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Gbeleyi, Olasunkanmi A.
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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.
Enhancing Students’ Awareness and Interest in Information Security: The Role of Culturally Relevant Instructional Strategy Gbeleyi, Olasunkanmi A.; Foli, Jessie Yao; Akintolure, Stephen. O.; Oladejo , Adekunle I.; Ariyibi, Olanrewaju Olasupo
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.288-304

Abstract

This study examines the integration of information security awareness and interest in educational settings, focusing on how classroom practices can align with cultural relevance and innovative teaching methods. It compares two teaching approaches to assess their impact on awareness and student interest in ICT, particularly Information Security. It specifically evaluates the Culturo-Techno-Contextual Approach (CTCA), which combines culture, technology, and context, to enhance Ghanian Junior High School students' awareness and interest in Information Security. The study investigates whether CTCA can foster deeper learning and boost students’ engagement in information security. A total of 106 students participated, with 54 in the experimental group and 52 in the control group. As random assignment was not feasible, an ancova analysis was conducted, using pretest scores as a covariate. The findings showed that the CTCA method was more effective than traditional teaching, with a significant improvement in students awareness and interest in Information Security (F (1, 103) = 3.91; p = .05). The intercept was highly significant (p < 0.001). Based on these results, the study suggests adopting the CTCA approach in Sub-Saharan Africa to improve students’ awareness and interest in ICT and related subjects.
Co-Authors Akintolure, Stephen. O. Ariyibi, Olanrewaju Olasupo Armah, Micheal Foli, Jessie Yao M. Ige, Adeleke Mustapha, Abiodun Gafar Ogundowole, Ayodeji Oladejo , Adekunle I. Olayanju, Mary Onowugbeda, Franklin U. Owolabi, Tunde