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Reclaiming Numeracy: Evaluating the Impact of the Culturo -Techno-Contextual Approach (CTCA) on Mathematical Perception in Sierra Leonean Higher Education

Author

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  • Mariatu Timbo Bangura (PhD Candidate)

    (African Centre of Excellence for Innovative and Transformative STEM Education (ACEITSE), Lagos State University, Nigeria.)

  • Professor Rasheed Sanni (PhD)

    (Professor of Mathematics Education, Faculty of Education Centre Leader, Africa Centre of Excellence for innovative & Transformative STEM Education, Lagos State University, Ojo, Lagos State Nigeria.)

Abstract

Negative perception is a significant barrier to mathematical proficiency among tertiary students in West Africa. This study evaluates the impact of the Culturo-Techno-Contextual Approach (CTCA) on the cognitive and affective dispositions of 376 first-year students at the University of Makeni (UNIMAK), Sierra Leone. Findings from a quasi-experimental analysis demonstrate that CTCA significantly enhances student confidence, participation, and conceptual clarity. The study concludes that by centering instruction on the "Culturo-Techno" axis, educators can effectively dismantle "math anxiety" and improve academic performance.

Suggested Citation

  • Mariatu Timbo Bangura (PhD Candidate) & Professor Rasheed Sanni (PhD), 2026. "Reclaiming Numeracy: Evaluating the Impact of the Culturo -Techno-Contextual Approach (CTCA) on Mathematical Perception in Sierra Leonean Higher Education," International Journal of Latest Technology in Engineering, Management & Applied Science, RSIS International, vol. 15(5), pages 880-882, May.
    • Handle: RePEc:bjf:ijltem:v:15:y:2026:i:5:a:2503
    DOI: 10.51583/IJLTEMAS.2026.150500074
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