Investigating the Impact of Indian Indigenous Knowledge in Physics on the Achievement of Secondary-Level Students.

Ancient India has a rich scientific tradition, enriched by pioneering contributions from sages and academics. Ensuring the quality of education, the NEP 2020 stresses the integration of the Indian Knowledge System (IKS) within the curriculum. The present study aimed to investigate the effectiveness of IKS-integrated teaching on Achievement in Physics among secondary school students. An experimental method was employed using a pre-test, post-test non-equivalent group design. The sample consisted of 74 students, with 37 each in the Experimental and Control groups. The Experimental group received an IKS integrated teaching, while the Control group was taught using the Activity-Oriented Method. An Achievement test was developed and administered as both pre-test and post-test among both groups. The results of the data analysis showed that, in comparison to the Control group, the Experimental group performed noticeably better on the post-test. The calculated t-value of 40.1 was significant at the 0.01 level and obtained F ratio is F (171) =12.21; p < 0.01, indicating a meaningful difference in the effectiveness of the two instructional approaches. The results shows that student taught through IKS integrated teaching performed better compared to the students taught through the activity-oriented method of teaching in Physics and the integration of IKS into instructional materials can be a successful pedagogical strategy for improving the level of mastery in Physics.