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Ogundowole, Ayodeji
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Journal : Journal of Educational Sciences

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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.
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.
Co-Authors Abolaji, Toyin Joy Adam, Umar Armah, Micheal Gbeleyi, Olasunkanmi A. Ige, Adeleke M. Lameed, Soladoye N. M. Ige, Adeleke Mustapha, Abiodun Gafar Oladejo, Adekunle I. Olayanju, Mary Olude, Adebisi S. Oludipe, Olajumoke S. Onowugbeda, Franklin U. Owolabi, Tunde Saibu, Sakibu O.