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DECOLONIZING BIOLOGY CLASSROOMS IN NIGERIA: THE SIGNIFICANCE OF CULTURO-TECHNO-CONTEXTUAL APPROACH Adam, Umar Ayotunde; Adeyemi, Aladesuyi David; Lameed, Soladoye Nurudeen; Gafar, Mustapha Abiodun; Joy, Abolaji Toyin
Erudio Journal of Educational Innovation Vol 11, No 2 (2024): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

The methods employed in science instruction are experiencing a transformation, with novel approaches like the Culturo-Techno-Contextual Approach (CTCA) emerging as more efficacious variant. This study explored the efficacy of CTCA in improving the achievement of secondary school students in biology. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 103 senior secondary II students (the equivalent of grade 11) from two purposively selected schools in Lagos State education district V were sampled. The Achievement Test in Tissue and supporting system which had reliability coefficients of 0.8, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. Both groups had a pretest and posttest using the achievement test; treatment lasted four weeks. Data gathered in the survey were analyzed using ANCOVA since intact classes were used. The result obtained showed that the experimental group (mean for experimental = 10.53; control 6.83; F (1, 100) = 34.42; p < 0.05) outperformed the control group. Therefore, the study concluded that CTCA is a potent approach for improving students’ achievement in biology. It was recommended that the use of CTCA should be adopted by biology teachers in secondary schools to enhance learning.

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.

Gender Participation in Tertiary STEM Education in Nigeria: Examining the Current Perspectives Akintoye, Hakeem; Lameed, Soladoye Nurudeen; Bankole, Isaac Sewanu; Adam, Umar Ayotunde; Ayodeji, Benjamin
Journal of Educational Sciences Vol 8. No. 1. January 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.1.p.1-11

There are global challenges and problems that require sound and prompt knowledge of STEM in order to seek redress. Dearth of individuals with kin knowledge in STEM fields will further pose threat to the survival of nations of the world. Hence, the study looks into gender participation of undergraduate students in tertiary STEM education. 225 (128 males, 97 females) undergraduate students undertaking STEM related courses formed the sample of this study across four Nigerian universities in Lagos State, South West Nigeria using survey design method. Data were collected through the use of self-developed questionnaire. One research question and one hypothesis were answered and tested using inferential statistics of analysis of variance (ANOVA). The findings indicate wide gender gap in participation exists among undergraduate students in tertiary STEM, especially in science, technology and engineering related courses. The finding further reveals a significant difference in gender participation of undergraduate students in tertiary STEM. The study therefore, recommends all stake holders to adopt scholarships and provision of education materials as motivation to attract boys and girls into STEM fields of study.

Beyond the Confines of Achievement in Secondary School Biology: Higher-order thinking in Focus Lameed, Soladoye Nurudeen; Adam, Umar Ayotunde; Ayodele, Benjamin Benson; Muraina, Ismail Olaniyi
Journal of Educational Sciences Vol 7. No. 1. January 2023
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.1.p.11-26

Thinking at a rate higher than memorizing ideas or recalling verbatim what was learned in the previous lessons is a challenging task in teaching and learning biological concepts. Past studies have established many strategies to address this, but they are not directly linked to the ultimate solution to the problem. This study investigates the potency of problem-solving strategy to enhance student’s ability in higher-order thinking tasks in biology. A total of 118 senior secondary two biology students in their intact group participated in the study. The study employed a quasi-experimental group design. Data on higher-order thinking tasks were collected using 20 multiple-choice items titled Achievement Test in Higher-order Thinking Tasks (ATHOTT). Mean and standard deviation depicted in bar charts provide answers to the three research questions, while analysis of covariance was employed to test the hypotheses. The results revealed that problem-solving strategy enhanced students’ response to higher-order thinking tasks, male and female students did not differ in response to higher-order thinking tasks, and gender did not mediate with the problem-solving strategy to enhance students’ response to higher-order thinking tasks in biology. Teachers are, therefore, implored to engage students in problem-solving activities.

A Case for Culturo-Techno-Contextual Approach for Enhanced Academic Achievement in STEM Education Akintoye, Hakeem; Adam, Umar Ayotunde; Lameed, Soladoye Nurudeen; Bankole, Isaac Sewanu; Ayodeji, Benjamin
Journal of Educational Sciences Vol 7. No. 4. October 2023
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.4.p.530-544

The urgency to develop culturally and contextually responsive pedagogies in science education has become increasingly evident in recent times. In response, various teaching methods have been explored, showing successes in acquiring scientific knowledge. However, a more transformative approach is needed to fulfil the vision of the "Africa we want" as outlined in the African Union Commission's agenda 2063. This advocacy has led to the development of the Culturo-Techno-Contextual CTCA). The study aimed to conduct a documental analysis to evaluate the effectiveness of the CTCA in improving students' achievement in STEM subjects and explore teachers' perspectives on the efficacy of CTCA in science education. Qualitative approach, incorporating documentary analysis and interviews was employed. For the documentary analysis, a comprehensive search was conducted in electronic research databases from 2019 to 2023, using specific search terms related to CTCA and study design. The interview schedule involved a face-to-face interview with 8 teachers who had used CTCA to teach various STEM concepts. It was revealed that the CTCA possesses remarkable efficacy in enhancing students' academic achievement in STEM concepts. Also, the teachers showed positive perception towards CTCA. It was concluded that CTCA is a potent approach in improving students’ achievement in STEM subjects.

