A beautiful garment from old fabrics: the analogy of culturo-techno-contextual approach for meaningful learning in science

ABSTRACT

Background

In Nigeria, like most other African countries, several efforts have been geared towards better students’ performance in science over the last two decades. However, research findings reflect no significant improvement in students’ overall performance particularly in the last 5 years.

Purpose

The study is concerned with the unsatisfactory sinusoidal wave-like performance of secondary school students in Nigeria in biology. It explored the potency of culturo-techno-contextual approach (CTCA) in breaking the barriers to meaningful learning of genetics which is perceived as a difficult concept among majority of the students.

Sample

A total of 124 Senior Secondary two (SS2) students participated in the study. The control group had 58 students (30 males; 28 females), while the experimental group had 66 students (35 females; 31males)

Design and method

The study employed explanatory sequential design (quasi-experimental and interviews). The data for the quasi-experimental phase were obtained through genetics achievement test (GAT) which had a reliability coefficient of 0.81, while the qualitative data were generated through the student’s perception about CTCA interview guide (SPCIG). The experimental group was taught with CTCA, while the control group was taught with the lecture method. The quantitative data were analysed using ANCOVA since the participants were not randomly assigned to the groups and the qualitative data was analyesd using framework analysis.

Results

The result obtained showed that the experimental group outperformed (mean for experimental = 24.58; control 16.83; [F (1, 121) = 58.06; p < .01]) the control group. Difference in gender-based performance in the experimental group did not attain statistical significance.

Conclusions

We concluded that CTCA is a viable pedagogical tool for promoting meaningful learning of concepts in biology and advancing the relevance of culture, technology, and context in science learning.

KEYWORDS:

• Biology
• science education
• teaching and learning
• technology
• culturally relevant pedagogy

Disclosure statement

No potential conflict of interest was reported by the author(s).