creative and critical thinking skills, thereby bolstering their cognitive learning outcomes. Sumarni and Kadarwati ([&lt;reflink idref=&quot;bib56&quot; id=&quot;ref56&quot;&gt;56&lt;/reflink&gt;]) conducted research to evaluate the impact of ethno-STEM project-based learning on students&#39; critical and creative thinking abilities. Their results demonstrate that ethno-STEM project-based learning significantly enhances students&#39; critical and creative thinking skills across various indicators, ranging from low to medium categories. Perhaps immersing biology students in ethnoscience instruction after a specified period could foster meaningful learning and strengthen critical thinking skills. This conjecture was empirically investigated in the present study. The following research question guided the study:&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Is there a significant difference in the critical thinking ability of students taught with ethnoscience instruction and the conventional lecture method?&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Is there a significant difference in the critical thinking ability of male and female students taught with ethnoscience instruction?&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0178477988-9&quot;&gt;Methodology&lt;/hd&gt; &lt;p&gt;This study employed a pretest, post-test nonequivalent group quasi-experimental research design (Reichardt, [&lt;reflink idref=&quot;bib49&quot; id=&quot;ref57&quot;&gt;49&lt;/reflink&gt;]). This is because of our inability to randomly assign participants to the experimental and control groups at the time of data collection. There were two groups, one experimental and one control group in this study. The population for the study comprises all students taking biology in senior secondary schools in Lagos State education district v, Lagos State Nigeria. Lagos State is the economic hub of Nigeria, characterized by a rich diversity of ethnolinguistic groups and a wide range of school ownership. There are more than 200 public and private senior secondary schools in Lagos state education district v. Two public schools that are in different education zones of the district with relatively similar characteristics in terms of biology teacher&#39;s qualifications, school facilities, and students&#39; population were randomly selected for the study. A total of 113 students in senior secondary school II (SSII) (equivalent to grade 11 in the American system) participated in the study. The experimental group had 71 students (35 males and 36 females) and the control group had 41 students (23 females and 18 males). Two female teachers with over 5 years of experience in teaching biology at the secondary school level were involved in the study. Test of Critical Thinking in Photosynthesis (TCTP) was developed and adopted for this study. This instrument had two sections: A and B. Section A consists of demographic data, while section B consists of five critical thinking essay questions adapted from the past questions of the secondary school certificate examination organized by West African Examination Council (WAEC). This examination is a standardized test administered to students in their final year of secondary school education. It is often a prerequisite for admission into higher education institutions and for employment opportunities. WAEC is known for its rigorous and comprehensive assessment structure. The instrument was subjected to content validation by a group of five experts. The experts were requested to look at the adequacy of the items in line with the research questions. The instrument was then considered valid by the experts for the study. It was administered to about 40 students who were not part of the study to ascertain its reliability, and the data obtained were used to determine its reliability using IBM-SPSS version 20. A split-half reliability test was used to determine the coefficient value of the instrument, and a Spearman − Brown of unequal length coefficient value of 0.76 was obtained. This value falls within the acceptable range of 0.70 to 0.80 commonly used as a benchmark for educational research instruments (Mohajan, [&lt;reflink idref=&quot;bib33&quot; id=&quot;ref58&quot;&gt;33&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The experimental and the control groups receive the same lesson contents on photosynthesis for the same lesson periods (80 min &#215; 5 days) per week. However, the experimental group was exposed to ethnoscience instruction, while the control group was taught using the conventional lecture method. The intervention lasted for 4 wk. To control for confounding due to the teacher factor, the teachers for each class were retained. The teacher for the experimental class was trained for a week on how to implement ethnoscience instruction after which she was subjected to a microteaching session to evaluate her mastery of the approach before the commencement of treatment. Students in the control group were taught using the conventional lecture method, while in the experimental class, the teacher taught photosynthesis following the three-step:&lt;/p&gt; &lt;p&gt; &lt;bold&gt; Step 1:&lt;/bold&gt; Pre-lesson Assignments on Cultural Practices Related to photosynthesis&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; In this phase, the teacher notifies the students in advance about the lesson topic. Each student was tasked with reflecting on and inquiring about Indigenous knowledge or cultural practices/beliefs related to photosynthesis from their parents, caregivers, siblings, or any other knowledgeable individuals.