A Cultural, Technological, and Contextual Pedagogy to Enhance Retention of Biology Concepts
Saved in:
| Title: | A Cultural, Technological, and Contextual Pedagogy to Enhance Retention of Biology Concepts |
|---|---|
| Language: | English |
| Authors: | Franklin U. Onowugbeda (ORCID |
| Source: | Journal of Educational Research. 2024 117(2):49-60. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Biology, Foreign Countries, Scientific Concepts, Retention (Psychology), Secondary School Students, Student Attitudes, Culturally Relevant Education, Cultural Influences, Context Effect, Science Education, Technology Integration, Evolution, Genetics |
| Geographic Terms: | Nigeria |
| DOI: | 10.1080/00220671.2024.2324714 |
| ISSN: | 0022-0671 1940-0675 |
| Abstract: | This study examined the impact of a pedagogy that is culturally influenced and laced with technological and contextual elements known as the culturo-techno-contextual approach (CTCA) on promoting knowledge retention of biology concepts. The research design was mixed methods, and the sample consisted of 88 senior secondary school II students selected from two Lagos State educational district V schools in Nigeria. Quantitative data was collected using the Variation and Evolution Achievement Test with a reliability value of 0.79, while qualitative data was collected using the Students' Perception of CTCA Interview Guide. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase, and a retention test four weeks later. The ANCOVA output demonstrated a statistically significant difference in knowledge retention [F (1,85) = 134.50; p < 0.05]. This suggests that experimental students retained more. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1422458 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFhrjok2S0tcucz_YCyljwxAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDO7NNQSCXJCELqvlgIBEICBmpzJaJEZQBpBToAsD5FFrj7vAaQCGoQFBkJ_typRT7bT2mivSFJbP9BkllB_UDgc_X_POrfKoTqoksq2chazuFIdw5x7ncmxkXFSTkz2PU760GFr_PFMK95aceQUPmf003yIPplP3dKuRTPXJY9UvlHUzzjfVkq8JdFqW-O7TFnh5SHp4HMWjiX5vsILX_WG-Ht-V0DadiYBe_0= Text: Availability: 1 Value: <anid>AN0176897128;ere01mar.24;2024May02.05:49;v2.2.500</anid> <title id="AN0176897128-1">A cultural, technological, and contextual pedagogy to enhance retention of biology concepts </title> <p>This study examined the impact of a pedagogy that is culturally influenced and laced with technological and contextual elements known as the culturo-techno-contextual approach (CTCA) on promoting knowledge retention of biology concepts. The research design was mixed methods, and the sample consisted of 88 senior secondary school II students selected from two Lagos State educational district V schools in Nigeria. Quantitative data was collected using the Variation and Evolution Achievement Test with a reliability value of 0.79, while qualitative data was collected using the Students' Perception of CTCA Interview Guide. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase, and a retention test four weeks later. The ANCOVA output demonstrated a statistically significant difference in knowledge retention [F (<reflink idref="bib1" id="ref1">1</reflink>,<reflink idref="bib85" id="ref2">85</reflink>) = 134.50; p &lt;.05]. This suggests that experimental students retained more.</p> <p>Keywords: Retention; culturally relevant pedagogy; culturo-techno-contextual approach; biology; teaching methods</p> <hd id="AN0176897128-2">Introduction</hd> <p>Retentiveness is a factor that can be used to explain how well and for how long learned information is stored and retrieved in the memory. As was described by Yılmaz and Kılıç-Çakmak ([<reflink idref="bib42" id="ref3">42</reflink>]), it also characterizes the average duration for which information remains in one's memory. It entails putting to good use the knowledge gained over time and <emph>via</emph> the pursuit of certain scholastic aims. The significance of this element within the realm of education cannot be overstated, as it exerts a direct influence on a student's enduring comprehension, ability to apply concepts, and overall scholastic achievement. Optimal knowledge retention strategies are imperative in educational settings to promote meaningful learning experiences for students. Rather than solely focusing on rote memorization techniques aimed at short-term exam success, it is crucial to foster deep understanding and internalization of the subject matter. This approach facilitates the establishment of a robust knowledge base, which serves as a solid groundwork for subsequent learning endeavors.</p> <p>Since the mission of promoting scientific literacy is central to the fact that students are able to acquire and retain knowledge in science, technology, engineering, and mathematics (STEM) concepts, we can infer that the effectiveness of teaching and learning biology concepts depends critically on students' abilities to retain the information; hence, studies on this topic are crucial. The understanding of the environment and living creatures that students gain through studying biology in secondary school is essential as it helps them make sense of the world around them. It is important that students learn about the diversity of life on earth, from the smallest bacterium to the largest animals and ecosystems. One of the most significant benefits of studying biology is the enhancement of critical thinking skills. By studying scientific methods and learning how to conduct experiments, students can increase their ability to evaluate evidence and draw conclusions based on facts. This skill is essential for interpreting health and nutrition articles in the news and making informed decisions.