Validation of Indigenous Knowledge Practices Among Teachers in Lower Secondary Schools in the Central Region of Uganda
This study employed a cross-sectional survey to explore the underlying hypothesized measurement model structure of the concept of Indigenous Knowledge. A self-administered questionnaire with 45 items was piloted on a sample of 456 respondents of both private and government secondary schools of the c...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Islamic University in Uganda
2024-12-01
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| Series: | Interdisciplinary Journal of Education |
| Subjects: | |
| Online Access: | https://journals.iuiu.ac.ug/index.php/ije/article/view/658 |
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| Summary: | This study employed a cross-sectional survey to explore the underlying hypothesized measurement model structure of the concept of Indigenous Knowledge. A self-administered questionnaire with 45 items was piloted on a sample of 456 respondents of both private and government secondary schools of the central region in Uganda. A Principal Component Analysis (PCA) was done on a sample of 456 respondents to extract a five-factor dimension of Indigenous Knowledge which includes processing of foods, oils, fragrances, and pesticides; food harvesting and crop storage; food preparation; environment protection; and medicinal herbs. Initially, the Indigenous Knowledge construct consisted of seven sub-constructs with a total of 45 items. Data from A sample of 732 respondents was further collected after a pilot study to facilitate a confirmatory factor analysis (CFA) of structural equation modelling (SEM). CFA further confirmed that Indigenous Knowledge is a five- multidimensionality construct. The findings diverge from previous studies, which indicated that Indigenous Knowledge is measured by seven sub-constructs. In conclusion, the underlying factors of Indigenous Knowledge may vary across studies, and future longitudinal studies are recommended to further explore the consistency of these findings with an emphasis on the measurement and conceptualization of the construct. |
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| ISSN: | 2616-9088 2616-9096 |