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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

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.

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.

Thinking, Pairing, and Sharing in the Classroom – A Pathway to Enhancing Students’ Contributions and Academic Achievement in Mathematics Alabi, Ibraheem A.; Sanni, Rasheed; Oladejo, Adekunle I.; Sojinu, Sehubo Olawale; Akudo, Kennedy O.; Saibu, Sakibu Olajide
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.333-351

Students' contributions had severely gone unnoticed in most mathematics classrooms as evident in their academic achievement which informed the conduct of this study. The study employed a mixed method design. The population was drawn from all Lagos State public senior secondary schools Two (grade 11) with samples consisting of 114 students (60 treatment group and 54 control group) conveniently selected from two schools. Face and content validity were used to validate the Mathematics Achievement Test. A reliability coefficient of 0.85 was obtained for quantitative aspect using the Kuder-Richardson formula 21 method while the qualitative aspect involved consensus coding of inter-rater reliability. For quantitative data, the research design was quasi-experimental while qualitative data was a case study. The results showed that students in Think-Pair-Share classes contribute more significantly to class activities than those in the control group. There is a significant difference between the academic achievement of students in a think-pair-share mathematics classroom and those in a conventional classroom [F (1,113) =39.69; p<0.05] in favour of the think-pair-share group. it was concluded that the quality of students’ contributions is directly proportional to academic achievement in mathematics classrooms.

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.

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

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.

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