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Revolutionizing computer studies pedagogy through cultural, technological connections for improved learning outcomes

Author

Listed:
  • Ola T. Odekeye
  • Thuthukile Jita
  • Tunde Owolabi
  • Michael A. Adewusi

Abstract

Persistent academic gaps among students necessitate exploring cultural and technological connections in classrooms. This study examined the effectiveness of the Culturo-Techno-Contextual Approach (CTCA). A pedagogical framework that combines students’ cultural backgrounds, relevant technological tools, and the specific classroom context to enhance learning. A mixed-methods research design was employed. The quantitative part adopted a quasi-experimental design with 109 students divided into control and experimental groups. Data were collected using the Computer Network Achievement Test, with a reliability coefficient of 0.88. Qualitatively, in-depth interviews were conducted with nine students from the experimental group. Findings revealed that students in CTCA outperformed their counterparts, with a mean score of 18.77 and 10.46, respectively. A statistically significant difference was found in favor of CTCA (F (1,106) = 240.84; p

Suggested Citation

  • Ola T. Odekeye & Thuthukile Jita & Tunde Owolabi & Michael A. Adewusi, 2026. "Revolutionizing computer studies pedagogy through cultural, technological connections for improved learning outcomes," The Journal of Educational Research, Taylor & Francis Journals, vol. 119(3), pages 315-326, May.
    • Handle: RePEc:taf:vjerxx:v:119:y:2026:i:3:p:315-326
    DOI: 10.1080/00220671.2025.2540899
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