A beautiful garment from old fabrics: the analogy of culturo-techno-contextual approach for meaningful learning in science

Oladejo, Adekunle I.; Olateju, Taibat T.; Ahove, Michael A.; Suwadu, Bugoma

doi:10.1080/02635143.2024.2309905

Research in Science & Technological Education

2024

DOI: 10.1080/02635143.2024.2309905

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A beautiful garment from old fabrics: the analogy of culturo-techno-contextual approach for meaningful learning in science

Adekunle I. Oladejo,

Taibat T. Olateju,

Michael A. Ahove

et al.

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2024

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Cited by 1 publication

References 41 publications

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I am Black and I am a girl‐child, can I still be a scientist?

Oladejo,

Olateju,

Okebukola

et al. 2024

School Sci & Mathematics

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As the world becomes increasingly rooted in all forms of inequities, so does the need to fight its causatives. This study is concerned with ensuring that science education serves to reinforce gender equity against traditional narratives. We explored the potency of culturo‐techno‐contextual approach (CTCA) in leveling the playing field while promoting meaningful learning of chemistry among male and female students. Two separate quasi‐experimental studies were conducted on two perceived difficult topics in chemistry—nuclear chemistry and electrochemistry using senior secondary school two (equivalent of grade 11 in the United States system) students (NStudy 1 = 221, NStudy 2 = 141). In each study, the experimental groups were taught using CTCA, while the control groups were taught with lecture method. The research design was explanatory and sequential with a quasi‐experimental framework. The nuclear chemistry achievement test and the electrochemistry achievement test that were used to collect data had a reliability coefficient of 0.83 and 0.76, respectively. Analysis of covariance was used to analyze the quantitative data, while the qualitative data used a thematic approach. The studies found no significant difference in the achievement (post‐posttest) of the male and female students. Within the study limits, we concluded that CTCA is a viable tool for bridging the gender difference in chemistry learning.

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I am Black and I am a girl‐child, can I still be a scientist?

Oladejo,

Olateju,

Okebukola

et al. 2024

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

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A beautiful garment from old fabrics: the analogy of culturo-techno-contextual approach for meaningful learning in science

Cited by 1 publication

References 41 publications

I am Black and I am a girl‐child, can I still be a scientist?

I am Black and I am a girl‐child, can I still be a scientist?

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