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Boosting the Non-Science Students’ Process Skills in Nigerian Classrooms: How Effective is Cultural-Techno-Contextual Approach 2.0?

Author

Listed:
  • Ayodeji Ogundowole

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

  • Tunde Owolabi

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

  • Hakeem Akintoye

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

  • Soladoye Lameed

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

  • Saibu Sakibu Olajide

    (Natural Science Department, College of Science Education, Lagos State University of Education, Otto Ijankin, Lagos, Nigeria)

  • Olasunkanmi Gbeleyi

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

  • Umar Adam

    (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, Otto Ijankin, Lagos, Nigeria)

Abstract

The teaching practices in many Nigerian classrooms reveal that biology teachers often face challenges in teaching the non-science students, likening their experience to solving a complex puzzle. This difficulty is commonly attributed to the academic backgrounds of these students, which often lack foundational scientific concepts. Therefore, this study examined the efficacy of the Culturo-Techno-Contextual Approach 2.0 (CTCA2.0) in enhancing the acquisition of process skills among non-science students offering biology in public senior secondary schools in Nigeria. The study was grounded in Okebukola’s Ecotechnocultural Theory, Vygotsky’s Social Constructivist Theory, and Ausubel’s Theory of Advance Organizers. An explanatory sequential mixed-method was employed, incorporating both a quasi-experimental approach and in-depth interviews. A total of 104 Senior Secondary School II (SSS II) non-science students (experimental group = 51; control group = 53) from two intact classes, purposively selected from two public schools  in Lagos State, South-West Nigeria, participated in the study. Two instruments were used: the Biology Process Skills Acquisition Test (BPSAT), with a reliability coefficient of 0.81, and the Biology Students Interview Protocol (BSIP). The intervention lasted for five weeks. While the experimental group was taught using CTCA2.0, the control group were taught with lecture method. Quantitative data were analyzed using mean, standard deviation, and ANCOVA, while qualitative data were analyzed thematically. Findings revealed that prior to the treatment, there was no significant difference between the two groups [F(1, 101) = 13.86; p > .05]. However, after the intervention, the non-science students in the experimental group significantly outperformed their counterparts in the control group [F(1, 101) = 20.56; p < .05]. Furthermore, students in the experimental group expressed positive views, acknowledging that CTCA2.0 helped them acquire various biology process skills. Based on these results, it is concluded that CTCA2.0 is effective in enhancing the process skills of non-science students. It is therefore recommended for adoption in Nigerian secondary schools, along with the promotion of indigenous project-based exhibitions, science fairs, and inter-school competitions to further develop and apply students' process skills.

Suggested Citation

  • Ayodeji Ogundowole & Tunde Owolabi & Hakeem Akintoye & Soladoye Lameed & Saibu Sakibu Olajide & Olasunkanmi Gbeleyi & Umar Adam & Abiodun Gafar Mustapha, 2025. "Boosting the Non-Science Students’ Process Skills in Nigerian Classrooms: How Effective is Cultural-Techno-Contextual Approach 2.0?," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 375-396, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-9:p:375-396
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    References listed on IDEAS

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    1. Haradhan Kumar MOHAJAN, 2017. "Two Criteria For Good Measurements In Research: Validity And Reliability," Annals of Spiru Haret University, Economic Series, Universitatea Spiru Haret, vol. 17(4), pages 59-82.
    2. Thobeka Ncanywa, 2023. "Eurocentric, Westernized, or Afrocentric curriculum in one university in the Eastern Cape: An entrepreneurship approach," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 12(10), pages 113-120, December.
    3. 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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