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Decoding Difficulty: A Quantitative Analysis of Difficult Concept in the Biology Curriculum Adam, Umar Ayotunde; Owolabi, Tunde; Lameed, Soladoye; Ubaka, Christiana; Joy, Abolaji Toyin
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.570-581

The study sought to establish the concepts that students perceive to be difficult in the biology curriculum in Nigerian schools and key factors that contribute to the difficulties of the concepts. The study adopted a quantitative survey research design. The participants in this study were 340 students from senior secondary schools in Nigeria. Difficult Concept in Computer Studies Questionnaire (DCCSQ) (r=.80) was used to collect data for the study. It was revealed that nervous coordination, mitosis and meiosis, variation and evolution, regulation and Internal Environment were perceived to be very difficult. The study found that the most significant factors that students find to be enhancers of learning difficulty of biology concepts includes lack of instructional materials, the absence of well-equipped laboratories for practical teaching, large class sizes, complexity of topics and the broad biology curriculum. It was revealed that there was no statistically significant difference between male and female students in their perception of the difficulty of biology concepts. It was concluded that improving access to instructional materials, enhancing laboratory facilities, and addressing the complexity of the biology curriculum are critical steps needed to improve students' understanding of difficult biology concepts. It was recommended that teachers should also adopt more interactive teaching methods to engage students and enhance understanding.

Biology Reimagined: A test of Culturo-Techno-Contextual Approach (CTCA) in Boosting Students’ Achievement M. Ige, Adeleke; Owolabi, Tunde; Onowugbeda, Franklin U.; Mustapha, Abiodun Gafar; Ogundowole, Ayodeji; Gbeleyi, Olasunkanmi A.; Olayanju, Mary; Armah, Micheal
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.1-25

The prerequisite for learning science lies in students' ability to adapt to new stimuli in learning environments. This ability is often reflected in their readiness to apply newly acquired knowledge in different contexts. This study investigated a culturally-influenced pedagogy infused with technological and contextual features to improve biology learning. A total of 138 Senior Secondary II students participated, comprising 75 students (45 males, 30 females) in the CTCA group and 63 students (30 males, 33 females) in the lecture group, with an average age of 15 years. An explanatory sequential mixed-method design was used. Quantitative data were collected using the Plant Nutrition Achievement Test (PNAT), which had a reliability coefficient of 0.83, while qualitative data were obtained through the Biology Students Interview Protocol in Biology (SIPB). Descriptive statistics (mean, standard deviation, and thematic analysis) and ANCOVA at a 0.05 significance level were used for data analysis. The findings showed that CTCA students significantly outperformed the lecture group [F (1,134) = 1655.16, p < .05]. Students also expressed positive attitudes toward CTCA. The study concludes that CTCA enhances students’ achievement in plant nutrition and recommends its adoption by biology teachers to engage students effectively.

Teaching Conservation of Natural Resources with Culturally Responsive and Context Specific Environment: The Stance of Cultro-Techno-Contextual Approach Abolaji, Toyin Joy; Owolabi, Tunde; Lameed, Soladoye N.; Ogundowole, Ayodeji; Ige, Adeleke M.; Mustapha, Abiodun Gafar
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.26-42

A key reason for students' poor performance in biology is the lack of connection between their indigenous knowledge, cultural context, and local experiences and the subject's teaching. This study explored the efficacy of the culture-techno-contextual approach (CTCA) to enhance the achievement and attitudes of secondary school students in biology. A quasi-experimental group design was employed. The study involved 135 biology students from two intact classes in schools within an education district. The treatment group (CTCA) had 67 students and the control group had 70 students. The instruments used for data collection were the Conservation of Natural Resources Achievement Test (0.70) and the Conservation of Natural Resources Attitude Questionnaire (r= 0.78). Data were analyzed using MANCOVA, having satisfied the parametric assumptions. The findings revealed a statistically significant difference in the achievement and attitudes of students taught using the culture-techno-contextual approach compared to those in the control group (F = 16.87; p < 0.01). CTCA had no statistically significant impact on students in the experimental group based on gender (F = 16.87; p < 0.01). It was concluded that the CTCA is an effective tool for enhancing students' achievement and attitudes in biology.

Revitalising STEM Education: Can Culturo-Techno-Contextual Approach Help to Improve Students' Achievement and Problem-solving Skills in Chemistry? Ademola, Ibukunolu A.; Owolabi, Tunde; Oladejo, Adekunle I.; Ogundajo, Lanre; Agbanimu, Deborah O.; Peter, Esther O.; Ogonenwe, John I.; Franklin, Onowugbeda U.
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.305-321

This examined the effect of Culturo-Techno-Contextual Approach (CTCA) on students’ achievement and problem-solving skills in chemistry. It also captured gender influence as well as interaction effect of method and gender on achievement and problem-solving skills. The study employed mixed methods research design involving the collection of both quantitative and qualitative data. The sample size for the quasi-experimental phase of the study was 102 senior secondary II students selected from three senior secondary schools out of the 14 public and seven private schools. The experimental group comprised 53 students, while the control group consists of 53 students. Difficult Concept in Chemistry Questionnaire was used for the descriptive phase while Nuclear Chemistry Achievement Test, Nuclear Chemistry Problem-solving Skills Test and Nuclear Chemistry Students Interview Guide were used for the experimental phase of the study. Findings revealed a statistically significant effect of CTCA on students’ achievement [F(1,98) = 11.10; p < 0.05] and problem-solving skill [F(1,98) = 54.52; p < 0.05] but no statistically significant influence of gender on students’ achievement using CTCA [F (1,50) = .07; p > 0.05]. It was recommended that CTCA should be adopted as a method of teaching chemistry globally.