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; &lt;bold&gt; Step 2: &lt;/bold&gt; Beginning of the Lesson with Group Work on the Output Generated in Step 1&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; During this phase, the teacher introduces the topic and proceeds to arrange the students into mixed-ability and mixed-sex groups, with a maximum of 10 students per group, to share individual findings derived from step 1 (that is, summaries of ideas gathered from related cultural practices obtained from the parents). The teacher is also responsible for appointing group leaders from each group, who are tasked with compiling the submissions of group members and presenting a summary to the entire class. Toward the conclusion of the presentation, the teacher shares Indigenous knowledge and cultural practices associated with photosynthesis. Each group is given 8 − 10 minutes for discussion, and each group leader is allocated 3 − 5 minutes to present the summary of their group&#39;s submissions. An example of such a summary is provided below:&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0178477988-10&quot;&gt;Examples of indigenous knowledge or cultural practices/believes used to exemplify concepts in...&lt;/hd&gt; &lt;p&gt; &lt;bold&gt;Case study No. 1:&lt;/bold&gt; Ori Inu Oluwa (The Essence of the Sun): There is popular quote in the Yoruba land that goes thus &quot;&lt;emph&gt;Ori inu Oluwa ni igba iwaju ti awon ile-eko, bi iku o dake, bi oore o da.&lt;/emph&gt;&quot; It can be translated to &quot;The essence of the sun is the dawn of a new day for the land, like the breaking of death, like the arrival of blessings.&quot; This quote underscores the significance of the sun (Ori Inu Oluwa) as a life-giving force, akin to how sunlight is crucial for photosynthesis. It reflects the belief in the transformative power of light and positive energy.&lt;/p&gt; &lt;p&gt; &lt;bold&gt;Case study No. 2: The concept of photosynthesis was drawn from the&lt;/bold&gt; indigenous belief held by an &lt;emph&gt;Igbo&lt;/emph&gt; student that a plant once spoke to a group of children and explained that it needed water and nutrients to grow (see Figure 1). The children then promised to take care of the plant by watering it regularly and adding fertilizer. This myth highlights the importance of plant care in promoting photosynthesis by providing plants with the resources they need to grow.&lt;/p&gt; &lt;p&gt; &lt;bold&gt;Case Study number 3: Ayanmo (Cycle of Life):&lt;/bold&gt; There is an adage in Yoruba land that goes thus &quot;Ayanmo ni oro to gbon ju, bi igi ba ku, ayanmo ni ma pada.&quot; This translates to &quot;the cycle of life is a profound matter, like a tree that dies, the cycle ensures its rebirth. This quote speaks to the cyclical nature of life, emphasizing the Yoruba belief in reincarnation and renewal. In a similar vein, photosynthesis represents the cyclic process of growth and sustenance in the plant kingdom.&lt;/p&gt; &lt;p&gt; &lt;bold&gt;Case Study number 4:&lt;/bold&gt; An Indigenous tree (&lt;emph&gt;ige&lt;/emph&gt;) once spoke to a group of villagers in the &lt;emph&gt;yoruba&lt;/emph&gt; land and warned them against cutting it down (see Figure 2). The tree explained that it was responsible for providing food, medicine, and shelter to the community and that cutting it down would have negative consequences. The villagers listened to the tree&#39;s warning and promised to protect it. This believes states the importance of trees in Nigerian culture and their role in promoting photosynthesis by providing oxygen and nutrients for animals.&lt;/p&gt; &lt;p&gt; &lt;bold&gt;Case Study Number 5&lt;/bold&gt;: A &lt;emph&gt;yoruba&lt;/emph&gt; student explained that a farmer once planted sunflowers in his field, but they failed to grow. The farmer consulted a wise woman who explained that the sunflowers were not growing because they were not facing the sun. The farmer then turned the sunflowers toward the sun, and they began to grow.&lt;/p&gt; &lt;p&gt;This highlights the importance of sunlight in photosynthesis and how plants orient themselves toward the sun to maximize light absorption (see Figure 3). In the morning, the sunflower is always facing the east, where the sun rises from.&lt;/p&gt; &lt;p&gt; &lt;bold&gt;Case Study Number 6:&lt;/bold&gt; This is a technique used majorly by the local &lt;emph&gt;egun&lt;/emph&gt; farmers. They believed back in the day, that when land is cleared by burning, it will ward off bad spirits, therefore allowing the plants to grow better (see Figure 4). Scientifically, when a land is cleared by burning, the ash provides nutrient to soil, which can help facilitate growth. Also, the burning of the bush reduces the pest population on the farmland which will also make the plants thrive.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-11&quot;&gt;Step 3: Lesson progresses with a sprinkle of humor and the teacher relates or links the topic...&lt;/hd&gt; &lt;p&gt;In this phase, the teacher reinforces the importance of the Indigenous knowledge or cultural practices documented by the groups for a comprehensive understanding of the concepts. The teacher clarifies any misconceptions associated with cultural beliefs. During this stage, students pose questions, and the teacher evaluates their understanding.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-12&quot;&gt;Data analysis and result&lt;/hd&gt; &lt;p&gt;Upon the completion of administering the treatment, a post-test achievement was conducted for both the experimental and control groups. The data collected were subjected to analysis using IBM-SPSS version 23. Analysis of covariance (ANCOVA) was chosen as the statistical method, considering that participants were not randomly assigned to groups in the study (Philippas, [&lt;reflink idref=&quot;bib45&quot; id=&quot;ref59&quot;&gt;45&lt;/reflink&gt;]). The analysis followed a systematic procedure, starting with testing the parametric assumptions before applying the ANCOVA statistic to the data. The Levene&#39;s test (test of homogeneity) affirmed that the two groups did not significantly differ from each other (&lt;emph&gt;F&lt;/emph&gt; = 0.29; &lt;emph&gt;p&lt;/emph&gt; &amp;gt; 0.05). Having satisfied these assumptions, the one-way ANCOVA statistic was applied to the critical thinking scores of the students in the two groups. The posttest scores served as the dependent variable, the teaching methods as the fixed factor, and the pretest scores as the covariate.