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

Abstract

As the quest for better ways to present science to the new generation of students continues to occupy the thoughts of science educators across the globe, so will new approaches such as the Culturo-Techno-Contextual Approach (CTCA) continue to emerge in response to thisquest. This study explores the potency of CTCA in breaking the barriers to meaningful learning of electrochemistry. The explanatory sequential design was employed. A total of 141 secondary school (II) students from two purposively selected schools in Lagos State education district V participated in the study. The electrochemistry achievement test which had a reliability coefficient of 0.78 was the instrument used to collect the quantitative data. Treatment lasted five weeks after the conduct of the pretest, the experimental group was taught using CTCA and the control group was taught using the traditional lecture method. Four weeks after the posttest, the retention test was conducted. One-way ANCOVA wasused to analyse the data. The experimental group outperformed the control group, but CTCA had no differential impact on students in the experimental group based on gender. Within the limitations of the study, we concluded that CTCA is capable of promoting meaningful learning in chemistry. Implications of the study were highlighted.

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

“…While there could be other factors responsible for the observed difference, the teaching strategy employed in the experimental groups appeared first on the list of suspects. This result shares semblance with the findings of [2,75]. Both studies found CTCA as an active agent that promotes students' interest in science learning.…”

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

“…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 extent to which equity, inclusion and diversity are achieved is a function of how well the marginalized or least‐served population is better served in terms of skill and knowledge dispensary.…”

“…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…”