Fostering positive instruction of software development cycle through a culturally responsive pedagogy

Abstract

Application/Software development, a component of ICT is an important skill needed to help address sustainability given its high societal leverage. On recognizing the complexity of understanding software development cycle and putting into consideration the technicalities involved in developing software to solve organizational problems, there is a dire need to employ innovative pedagogy into classroom learning in more creative ways to. This study investigates the effectiveness of a culturally responsive pedagogy (Culturo‑Techno‑Contextual Approach) in improving students’ meaningful learning of software development cycle. The research design was a quasi‑experimental design, 127 senior secondary two ICT students were engaged from two schools in Lagos State, Nigeria. The ANCOVA output demonstrated a statistically significant difference in the achievement [F (1,136) = 172.13; p < .05]. However, no significant difference was found in the achievement between male and female students using CTCA. The findings contribute to ongoing discourse on innovative pedagogical approaches in ICT education.