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Oludipe, Olajumoke S.
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Investigating the Impact of Culturo-Techno-Contextual Approach on Enhancing Critical Thinking in Science: Gender Dynamics and Learning Efficacy Akintoye, Hakeem O.; Oludipe, Olajumoke S.; Oladejo, Adekunle I.; Abdulkareem, Kaothar M.; Bankole, Isaac; Lameed, Soladoye; Onowugbeda, Franklin U.; Benjamin, Obabi-Benson A.; Adam, Umar A.
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.656-670

Abstract

This study aimed to evaluate the effectiveness of Culturo-Techno-Contextual Approach (CTCA) in enhancing students’ critical thinking abilities in science with focus on hydrocarbon and to examine the gender impact on these abilities within the experimental group. A total of 127 science students for both the control (54 students) and the experimental group (73 students) in senior secondary year two (SS2) and 47 females and 26 males in the experimental group participated in the study. The research design was quasi-experimental (a pre-test post-test non-equivalent group) design. The instrument used to gather data was the hydrocarbon critical thinking test (HCTT). The results showed no significant difference in post-test mean scores between male and female students, although the CTCA treatment significantly improved students' overall critical thinking. No interaction effect between treatment and gender was observed. These findings highlight CTCA's potential to alleviate learning challenges in science and bridge the critical thinking gap between male and female students.
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

Abstract

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.
Investigating the Impact of Culturo-Techno-Contextual Approach on Enhancing Critical Thinking in Science: Gender Dynamics and Learning Efficacy Akintoye, Hakeem O.; Oladejo, Adekunle I.; Onowugbeda, Franklin U.; Oludipe, Olajumoke S.; Abdulkareem, Kaothar M.; Bankole, Isaac; Lameed, Soladoye; Benjamin, Obabi-Benson A.; Adam, Umar A.
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.656-670

Abstract

This study aimed to evaluate the effectiveness of Culturo-Techno-Contextual Approach (CTCA) in enhancing students’ critical thinking abilities in science with focus on hydrocarbon and to examine the gender impact on these abilities within the experimental group. A total of 127 science students for both the control (54 students) and the experimental group (73 students) in senior secondary year two (SS2) and 47 females and 26 males in the experimental group participated in the study. The research design was quasi-experimental (a pre-test post-test non-equivalent group) design. The instrument used to gather data was the hydrocarbon critical thinking test (HCTT). The results showed no significant difference in post-test mean scores between male and female students, although the CTCA treatment significantly improved students' overall critical thinking. No interaction effect between treatment and gender was observed. These findings highlight CTCA's potential to alleviate learning challenges in science and bridge the critical thinking gap between male and female students.
Lowering Anxiety of Students Towards Science Using a Culturally Responsive Pedagogy: A Test of the Efficacy of Culturo-Techno-Contextual Approach Adam, Umar; Akintoye, Hakeem; Oludipe, Olajumoke S.; Lameed, Soladoye; Bankole, Isaac; Abdulkareem, Kaothar; Assaf, Mohammed
Journal of Education and Learning Research Vol. 2 No. 1 (2024): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.2.1.p.1-9

Abstract

Culturo-Techno-Contextual Approach (CTCA) is a culturally responsive teaching strategy that empowers African students to learn science meaningfully in the digital age. CTCA integrates culture, technology, and locational context to enhance students' comprehension of scientific concepts. This study examined the effectiveness of CTCA in reducing students learning anxiety towards science concept. A pretest-posttest, non-equivalent group design was adopted. The sample comprised 121 senior secondary II students (equivalent to grade 11) from two purposively selected schools in Lagos State. The Nutrition Anxiety Scale, which had a reliability coefficient of 0.70, was used data collection. The treatment period lasted four weeks following the pretest. The experimental group was taught using the CTCA, while the control group received conventional lecture-based instruction. The results revealed that those students who were taught using the culturo-techno-contextual approach had a significantly lower level of anxiety than the comparison group [F (1, 198) = 16.54; p < 0.05]. A statistically significant difference was not found based on gender [F(1,49)=.49; P >0.05]. Therefore, within the limitations of this study, it was concluded that CTCA is an effective teaching approach for lowering anxiety towards science. It is recommended that CTCA be adopted in teaching scientific concepts.
Co-Authors Abdulkareem, Kaothar Abdulkareem, Kaothar M. Adam, Umar Adam, Umar A. Akintoye, Hakeem Akintoye, Hakeem O. Assaf, Mohammed Bankole, Isaac Benjamin, Obabi-Benson A. Lameed, Soladoye Ogundowole, Ayodeji Oladejo, Adekunle I. Olude, Adebisi S. Onowugbeda, Franklin U. Owolabi, Tunde Saibu, Sakibu O.