Effectiveness of Integrating Indigenous Knowledge Systems into English Language Curriculum in Promoting Literacy Development in Nigerian Secondary Schools

Isu Ogonnaya Ejimole Okam; Assoc Prof A F Okonkwo; Ugbor Eucharia Ukachi

doi:10.56201/ijelcs.vol.10.no5.2025.pg38.46

📄 Download Paper

Effectiveness of Integrating Indigenous Knowledge Systems into English Language Curriculum in Promoting Literacy Development in Nigerian Secondary Schools

Isu Ogonnaya Ejimole Okam, Assoc Prof A F Okonkwo and, Ugbor Eucharia Ukachi

Abstract

This study investigated the effectiveness of integrating Indigenous Knowledge Systems (IKS) into the English Language curriculum in promoting literacy development among Senior Secondary School Two (SS2) students in Nigerian secondary schools. The study was guided by two research questions and two hypotheses. The study adopted a quasi-experimental non-equivalent pretest- posttest control group design and was conducted in Edda Local Government Area of Ebonyi South Education Zone, Ebonyi State. A total of 215 students (98 males and 117 females) from two public co-educational secondary schools participated. The experimental group received English Language instruction enriched with indigenous elements such as local proverbs, folktales, idioms, and culturally relevant texts, while the control group was taught using the conventional method. Literacy Achievement Test (LAT), developed and validated by experts, was administered as both pre-test and post-test. Data were analyzed using mean and standard deviation to answer the research questions, and Analysis of Covariance (ANCOVA) was employed to test the hypotheses at 0.05 level of significance. Results showed that students taught using IKS-enriched instruction significantly outperformed those in the control group in literacy achievement. Although female students slightly outperformed males, the gender difference was not statistically significant, nor was the interaction effect between gender and instructional method. The findings suggest that incorporating IKS into English Language teaching enhances literacy skills and provides a culturally responsive approach to instruction. It is recommended that educational stakeholders consider integrating indigenous content into the curriculum, alongside teacher training and policy support, to foster inclusive and effective language education.

Keywords

Indigenous

References

Adeola, T. A., & Adeyemi, B. A. (2022). Culturally responsive pedagogy and academic achievement in Nigerian secondary schools: The role of indigenous knowledge. African Journal of Educational Research and Development, 14(2), 45–59. Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives (10th ed.). Wiley. Chika, U. P., & Adeyeye, M. O. (2022). The role of indigenous knowledge in sustainable curriculum development in Nigeria. Journal of Curriculum and Instruction, 11(1), 23–36. Federal Ministry of Education. (2020). Implementation guidelines for the National Policy on Education. Abuja: Government Press. Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press. Nkereuwem, O. A., & Okon, E. J. (2023). Folktales and literacy development: The case for indigenous literature in Nigerian classrooms. International Journal of Language and Literacy Education, 9(1), 61–74. Nwachukwu, L. C., & Udoh, C. O. (2023). Enhancing writing competence through Igbo oral traditions in English Language classrooms. Nigerian Journal of Language Teaching, 8(2), 112–127. Ogunyemi, B., & Fakoya, A. (2021). Gender-neutral teaching strategies and learning outcomes in language education in Nigeria. Journal of Gender Studies in Education, 9(1), 55–70. Okonkwo, C. I. (2020). Enhancing oral English proficiency through indigenous oral traditions in Nigerian secondary schools. International Journal of Language and Communication Studies, 6(1), 88–101. Okorie, I. O., & Musa, R. A. (2021). Reclaiming cultural relevance in English Language teaching in Nigerian secondary schools. Journal of Language Pedagogy and Practice, 5(1), 33–45. Ola-Busari, M. T. (2022). English Language performance trends in Nigeria: Implications for literacy education. West African Journal of Educational Studies, 10(3), 77–89. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. WAEC. (2023). Chief Examiners’ Report on English Language. West African Examinations Council.

Effectiveness of Integrating Indigenous Knowledge Systems into English Language Curriculum in Promoting Literacy Development in Nigerian Secondary Schools

Abstract

Keywords

References

More Articles from INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE AND COMMUNICATION STUDIES