in Basic Science in Kogi-East Education Zone using quasi-experimental design. The specific

design is the pre-test, post-test non-equivalent, non-randomised control group. The population

of this study comprised 8,308 students (5, 200 males and 3,100 females). The sample of the

study comprised 75 Upper Basic Science students (male and females). The researcher employed

multi-stage sampling procedure. Basic Science Motivation Scale (BSMS) was used for data

collection. BSMS has 30 items and the instrument was validated by three experts in science

education and an expert in test and measurement all from Benue State University, Makurdi. A

trial test of the instrument was carried out on 20 students in a school that was not sampled but

within the study area to enable the researchers determine the internal consistency of the test

items. Scores obtained from the test were used to analyze the reliability coefficient of the

instrument using Cronbach alpha and the reliability yielded 0.87. Two teachers who teach Basic

Science in the sampled schools served as research assistants during data collection. The data

collected were collated and for analysis. The research questions were answered using bar

graphs, mean and standard deviation. Analysis of Covariance (ANCOVA) was used to test the

hypotheses at 0.05 level of significance. This was to correct the initial differences that may exist

in the means. Findings revealed that there is significant difference in the mean motivation

ratings of students taught Basic Science using ethno-science teaching approach and those

taught with the conventional method; there was no significant difference in the mean motivation

ratings of male and female students taught Basic Science using ethno-science teaching

approach. Based on the findings it was recommended among others that teachers should teach

Basic Science using ethno-science strategy to improve students’ motivation in the subject.