Can the culturo-techno-contextual approach (CTCA) promote students’ meaningful learning of concepts in variation and evolution?

Onowugbeda, Franklin; Okebukola, Peter Akinsola; Agbanimu, Deborah; Ajayi, Oluseyi Abike; Oladejo, Adekunle Ibrahim; Awaah, Fred; Ademola, Ibukunolu A.; Gbeleyi, Olasunkanmi; Peter, Esther O.; Ige, Adeleke M.

doi:10.1080/02635143.2022.2084060

Cited by 24 publications

(24 citation statements)

References 14 publications

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“…This finding agrees with finding of Adebayo et al who also found a significant impact of CTCA as experimental group students outperformed their control group counterparts on the achievement measure as well as on the attitude toward mutation and variation. It also agrees with the finding of Onowugbeda et al, who found that there was significant impact of CTCA on students’ academic performance in teaching of hormones and kidneys in biology. This finding is also in agreement with the findings of Oladejo et al, which showed that there was a significant difference between the CTCA and traditional method in students’ academic achievement in favor of the former.…”

Section: Discussionsupporting

confidence: 92%

“…Findings from the study conducted by Adebayo et al 12 revealed that there was significant impact of CTCA as experimental group students outperformed their control group counterparts on the achievement measure as well as on the attitude toward mutation and variation. 13 It was found that there was a significant impact of CTCA on students' academic performance in teaching of hormones and kidney in biology. He found that there was significant impact of CTCA on students' attitude toward learning hormones and kidneys in biology.…”

Section: Questionsmentioning

confidence: 99%

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Impact of Culturo-Techno-Contextual Approach (CTCA) on Learning Retention: A Study on Nuclear Chemistry

et al. 2023

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Poor performance of students in chemistry shows that they are having difficulties in learning, mastering the content, and applying what they have learned in examinations. The purpose of this study was to find out the difference in (a) retention of information by students taught nuclear chemistry using the culturo-techno-contextual approach (CTCA) and lecture; (b) retention of information by male and female students taught nuclear chemistry using CTCA, and (c) the interaction effects of gender and method on retention of information by students taught nuclear chemistry using CTCA and lecture. Learning theories of Vygotsky’s constructivism theory, Ausubel’s theory of meaningful learning, and CTCA’s philosophical framework were adopted. This study used explanatory sequential mixed methods; quasi-experimental research design was adopted. A total of 91 senior secondary II students (SS2) (equivalent of grade 11 in the American system) participated. Split-half was used to test the reliability of the nuclear chemistry achievement test (NCAT), and a Spearman–Brown of unequal length coefficient value of 0.80 was obtained. A statistically significant difference was found in the retention of information by students taught nuclear chemistry using CTCA and lecture [F(1,88) = 263.06; p = 0.00] which was in favor of the CTCA group (experimental). A statistically significant difference was not found for gender [F(1,46) = 0.39; p = 0.53]. The statistical interaction effect of method and gender was not significant [F(1,86) = 0.25; p = 0.62]. We recommended that the use of CTCA should be adopted by chemistry teachers in secondary schools to enhance learning.

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Section: Discussionsupporting

confidence: 92%

Section: Questionsmentioning

confidence: 99%

Impact of Culturo-Techno-Contextual Approach (CTCA) on Learning Retention: A Study on Nuclear Chemistry

et al. 2023

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“…Since 2015 when CTCA was officially launched, it has received growing attention in science education in Nigeria and is currently gaining recognition in international research communities through conference presentations and journal publications (Ademola et al, 2023; Onowugbeda et al, 2022). CTCA is considered an egalitarian approach (Oladejo et al, 2022b), coming in at a time when the global call for inclusion, diversity and equity in STEM education is a major focus.…”

Section: The Culturo‐techno‐contextual Approachmentioning

confidence: 99%

“…Response to this call with regard to quality education has taken different dimensions, including curriculum reforms and research in science and technology targeted toward improving the quality and quantity of STEM professionals in Africa (Oladejo et al, 2022a). These efforts have largely focused on equipping students (youth) with grounded knowledge and skills in science (Onowugbeda et al, 2022), technology and engineering (Adesope, 2021), however, yielding minimal success.…”

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confidence: 99%

The convergence of culture, technology and context: A pathway to reducing Mathophobia and improving achievement in mathematics

Oladejo

Olateju

Okebukola

et al. 2023

School Sci & Mathematics

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This study explored the potency of CTCA in reducing math anxiety and promoting meaningful learning of mathematics among secondary school students. The study adopted a mixed‐method (explanatory sequential) design involving a quasi‐experimental design and individual in‐depth interviews. Participants were drawn from two schools, purposively selected within Lagos state educational district V. Three instruments: Set Theory Achievement Test, Math Anxiety Scale and Students' Perception about CTCA Interview Guide were used to collect the quantitative and qualitative data subsequently. The experimental group (102 students) was taught using the culturo‐techno‐contextual approach while the control group (106 students) was taught with the traditional lecture method. Treatment lasted six weeks after which posttest and retention test (four weeks after posttest) were conducted. MANCOVA was used to analyze the quantitative data. The results obtained suggest that CTCA reduces math anxiety and enhanced learning achievement [Pillai's Trace = 0.34 (F = 53.09; p<0.01)] more effectively than the traditional teaching method. No significant gender difference was also found in the achievement of the experimental group. Students' perception about the use of CTCA was generally positive. Within the scope and limitations of the study, it was recommended that CTCA should be adopted by secondary school teachers in teaching mathematics concepts.

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“…This study also attempts to fill this gap. On account of Africa's low performance in science relative to other regions of the world (Onowugbeda, Okebukola, Agbanimu, Ajayi, Oladejo, Awaah et al, 2022), the weak attention by researchers in probing concepts that the students find difficult to learn in science, beyond mere cataloguing, is a yawning gap in the literature. More to it is that as teachers and researchers, we assume to know it all and hence, help our students to think out solutions to their problems.…”

Section: S/nmentioning

confidence: 99%

Concept difficulty in secondary school chemistry: An intra-play of gender, school location and school type

Oladejo

Ademola²,

Ayanwale³

et al. 2023

J. Technol. Sci. Educ.

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This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.

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Can the culturo-techno-contextual approach (CTCA) promote students’ meaningful learning of concepts in variation and evolution?

Cited by 24 publications

References 14 publications

Impact of Culturo-Techno-Contextual Approach (CTCA) on Learning Retention: A Study on Nuclear Chemistry

Impact of Culturo-Techno-Contextual Approach (CTCA) on Learning Retention: A Study on Nuclear Chemistry

The convergence of culture, technology and context: A pathway to reducing Mathophobia and improving achievement in mathematics

Concept difficulty in secondary school chemistry: An intra-play of gender, school location and school type

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