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

Abstract

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.

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

“…On the measure of achievement, the result obtained suggests that the CTC approach enhanced learning of set theory (see Table 2) more effectively than the traditional lecture method. This is unsurprising as similar findings have been reported by a number of studies that have examined the effect of CTCA on the academic achievement of secondary school students in biology, chemistry, physics, and ICT (Abdulhadi, et al, 2022; Ademola et al, 2023; Onowugbeda et al, 2022).…”

“…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.…”

“…The notable causative is that the approaches, which even the teachers lack adequate knowledge and skill of usage, are insensitive to the sociocultural realities and educational context of the students (Ademola et al, 2023). So, when the students hear about trigonometry, algebra equations, geometry, differential and inferential calculus, probability and statistics and more concepts, they express fear and lack of interest in learning, as these concepts do not convey the knowledge or practices they can relate to within their culture or context.…”

Ways to Learning Science are Undergoing Mutation: Would the Culturo-Techno-Contextual Approach be an Effective Variant for Learning Chemistry?

“…Two schools located in different parts of Lagos State education district V were purposefully selected to prevent students in each group from interacting with one another. Our choice of the study area was prompted by the record of high failure rate of students in the major science subjects including chemistry and their general lack of interest in science (Ademola, 2020). The control group which had 72 subjects (39females and 33 males) was taught using the lecture method while the experimental group which had 69 subjects (38 females and 31 males) was taught using CTCA.…”

“…In most parts of Africa, science learning at the senior secondary school level is delineated into three major subjects: biology, chemistry, and physics. Our choice of chemistry in the study was pricked by the persistent unimpressive performance of the students in the last ten years (Ademola, 2020;Oladejo et al, 2022) and the possible effect that the students' understanding of chemistry plays in the learning of the two other subjects (biology and physics). For instance, the periodic table and its related topics such as compounds, metals, and non-metals, are mainly taught in chemistry in our schools given the dictates of the curriculum.…”