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Joy, Abolaji Toyin

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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.

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.

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