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

Oladejo, Adekunle Ibrahim; Olateju, Taibat T.; Okebukola, Peter Akinsola; Agboluaje, Taiwo M.; Sanni, Rasheed; Shabani, Juma; Akinola, Victor Olu; Ebisin, Aderonke

doi:10.1111/ssm.12573

Cited by 7 publications

(2 citation statements)

References 29 publications

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“…These studies all took place at different times and locations, yet they all reported to have found no difference in the performance of male and female students sampled. A similar trend was reported by [4,47,64]. The results of these previous studies are comparable with the current study in that they all sampled secondary school students, focused on difficult concepts in STEM subjects, and used circular schools; however, unlike this study, which explored blended learning mode, they all limited their engagements with the students to face-to-face only.…”

Section: Effect Of Ctca On Students' Achievement (Retention) and Anxi...supporting

confidence: 89%

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Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry

et al. 2023

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Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted.

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Section: Effect Of Ctca On Students' Achievement (Retention) and Anxi...supporting

confidence: 89%

“…The revised science anxiety scale developed by [64] was adopted for this study given its contextual relevance to the current study and population of interest. The instrument contained 20 words that depict states of the mind, ten of which are positive, and the other ten negative.…”

Section: Instrumentsmentioning

confidence: 99%