&lt;/p&gt; &lt;p&gt; &lt;bold&gt;Research Question 1.&lt;/bold&gt; Will there be a statistical difference in the critical thinking ability of students taught photosynthesis using ethnoscience instruction and those taught using conventional lecture method?&lt;/p&gt; &lt;p&gt;The result obtained in Figure 5 showed that students in the experimental group had a higher mean score (2.25) than their counterpart in the control group (1.62). Thus, to ascertain whether the observed difference is statistically significant and not due to error variance, the obtained result was subjected to inferential testing as shown in Table 1.&lt;/p&gt; &lt;p&gt;PHOTO (COLOR): Figure 1. The talking plant (Wambui, [&lt;reflink idref=&quot;bib61&quot; id=&quot;ref60&quot;&gt;61&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;PHOTO (COLOR): Figure 2. Villagers having a discussion about the tree (Becker, [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref61&quot;&gt;16&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;PHOTO (COLOR): Figure 3. Process of Heliotropism (Timothy, [&lt;reflink idref=&quot;bib58&quot; id=&quot;ref62&quot;&gt;58&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;PHOTO (COLOR): Figure 4. A burning farmland (Morris, [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref63&quot;&gt;34&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;PHOTO (COLOR): Figure 5. Mean and standard deviation scores of ethnoscience and lecture groups in critical thinking ability.&lt;/p&gt; &lt;p&gt;Table 1. ANCOVA summary table of difference in the critical thinking ability of experimental and control group.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Source&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Type III Sum of Squares&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;df&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean Square&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;F&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Sig.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Partial Eta Squared&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Corrected Model&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;12.145&amp;lt;sup&amp;gt;a&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;6.072&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;7.437&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.001&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.119&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Intercept&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;339.543&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;339.543&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;415.828&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.791&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;PreCritical&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.521&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.521&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.863&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.175&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.017&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Group&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;12.076&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;12.076&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;14.789&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.119&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Error&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;89.820&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;110&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.817&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;562.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;113&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Corrected Total&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;101.965&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;112&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;1 . R Squared =.119 (Adjusted R Squared =.103).&lt;/p&gt; &lt;p&gt;The result in Table 1 shows that at entry level, students of both groups (Ethnoscience Instruction and Conventional Lecture method) were not significantly different from one another in terms of critical thinking ability (pretest scores, &lt;emph&gt;p&lt;/emph&gt; = 0.17). However, after treatment, the result showed that the experimental group significantly outperformed (F(&lt;reflink idref=&quot;bib1&quot; id=&quot;ref64&quot;&gt;1&lt;/reflink&gt;, 110) = 14.79; &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05) the control group. The partial eta squared estimated indicated that the treatment accounted for 11% of the variance observed in the post-test on students&#39; critical thinking ability in biology. Based on this result, the hypothesis which states that there will be no statistically significant difference in the critical thinking ability of students taught using the Ethnoscience Instruction and conventional lecture method is therefore rejected.&lt;/p&gt; &lt;p&gt;Research Question 2&lt;/p&gt; &lt;p&gt;Is there a significant difference in the critical thinking ability of male and female students taught with ethnoscience instruction and the lecture method?