</p> <p>In a typical Nigerian classroom, teachers of science do not always employ appropriate teaching strategies that help students remember what they have learned (Ademola et al., [<reflink idref="bib2" id="ref4">2</reflink>]; Gbeleyi et al., [<reflink idref="bib18" id="ref5">18</reflink>]; Onowugbeda, Agbanimu, et al., [<reflink idref="bib34" id="ref6">34</reflink>]). This is especially true when it comes to teaching variation and evolution in biology (Onowugbeda, [<reflink idref="bib31" id="ref7">31</reflink>]). Most classroom instructions are teacher-centered, during which students are expected to pay rapt attention to the teacher. It is expected that students will take notes throughout these lectures and then use them to study for and prepare for tests at the end of the class. This method promotes rote learning, which is problematic in science because it will hinder meaningful learning and the application of knowledge to difficult and novel problems (Oladejo et al., [<reflink idref="bib29" id="ref8">29</reflink>]). This leads to a decrease in the development of crucial learning skills, including curiosity, hypothesis testing, and elucidating one's reasoning.</p> <p>The pedagogical approaches employed by educators exert a noteworthy influence on the capacity of students to retain the knowledge imparted to them. The manner in which information is conveyed and the tactics employed to captivate students can impact their capacity for retaining information. Pedagogical approaches that are passive in nature, such as those that predominantly employ lectures or textbook readings and do not involve active participation from students, may result in challenges with regards to knowledge retention (Bavishi et al., [<reflink idref="bib9" id="ref9">9</reflink>]). Passive reception of information by students can lead to difficulties in engaging with the material and encoding it into their long-term memory. The inadequate arrangement and delivery of instruction may impede the capacity for memory retention. In the event that the material is not structured in a coherent manner, delivered in a fragmented fashion, or deficient in explicit linkages between ideas, learners may encounter difficulties in constructing integrated cognitive frameworks.</p> <p>STEM educators have observed that students often struggle to retain the knowledge of what they were taught, as evidenced by research conducted by Chow et al. ([<reflink idref="bib17" id="ref10">17</reflink>]). This difficulty in retaining knowledge has been associated with a decrease in academic achievement among students in STEM-related disciplines. Since 2015, the Africa Union has been engaged in efforts to raise awareness among individuals throughout the continent regarding the significance of addressing the fundamental factors contributing to Africa's comparatively deficient progress in science and technology advancement relative to other global regions. The urgent need to achieve the "Africa We Want" by finding workable and long-lasting solutions to the region's seemingly insurmountable developmental challenges drives academics and scholars in the STEM fields of Africa.</p> <p>An increasing number of studies on culturally relevant pedagogy have been conducted in the field of science education over the past two decades, and this trend is expected to continue as the field shifts its focus from theory to practice across a wide range of STEM disciplines (Aronson &amp; Laughter, [<reflink idref="bib6" id="ref11">6</reflink>]; Brown et al., [<reflink idref="bib13" id="ref12">13</reflink>]; Brown-Jeffy &amp; Cooper, [<reflink idref="bib14" id="ref13">14</reflink>]; Gil-Glazer, [<reflink idref="bib19" id="ref14">19</reflink>]; Schmeichel, [<reflink idref="bib38" id="ref15">38</reflink>]). Nonetheless, it seems that the focus of research has overlooked the fundamental issue at hand, which is the cultural context in which students learn science. Culture has a ubiquitous and fundamental influence in molding students' attitudes toward STEM learning (Rodriguez, [<reflink idref="bib37" id="ref16">37</reflink>]), yet the context base is often overlooked despite the rising literature on the impact of culturally relevant pedagogies on STEM education (Brown, [<reflink idref="bib12" id="ref17">12</reflink>]). Thus, the research domain of a culturally relevant pedagogy encompasses various dimensions that warrant further investigation.</p> <p>According to Atwater ([<reflink idref="bib7" id="ref18">7</reflink>]), the spectrum of objectives in studies pertaining to culture and its impact on students' acquisition of scientific knowledge has an inadequate foundation. Hence, this poses a current need for a creation that encompasses a fusion of cultural, technological, and contextual elements. This premise is based on the notion that the cultural context of science learners is heavily influenced by technology, which is rapidly becoming a ubiquitous medium for educational interactions in classrooms worldwide.</p> <p>Secondary schools in Nigeria continue to attract an increasingly diverse student body, raising the necessity of accommodating students' varying levels of cognitive ability and cultural background in classroom education. Although the potency of culturally relevant pedagogy has been established as a way for schools to deal with increasing diversity and may yield some positive outcomes in enhancing students' academic achievement (Aronson &amp; Laughter, [<reflink idref="bib6" id="ref19">6</reflink>]; Ladson-Billings, [<reflink idref="bib22" id="ref20">22</reflink>]; Oladejo et al., [<reflink idref="bib29" id="ref21">29</reflink>]; Onowugbeda, Okebukola, Agbanimu, et al., [<reflink idref="bib32" id="ref22">32</reflink>]; Onowugbeda, [<reflink idref="bib30" id="ref23">30</reflink>]; Okebukola, Oladejo, et al., [<reflink idref="bib33" id="ref24">33</reflink>]; Onowugbeda, Okebukola, et al., [<reflink idref="bib35" id="ref25">35</reflink>]), employing a discourse that incorporates contextualized cultural elements and technology holds greater promise in dismantling the barriers that impede students' success in science to promote retention of knowledge (Ademola et al., [<reflink idref="bib1" id="ref26">1</reflink>], [<reflink idref="bib2" id="ref27">2</reflink>]; Awaah et al., [<reflink idref="bib8" id="ref28">8</reflink>]). This is the central rationale for the study, to explore a teaching strategy that is culturally influenced, and laced with context and technology elements known as the culturo-techno-contextual approach (CTCA) as a pedagogy to promote knowledge retention of biology concepts in secondary schools.