Mitigating difficulty in Computer studies through Culturo-Techno-Contextual Approach

Abstract

This study investigates the effectiveness of a culturo-techno-contextual approach (CTCA) in teaching flowcharts and algorithms to junior secondary school students. Despite their importance in programming, these concepts are often difficult for students to grasp. The study involved 196 students (average age 12) who were divided into experimental and control groups. The experimental group received CTCA instruction, while the control group received traditional teaching. Results showed that the experimental group outperformed the control group, with a significant difference in achievement test scores (F (1, 196) = 1119.86; p