&lt;/p&gt; &lt;p&gt;To answer this research question, the critical thinking ability scores of the experimental group (Ethnoscience Instruction) were subjected to inferential statistics, measuring the statistically significant difference in the critical thinking ability of the male and the female students in the group.&lt;/p&gt; &lt;p&gt;The result in Table 2 indicates that the mean scores of the female (2.26) and female (2.25) students in the ethnoscience Instruction class are comparable.&lt;/p&gt; &lt;p&gt;Table 2. Mean and standard deviation of critical thinking test scores of female and male participants taught with ethnoscience instruction.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;GENDER&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Std. Deviation&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;N&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Female&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.26&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.852&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;35&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Male&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.25&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.874&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;36&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2.25&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.857&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;71&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Research Hypothesis 2 There is no significant difference in the critical thinking ability of male and female students taught with ethnoscience instruction?&lt;/p&gt; &lt;p&gt;To strengthen our argument on the effectiveness of ethnoscience instruction in enhancing gender equity, we choose to instigate analyze the impact of ethnoscience Instruction on male and female students&#39; performance.&lt;/p&gt; &lt;p&gt;The result of ANCOVA statistics obtained using gender as a fixed factor, post critical thinking scores as a dependent variable, and pre-critical thinking scores as covariate shows that there is no statistically significant difference in the critical thinking ability of male and female students exposed to ethnoscience Instruction [F (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref65&quot;&gt;1&lt;/reflink&gt;,&lt;reflink idref=&quot;bib68&quot; id=&quot;ref66&quot;&gt;68&lt;/reflink&gt;) = 0.00; &lt;emph&gt;p&lt;/emph&gt; &amp;gt; 0.05], as shown in Table 3. This implies that the hypothesis that there is no significant difference in the critical thinking ability of male and female students taught with ethnoscience instruction is not rejected.&lt;/p&gt; &lt;p&gt;Table 3. ANCOVA summary table of difference in the critical thinking ability of male and female students in the ethnoscience instruction group.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Source&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Type III Sum of Squares&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;df&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Mean Square&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;F&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Sig.&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;Partial Eta Squared&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Corrected Model&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.065&amp;lt;xref ref-type=&quot;table-fn&quot; rid=&quot;tfn2&quot;&amp;gt;a&amp;lt;/xref&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.033&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.043&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.958&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.001&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Intercept&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;356.629&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;356.629&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;472.067&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.874&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;PRECRI&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.064&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.064&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.085&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.771&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.001&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;GENDER&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;1.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Error&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;51.371&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;68&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;.755&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Total&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;412.000&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;71&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Corrected Total&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;51.437&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot;&amp;gt;70&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;2 . R Squared =.001 (Adjusted R Squared = -0.028).&lt;/p&gt; &lt;hd id=&quot;AN0178477988-13&quot;&gt;Discussion of findings&lt;/hd&gt; &lt;p&gt;The data from this study provide support for the efficacy of ethnoscience instruction in enhancing the learning of photosynthesis concepts. The experimental group exposed to ethnoscience instruction was found to exhibit statistically significantly higher critical thinking ability than their control group counterparts as reported in Tables 1. This is in accord with the findings of previous studies by Hermanto ([&lt;reflink idref=&quot;bib26&quot; id=&quot;ref67&quot;&gt;26&lt;/reflink&gt;]); Sumarni and Kadarwati ([&lt;reflink idref=&quot;bib56&quot; id=&quot;ref68&quot;&gt;56&lt;/reflink&gt;]); Wirama et al. ([&lt;reflink idref=&quot;bib63&quot; id=&quot;ref69&quot;&gt;63&lt;/reflink&gt;]) which provided evidence attesting to the efficacy of ethnoscience instruction.