Science Performance of Indigenous Students: A Study from Mahiyanganaya Zone of Education, Sri Lanka

Abstract

Science education is a vital component for the well-being of individuals and entire nations in the current world. Contemporary research has paid greater attention to the science education of indigenous people. Sri Lanka is home to a longstanding indigenous population called Vedda people and Vedda children learn science alongside with mainstream children at schools. However, research on their science education is scarce. Hence, this study aimed to examine the science performance of Vedda students. This study was conducted in two selected schools (school “A” and school “B”) with secondary-level (Grades 6 to 11) Vedda students in Mahiyanganaya Zone of Education, Sri Lanka. The term test science marks (2018 and 2019) and General Certificate of Examination (Ordinary Level) or G.C.E. (O/L) science results (2018, 2019, and 2020) were analyzed descriptively to measure science performance of Vedda students. Results depicted poor science performance of Vedda students and their mainstream counterparts. However, science performance of Vedda students was even lower than that of the mainstream students. Science performance of the students could be affected by different factors related to the schools, curriculum, teachers, students, parents, etc. Hence, it is crucial to investigate the factors that impede science performance of students in the above schools, especially paying attention to Vedda students as they learn alongside with mainstream students.