From Theory to Practice: Exploring the Synergy between Chemo-Entrepreneurial-Motivated-Approach and Students’ Achievement in Senior Secondary Chemistry Practical Saibu, Sakibu O.; Oludipe, Olajumoke S.; Owolabi, Tunde; Adam, Umar; Oladejo, Adekunle I.; Olude, Adebisi S.; Ogundowole, Ayodeji
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.419-437

This study addresses the persistent challenge that impedes meaningful learning and acquisition of practical skills in chemistry due to the limitations of traditional teaching methods. It explored the potency of the Chemo-Entrepreneurial-Motivated-Approach (CEMA) in enhancing senior secondary students’ achievement in chemistry practical. A non-randomized pre-test, post-test quasi-experimental design with a 2x2 factorial matrix was used, involving 118 senior secondary II students from two purposively selected secondary schools using two intact classes in Education District V, Lagos State, Nigeria. The experimental group (58 students) received CEMA-based instruction, while the control group (60 students) was taught using the lecture method over seven weeks. Data collected through the Chemistry Practical Achievement Test (reliability index = 0.76) were analyzed using mean, standard deviation and analysis of covariance. Results revealed that students taught with CEMA significantly outperformed those in the lecture method group, indicating that CEMA effectively improved practical skills and achievement (F(1,113)=24.55; p<0.05). However, no statistically significant gender differences [F(1,56)=.08; p>0.05] and interaction effects between the treatment and gender were observed [F(1,113)=.25; p>0.05]. The study concluded that CEMA enhanced students’ achievement and skills in chemistry practical, and recommended its adoption in senior secondary school chemistry instruction to improve students’ achievement and entrepreneurial competence.

Decoding Difficulty: A Quantitative Analysis of Difficult Concept in the Biology Curriculum Adam, Umar Ayotunde; Owolabi, Tunde; Lameed, Soladoye; Ubaka, Christiana; Joy, Abolaji Toyin
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.570-581

The study sought to establish the concepts that students perceive to be difficult in the biology curriculum in Nigerian schools and key factors that contribute to the difficulties of the concepts. The study adopted a quantitative survey research design. The participants in this study were 340 students from senior secondary schools in Nigeria. Difficult Concept in Computer Studies Questionnaire (DCCSQ) (r=.80) was used to collect data for the study. It was revealed that nervous coordination, mitosis and meiosis, variation and evolution, regulation and Internal Environment were perceived to be very difficult. The study found that the most significant factors that students find to be enhancers of learning difficulty of biology concepts includes lack of instructional materials, the absence of well-equipped laboratories for practical teaching, large class sizes, complexity of topics and the broad biology curriculum. It was revealed that there was no statistically significant difference between male and female students in their perception of the difficulty of biology concepts. It was concluded that improving access to instructional materials, enhancing laboratory facilities, and addressing the complexity of the biology curriculum are critical steps needed to improve students' understanding of difficult biology concepts. It was recommended that teachers should also adopt more interactive teaching methods to engage students and enhance understanding.

Curriculum Dynamics in Colleges of Education: Interactions between Intended, Translated and Achieved Curricula Mustapha, Abiodun Gafar; Owolabi, Tunde; Jolaoluwa, Grace; Adigu, Hamed; Salami, Sahda
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1491-1510

This study investigates the interactions between intended, translated and achieved curricula in colleges of education in Lagos State, Nigeria. Employing a descriptive survey research design, the study collected data from a sample of 180 randomly selected science students across three purposively chosen tertiary institutions within the state. The Intended, Translated, and Achieved Curriculum and Student Academic Achievement Questionnaire (ITACSAAQ) was developed to gather insights into students’ perceptions regarding the curricula's impact on their performance. The questionnaire comprised demographic information and items rated on a 4-point Likert scale. Validation by experts in curriculum studies ensured the instrument's reliability, yielding a Cronbach's Alpha score of 0.73. Data analysis involved mean, standard deviation and analysis of variance. Findings revealed statistical significant impact of intended curriculum and the implemented curriculum F(13, 15) = 2.44, p>0.02), however, no statistical significant impact of translated curriculum on achieved F(13, 15) = 1.11; p >0.05. The study concludes that this type of comprehensive approach is crucial for fostering meaningful academic achievement and ensuring the effectiveness of science education in Nigeria. The study recommends that educational stakeholders should ensure that the intended curriculum is regularly reviewed and updated to reflect current academic, societal, and industry demands.

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