&lt;/p&gt; &lt;p&gt;We posited several primary mechanisms within the learning process to elucidate the enhanced critical thinking abilities observed in the experimental group. These mechanisms are intricately tied to the cultural components in the implementation steps. In the initial stage of ethnoscience instruction implementation, students were tasked with documenting indigenous knowledge and cultural practices related to photosynthesis. In executing this assignment, students demonstrated the ability to formulate reasoned inquiries, comprehend relationships, identify similarities and differences, recognize patterns, classify information, and make informed judgments. This process revealed that their indigenous knowledge and cultural practices held relevance, directly or indirectly elucidating mechanisms associated with photosynthesis in their surroundings. Additionally, this step facilitated the connection between students&#39; lessons and their indigenous knowledge or cultural practices, underscoring the significance of their lifestyles and daily practices to the scientific concepts taught in the classroom. This alignment is consistent with Nkrumah&#39;s ethnophilosophy, a foundational philosophy of ethnoscience instruction. Moreover, students in the experimental group arrived at class already equipped with foundational indigenous knowledge and cultural practices, facilitating a smoother assimilation of new topics. For these students, learning a new topic is akin to navigating downstream, with their prior information serving as a metaphorical raft to navigate the stream of learning.&lt;/p&gt; &lt;p&gt;The social interaction within the second phase of implementing ethnoscience instruction adds another layer to the factors under consideration. Vygotsky&#39;s theory of social constructivism serves as a robust foundation for understanding the enhanced performance of groups engaged in ethnoscience instruction. Preceding each lesson, students were instructed to engage with parents or adults to gather insights into cultural practices or local knowledge relevant to the content. Upon returning to the classroom, these findings were shared among students, fostering a dynamic where students learn through interactions with both parents and peers (more knowledgeable other—MKO) during group discussions. This process gradually propels them from their zone of independent capability to a higher zone of proximal development (ZPD), as espoused by Vygotsky ([&lt;reflink idref=&quot;bib59&quot; id=&quot;ref70&quot;&gt;59&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib60&quot; id=&quot;ref71&quot;&gt;60&lt;/reflink&gt;]). Adam et al. (2021); Ademola et al. ([&lt;reflink idref=&quot;bib4&quot; id=&quot;ref72&quot;&gt;4&lt;/reflink&gt;]); Okebukola et al. ([&lt;reflink idref=&quot;bib39&quot; id=&quot;ref73&quot;&gt;39&lt;/reflink&gt;]); and Onowugbeda et al. ([&lt;reflink idref=&quot;bib44&quot; id=&quot;ref74&quot;&gt;44&lt;/reflink&gt;]) also underscored the significance of prior knowledge in acquiring new concepts. The pre-lesson activities assigned to students undergoing ethnoscience instruction undoubtedly contribute to their learning. Drawing from Ausubel&#39;s theory, these activities function as advance organizers steering students into their zone of proximal development (ZPD), a theoretical construct known to catalyze the learning process.&lt;/p&gt; &lt;p&gt;Amidst the mounting concern surrounding the underrepresentation of females in STEM careers, driven by their subdued performance in STEM subjects during secondary education (Oladejo et al., [&lt;reflink idref=&quot;bib40&quot; id=&quot;ref75&quot;&gt;40&lt;/reflink&gt;]; Akintoye et al., [&lt;reflink idref=&quot;bib9&quot; id=&quot;ref76&quot;&gt;9&lt;/reflink&gt;]), a focal point of interest in this study is the examination of how ethnoscience Instruction influences the academic performance of both male and female students in biology concepts. It was revealed that there is no statistically significant difference in the critical thinking abilities of male and female students when exposed to ethnoscience instruction. This signifies the maintenance of gender equality within the instructional approach, providing both male and female students with an equal footing. Furthermore, it underscores the absence of superiority attributed to either gender. This outcome holds implications for the realization of Sustainable Development Goal (SDG) number 10, aimed at reducing inequalities based on sex. Additionally, it suggests a comparable level of interest in science subjects among both male and female students. Contrary to the null hypothesis, this result, corroborated previous studies such as Dike and Rowland ([&lt;reflink idref=&quot;bib21&quot; id=&quot;ref77&quot;&gt;21&lt;/reflink&gt;]) and Chongo and Baliga ([&lt;reflink idref=&quot;bib19&quot; id=&quot;ref78&quot;&gt;19&lt;/reflink&gt;]) who found no difference in students&#39; performance based on gender when taught using ethnoscience instruction. The findings align with Peni (2015) who argued that indicating that incorporating culturally relevant practices familiar to female students enhances their attitudes toward studying science. In a broader context, this study resonates with Abonyi et al., ([&lt;reflink idref=&quot;bib1&quot; id=&quot;ref79&quot;&gt;1&lt;/reflink&gt;]) and Savelsbergh et al. ([&lt;reflink idref=&quot;bib53&quot; id=&quot;ref80&quot;&gt;53&lt;/reflink&gt;]), highlighting the three invaluable benefits of ethnophysics: serving as a foundation for learners in constructing their reality, acting as a bridge for diverse learners to transition to modern physics, and dispelling misconceptions about physics.