In Search of Culturally Responsive Tools for Meaningful Learning of Chemistry in Africa: We Stumbled on the Culturo-Techno-Contextual Approach

被引:12
作者
Oladejo, Adekunle Ibrahim [1 ]
Okebukola, Peter Akinsola [1 ]
Olateju, Taibat Tejumola [2 ]
Akinola, Victor Olu [3 ]
Ebisin, Aderonke [4 ]
Dansu, Taiwo Viyon [1 ]
机构
[1] Lagos State Univ, Africa Ctr Excellence Innovat & Transformat STEM, Ojo 102101, Lagos, Nigeria
[2] Obafemi Awolowo Univ, Ife 220282, Osun, Nigeria
[3] Lagos State Univ Educ, Ijanikin 102004, Lagos, Nigeria
[4] Gateway Polytech, Igbesa 112102, Ogun, Nigeria
关键词
Secondary School/Introductory Chemistry; Curriculum; Culture and Science Teaching and Learning; SCIENCE; EDUCATION;
D O I
10.1021/acs.jchemed.2c00126
中图分类号
O6 [化学];
学科分类号
0703 ;
摘要
This study described the implementation procedure (step-by-step) of the culturo-techno-contextual approach (CTCA) in the classroom with concrete curricular examples for each step. The study then proceeded to explore the potency of CTCA on nuclear chemistry, a traditionally perceived difficult concept among secondary school students in Nigeria, as obtained from the survey phase of the study. Using a quasi-experimental research design, we had a total of 221 senior secondary school two (SS2, the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria, who participated in the experimental phase of the study. After the pretest exercise for both the experimental and comparison groups, we had a four-week treatment where the experimental group was taught with CTCA, and the comparison group was taught with the conventional lecture method. Four weeks after the posttest, a retention test was conducted for both groups using the same Nuclear Chemistry Achievement Test instrument used for the pre- and posttests. Data collected were analyzed using ANCOVA, and the results obtained showed a statistically significant mean difference between the groups [F(1, 218) = 84.12; p < 0.05], indicating that CTCA improved students' performance in nuclear chemistry. We also found no statistically significant difference in the achievement of male and female students in the experimental group. Within the limitations of the study, we concluded that CTCA is a viable culturally relevant tool for teaching chemistry concepts. The future directions of the study were also highlighted.
引用
收藏
页码:2919 / 2931
页数:13
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