Exploratory study of the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in student's understanding of biology

被引：3

作者：

Awaah, Fred ^{[1
]}

Okebukola, Peter ^{[2
]}

Shabani, Juma ^{[3
]}

Taiwo, Hussein Abdul Azeez ^{[2
]}

Gbeleyi, Olansunkanmi ^{[2
]}

Tetteh, Andrew ^{[2
]}

Foli, Jessie ^{[2
]}

Addo, Dorcas Adomaa ^{[2
]}

机构：

[1] Univ Profess Studies, Business Adm, Accra, Ghana

[2] Lagos State Univ, ACEITSE, Lagos, Nigeria

[3] Univ Burundi, Doctoral Sch, Bujumbura, Burundi

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2023年 / 116卷 / 03期

关键词：

Biology education; Culturo-Techno-Contextual approach; difficult concepts; Nigeria; SUSTAINABLE DEVELOPMENT; EDUCATION; LECTURES; SCIENCE; GENDER;

D O I：

10.1080/00220671.2023.2207186

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Past studies have established cell division as a difficult topic in the Nigerian senior school system. While the lecture method has been used over time to overcome the challenges relative to students' understanding of cell division, a deficit in the literature is whether or not cultural teaching methodologies would help students' understanding of the concept. This study aims at testing the potency of the Culturo- Techno- Contextual Approach (CTCA) in enhancing students' understanding of cell division. The study is anchored on Vygotsky's sociocultural theory, Nkrumah's ethnophilosophy, and Heidegger's techno-philosophy. The quasi-experimental study had 26 students from the Feranmi Comprehensive High School (control group), with 21 students from the Royal Priesthood Secondary School (experimental group). The results showed that the experimental group (Mean = 33.29 and SD = 2.37) significantly outperformed the control group (Mean = 23.19 and SD = 4.92) in cell division [F (1, 44) = 137.19; p<.05].

引用

页码：125 / 133

页数：9

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