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.

Gender Participation in Tertiary STEM Education in Nigeria: Examining the Current Perspectives Akintoye, Hakeem; Lameed, Soladoye Nurudeen; Bankole, Isaac Sewanu; Adam, Umar Ayotunde; Ayodeji, Benjamin
Journal of Educational Sciences Vol. 8 No. 1 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.1.p.1-11

There are global challenges and problems that require sound and prompt knowledge of STEM in order to seek redress. Dearth of individuals with kin knowledge in STEM fields will further pose threat to the survival of nations of the world. Hence, the study looks into gender participation of undergraduate students in tertiary STEM education. 225 (128 males, 97 females) undergraduate students undertaking STEM related courses formed the sample of this study across four Nigerian universities in Lagos State, South West Nigeria using survey design method. Data were collected through the use of self-developed questionnaire. One research question and one hypothesis were answered and tested using inferential statistics of analysis of variance (ANOVA). The findings indicate wide gender gap in participation exists among undergraduate students in tertiary STEM, especially in science, technology and engineering related courses. The finding further reveals a significant difference in gender participation of undergraduate students in tertiary STEM. The study therefore, recommends all stake holders to adopt scholarships and provision of education materials as motivation to attract boys and girls into STEM fields of study.

A Case for Culturo-Techno-Contextual Approach for Enhanced Academic Achievement in STEM Education Akintoye, Hakeem; Adam, Umar Ayotunde; Lameed, Soladoye Nurudeen; Bankole, Isaac Sewanu; Ayodeji, Benjamin
Journal of Educational Sciences Vol. 7 No. 4 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.4.p.530-544

The urgency to develop culturally and contextually responsive pedagogies in science education has become increasingly evident in recent times. In response, various teaching methods have been explored, showing successes in acquiring scientific knowledge. However, a more transformative approach is needed to fulfil the vision of the "Africa we want" as outlined in the African Union Commission's agenda 2063. This advocacy has led to the development of the Culturo-Techno-Contextual CTCA). The study aimed to conduct a documental analysis to evaluate the effectiveness of the CTCA in improving students' achievement in STEM subjects and explore teachers' perspectives on the efficacy of CTCA in science education. Qualitative approach, incorporating documentary analysis and interviews was employed. For the documentary analysis, a comprehensive search was conducted in electronic research databases from 2019 to 2023, using specific search terms related to CTCA and study design. The interview schedule involved a face-to-face interview with 8 teachers who had used CTCA to teach various STEM concepts. It was revealed that the CTCA possesses remarkable efficacy in enhancing students' academic achievement in STEM concepts. Also, the teachers showed positive perception towards CTCA. It was concluded that CTCA is a potent approach in improving students’ achievement in STEM subjects.

Beyond the Confines of Achievement in Secondary School Biology: Higher-order thinking in Focus Lameed, Soladoye Nurudeen; Adam, Umar Ayotunde; Ayodele, Benjamin Benson; Muraina, Ismail Olaniyi
Journal of Educational Sciences Vol. 7 No. 1 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.1.p.11-26

Thinking at a rate higher than memorizing ideas or recalling verbatim what was learned in the previous lessons is a challenging task in teaching and learning biological concepts. Past studies have established many strategies to address this, but they are not directly linked to the ultimate solution to the problem. This study investigates the potency of problem-solving strategy to enhance student’s ability in higher-order thinking tasks in biology. A total of 118 senior secondary two biology students in their intact group participated in the study. The study employed a quasi-experimental group design. Data on higher-order thinking tasks were collected using 20 multiple-choice items titled Achievement Test in Higher-order Thinking Tasks (ATHOTT). Mean and standard deviation depicted in bar charts provide answers to the three research questions, while analysis of covariance was employed to test the hypotheses. The results revealed that problem-solving strategy enhanced students’ response to higher-order thinking tasks, male and female students did not differ in response to higher-order thinking tasks, and gender did not mediate with the problem-solving strategy to enhance students’ response to higher-order thinking tasks in biology. Teachers are, therefore, implored to engage students in problem-solving activities.

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