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Mustapha, Abiodun Gafar
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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

Abstract

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

Abstract

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.
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

Abstract

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. 
Co-Authors Abolaji, Toyin Joy Adigu, Hamed Armah, Micheal Gbeleyi, Olasunkanmi A. Ige, Adeleke M. Jolaoluwa, Grace Lameed, Soladoye N. M. Ige, Adeleke Ogundowole, Ayodeji Olayanju, Mary Onowugbeda, Franklin U. Owolabi, Tunde Salami, Sahda