&lt;/p&gt; &lt;p&gt;We deduced that the absence of a significant gender difference, contrary to the conventional narrative of lower female performance, can be attributed to the comprehensive elements of ethnoscience Instruction not present in the traditional lecture method. Notably, the cultural dimension played a crucial role. For instance, students were assigned the task of consulting their parents and subsequently sharing cultural practices related to photosynthesis concepts in the classroom. The group discussions further solidified the understanding of those students who derived cultural practices from their parents (Vygotsky, [&lt;reflink idref=&quot;bib59&quot; id=&quot;ref81&quot;&gt;59&lt;/reflink&gt;]). This outcome is not only encouraging but serves as an inspiration for other female students who may harbor reservations about pursuing science due to discouragement from various sources, including family members and teachers. Additionally, this result holds the potential to motivate parents to actively support their daughters in pursuing science by assuring them of a positive and fulfilling experience.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-14&quot;&gt;Conclusion and recommendation&lt;/hd&gt; &lt;p&gt;The discordance between content and context, evident in the subpar performance of biology students in internal and external examinations and their limited engagement in STEM pursuits, prompted an exploration of effective teaching methodologies rooted in cultural relevance. This study employed ethnoscience instruction to enhance students&#39; critical thinking skills in biology. The successful outcomes contribute to the existing pedagogical knowledge base, particularly in facilitating subject comprehension within the African context. The outcomes of this study carry implications beyond regional boundaries, potentially reducing the challenges faced by science educators in imparting scientific knowledge and help to reduce examination malpractice. Notably, the study revealed no discernible gender disparities in the critical thinking abilities of students in the experimental groups, advocating for gender equity.&lt;/p&gt; &lt;p&gt;Acknowledging potential limitations in generalizability due to sample size, the findings add valuable empirical evidence supporting ethnoscience instruction as a promising instructional tool for overcoming barriers to challenging scientific concepts. Furthermore, this research offers science teachers in Africa and other regions a culturally relevant pedagogical tool to refine their teaching approaches. The overarching objective is to elevate the quality of science education. Aligning with the ideals of science for all, the study strives to eradicate barriers associated with socio-cultural backgrounds, fostering equitable performance among students, irrespective of their African, American, Asian, Australian, or European heritage. Additionally, the study contributes meaningfully to ongoing initiatives aimed at attracting more students to the field of science and making scientific concepts more accessible and comprehensible.&lt;/p&gt; &lt;p&gt;Within the limitations of the findings of this study, we recommend that biology teachers in secondary schools should consider integrating ethnoscience instruction into their teaching methodologies. This approach involves incorporating local and indigenous examples into the instructional process, ensuring that course materials resonate with students&#39; everyday experiences and realities. In doing so, teachers can create a more engaging and relatable learning environment that enhances students&#39; understanding and retention of biological concepts. School administrators and proprietors should actively encourage teachers to incorporate cultural and indigenous content into their lesson plans. Providing support and resources for educators to access and incorporate relevant examples from students&#39; communities can enrich the learning experience and foster a deeper connection to the subject matter. Furthermore, there is a need for advocacy at the governmental level. The Ministry of Education and curriculum planners should advocate for the adoption of culturally relevant and responsive teaching strategies among science educators. Efforts should be made to incorporate cultural and indigenous content into students&#39; textbooks, ensuring that the curriculum reflects the diverse cultural heritage of the population.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-15&quot;&gt;Ethical approval&lt;/hd&gt; &lt;p&gt;Prior to commencing the study, approval was obtained from the relevant authorities of the schools, namely the principals, wherein the study would be conducted. Additionally, the research team ensured that all participants expressed their voluntary consent to partake in the study by affixing their signature to a consent form. The objectives of the study were clearly communicated to the participants, accompanied by an assurance that their responses would be treated confidentially and solely utilized for research purposes. Participants and school authorities were reassured of the voluntary nature of their involvement in the research, affording them the liberty to withdraw from the study at any juncture and for any reason. Furthermore, it is imperative to note that no harm, whether physical or psychological, was inflicted upon the respondents throughout the duration of the research.&lt;/p&gt; &lt;hd id=&quot;AN0178477988-16&quot;&gt;Disclosure statement&lt;/hd&gt; &lt;p&gt;No potential conflict of interest was reported by the author(s).&lt;/p&gt; &lt;ref id=&quot;AN0178477988-17&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref1&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Abonyi, S. O., Achimugu, L., &amp;amp; Adibe, M. I. (2014). Innovation in science and technology education: A case for ethnoscience based science classrooms. 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  Data: Testing the Potency of Ethnoscience Instruction on Biology Students&#39; Critical Thinking Ability
