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Revolutionizing Biology Learning: A Study on the Culturo-Techno-Contextual Approach (CTCA) and Its Rapid Impact on Student Achievement in Nutrient Cycling

Author

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  • Adeleke M. IGE

    (Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo, Nigeria)

  • Tunde Owolabi

    (Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo, Nigeria)

  • Abiodun Gafar Mustapha

    (Natural science department, College of science education, Lagos State University of Education)

  • Franklin U. Onowugbeda

    (Natural science department, College of science education, Lagos State University of Education)

  • Abanum Collins Ifeanyichukwu

    (Department of Science & Technology, Faculty of Education, Lagos State University, Ojo, Nigeria)

  • Ayodeji Ogundowole

    (Department of Science & Technology, Faculty of Education, Lagos State University, Ojo, Nigeria)

Abstract

This study investigates the impact of the Culturo-Techno-Contextual Approach (CTCA) on student achievement in nutrient cycling, a critical topic in biology education, within senior secondary schools in Lagos, Nigeria. The research aims to address the persistent challenges in biology education, such as poor student performance, inadequate teaching resources, and over-reliance on rote memorization. The study employed an explanatory sequential mixed-method design, combining quantitative and qualitative approaches. Two intact classes were selected, with one group taught using CTCA and the other using the traditional lecture method. The Nutrient Cycling Achievement Test (NCAT) was used to assess student performance, while qualitative data were gathered through student interviews using the Students Biology Interview Protocol (SBIP). Results revealed that students in the CTCA group outperformed their counterparts in the control group [F (1,134) = 1655.16, p

Suggested Citation

  • Adeleke M. IGE & Tunde Owolabi & Abiodun Gafar Mustapha & Franklin U. Onowugbeda & Abanum Collins Ifeanyichukwu & Ayodeji Ogundowole, 2025. "Revolutionizing Biology Learning: A Study on the Culturo-Techno-Contextual Approach (CTCA) and Its Rapid Impact on Student Achievement in Nutrient Cycling," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 2453-2472, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:2453-2472
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    References listed on IDEAS

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    1. Franklin U. Onowugbeda & Peter A. Okebukola & Adeleke M. Ige & Saladoye N. Lameed & Deborah O. Agbanimu & Umar A. Adam, 2024. "A cultural, technological, and contextual pedagogy to enhance retention of biology concepts," The Journal of Educational Research, Taylor & Francis Journals, vol. 117(2), pages 49-60, March.
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