Effect of Indian Knowledge Systems-Based Pedagogy On Cognitive Learning Outcomes: An Empirical Study Of Secondary School Students In Gujarat, India

Abstract

The integration of Indian Knowledge Systems (IKS) into contemporary education has gained momentum with India's National Education Policy 2020, yet empirical evidence on its pedagogical effectiveness remains limited. This study examines the impact of IKS-based teaching methods on cognitive learning outcomes among secondary school students in Gujarat, India. Through a quasi-experimental design involving 240 students across four schools, we compared traditional pedagogy with IKS-integrated approaches incorporating storytelling, experiential learning, and indigenous conceptual frameworks. The intervention group receiving IKS-based instruction for six months demonstrated significantly higher performance in comprehension, application, and critical thinking compared to control groups using conventional methods. Results indicate that IKS pedagogy particularly enhances conceptual understanding and knowledge retention, with effect sizes ranging from 0.62 to 0.78 across cognitive domains. Students exposed to IKS methods also showed improved engagement and cultural connectedness. These findings suggest that culturally rooted pedagogical approaches can enhance learning effectiveness while preserving indigenous knowledge traditions. The study contributes empirical evidence supporting IKS integration in mainstream education and provides practical implications for curriculum designers and educators seeking to implement culturally responsive teaching methods.