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Umar+A%2E+Adam%22&quot;&gt;Umar A. Adam&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-4304-3428&quot;&gt;0000-0002-4304-3428&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Franklin+U%2E+Onowugbeda%22&quot;&gt;Franklin U. Onowugbeda&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-0857-8697&quot;&gt;0000-0002-0857-8697&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Nur+Islami%22&quot;&gt;Nur Islami&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-2596-9320&quot;&gt;0000-0003-2596-9320&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kehinde+G%2E+Ogolo%22&quot;&gt;Kehinde G. Ogolo&lt;/searchLink&gt;
– Name: TitleSource
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  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+Educational+Research%22&quot;&gt;&lt;i&gt;Journal of Educational Research&lt;/i&gt;&lt;/searchLink&gt;. 2024 117(4):218-227.
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  Data: Routledge. Available from: Taylor &amp; Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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– Name: Pages
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  Data: 10
– Name: DatePubCY
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  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Grade+11%22&quot;&gt;Grade 11&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22High+Schools%22&quot;&gt;High Schools&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Secondary+Education%22&quot;&gt;Secondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Biology%22&quot;&gt;Biology&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Science+Instruction%22&quot;&gt;Science Instruction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teaching+Methods%22&quot;&gt;Teaching Methods&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Ethnic+Groups%22&quot;&gt;Ethnic Groups&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Comparative+Analysis%22&quot;&gt;Comparative Analysis&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Gender+Differences%22&quot;&gt;Gender Differences&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Critical+Thinking%22&quot;&gt;Critical Thinking&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Culturally+Relevant+Education%22&quot;&gt;Culturally Relevant Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Scientific+Concepts%22&quot;&gt;Scientific Concepts&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Botany%22&quot;&gt;Botany&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Grade+11%22&quot;&gt;Grade 11&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Secondary+School+Students%22&quot;&gt;Secondary School Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Skill+Development%22&quot;&gt;Skill Development&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Instructional+Effectiveness%22&quot;&gt;Instructional Effectiveness&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Nigeria%22&quot;&gt;Nigeria&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00220671.2024.2373464
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-0671&lt;br /&gt;1940-0675
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study investigated the potency of ethnoscience instruction on the critical thinking ability of biology students. The study employed a quasi-experimental research design, with a total of 113 senior secondary school two (the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase. Test of Critical Thinking in Photosynthesis (TCTP) with a reliability of 0.76 was used for data collection. The ANCOVA output demonstrated a statistically significant difference in favor of the experimental group (F (1, 110) = 14.79; p &lt; 0.05). Ethnoscience Instruction had no differential impact on students in the experimental group based on gender. We concluded that ethnoscience instruction is a viable culturally relevant tool for improving critical thinking skill in biology.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1431864
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1431864
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220671.2024.2373464
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 218
    Subjects:
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Ethnic Groups
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Botany
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Nigeria
        Type: general
    Titles:
      – TitleFull: Testing the Potency of Ethnoscience Instruction on Biology Students' Critical Thinking Ability
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            NameFull: Nur Islami
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            NameFull: Kehinde G. Ogolo
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              Type: published
              Y: 2024
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            – Type: issn-print
              Value: 0022-0671
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              Value: 1940-0675
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            – TitleFull: Journal of Educational Research
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