article · Education Sciences
This study evaluated the Culturo-Techno-Contextual Approach (CTCA) for teaching chemistry to secondary school students, comparing its effects against traditional lecture methods. Researchers tested CTCA across two pedagogical conditions, face-to-face and blended learning, alongside a control group taught through standard lectures. Over a five-week intervention with 141 grade 11 students in Lagos State, quantitative assessments tracked electrochemistry achievement and science anxiety, supported by posttests and four-week retention tests. The findings revealed that students instructed via CTCA, whether in person or through blended delivery, achieved significantly higher scores and experienced notably lower learning anxiety than those taught by traditional lectures. Furthermore, the approach showed no significant difference in impact between male and female students, indicating that CTCA provides a viable, equitable framework for science instruction across diverse delivery platforms.
Science subjects such as chemistry often trigger significant learning anxiety and lower student performance under conventional teaching formats. Demonstrating that culturally and technologically contextualised instruction works equally well in classrooms and blended environments offers educators a reliable method to improve academic outcomes and lower stress without gender disparities.
This pedagogical method is applied and tested within a secondary school context. It could inform the development of teacher professional development programmes, curriculum packages, and digital educational technology modules for schools and education ministries seeking to modernise science education across in-person and hybrid learning settings.
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Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted.
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DOI: 10.3390/educsci13050447
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