</p> <hd id="AN0176897128-3">Culturally relevant instruction for learners</hd> <p>According to Ladson-Billings ([<reflink idref="bib21" id="ref29">21</reflink>]), culturally relevant teaching is an approach to pedagogy that aims to empower students to maintain their cultural identity while also achieving academic success. In essence, the concept pertains to the use and execution of pedagogical strategies that are pertinent to the cultural context of the learners within the educational setting. The framework acknowledges and values the heterogeneous cultural backgrounds, experiences, and viewpoints of students. Our research investigates using a culturally relevant pedagogy that is laced with technological and contextual elements for establishing an inclusive educational setting for students in STEM fields, with the dual objectives of promoting cultural appreciation and understanding as well as improving the retention of students.</p> <hd id="AN0176897128-4">The place of technology in science teaching and learning</hd> <p>The application of technology in contemporary science education is of paramount importance, as it has fundamentally transformed the manner in which students interact with science concepts, carry out experimental procedures, and investigate the intricacies of the natural environment. The combined use of this particular approach has been found to have a positive impact on both instructional efficacy and student comprehension.</p> <p>As noted by Szymkowiak et al. ([<reflink idref="bib39" id="ref30">39</reflink>]), the advent of the internet and digital resources has revolutionized the educational landscape by granting students immediate and unrestricted entry to an extensive reservoir of scientific information, research papers, articles, and educational content. The provision of opportunities for students to engage in self-directed exploration of subjects that extend beyond the confines of the prescribed curriculum within the classroom setting serves to cultivate a sense of autonomy in their learning journey, thereby promoting the development of independent learning skills.</p> <p>The incorporation of technology in science education presents a multitude of benefits; however, its effective implementation necessitates careful deliberation, comprehensive training for educators, equal access to devices and resources, and a mindful approach toward potential obstacles such as privacy issues and excessive reliance on screens. When strategically employed with efficacy, technology possesses the potential to completely transform the teaching and learning of science, thereby enhancing students' retention of the concepts of science and equipping them with the necessary skills to navigate a swiftly advancing technological landscape.</p> <hd id="AN0176897128-5">Contextualizing the teaching of science concepts</hd> <p>The pedagogical approach of contextualizing the teaching of science entails the presentation of science concepts and principles in a manner that is situated within meaningful, authentic real-world contexts (Ajayi et al., [<reflink idref="bib3" id="ref31">3</reflink>]; Leiber, [<reflink idref="bib24" id="ref32">24</reflink>]). This pedagogical approach transcends the rote memorization of factual information and theoretical concepts, placing emphasis on facilitating students' comprehension of the pragmatic applications and ramifications of scientific knowledge. Through the integration of science concepts into real-world contexts and across diverse disciplines, contextual teaching strategies have been found to effectively enhance student engagement, comprehension, and long-term retention.</p> <p>When science is presented within the framework of students' everyday experiences, it enables them to establish a clear connection between scientific principles and their personal lives. For instance, using a variety of household chemicals as examples when teaching chemistry concepts or the use of common organisms to explain the concepts of biology can enhance the relatability and engagement of students with the subject matter.</p> <p>The integration of science concepts with real-world applications facilitates students' comprehension of how scientific knowledge is applied across diverse industries and professions. An illustrative instance involves the pedagogical approach of imparting physics principles <emph>via</emph> engineering projects or fostering discussions on climate change to teach environmental science. This instructional strategy effectively demonstrates the pragmatic applicability of science concepts.</p> <p>The blend of contextualized instruction in the teaching of science serves as a valuable means to facilitate the connection between abstract scientific concepts and their practical applications. This pedagogical approach plays a crucial role in fostering the development of scientifically literate individuals who possess the ability to effectively apply their acquired knowledge to address real-world challenges. Through the strategic delivery of scientific content in a manner that is both purposeful and relatable, educators possess the ability to cultivate a sense of curiosity and critical thinking within their students. This approach fosters an appreciation for the profound impact that science has on the shaping of our surrounding environment.</p> <hd id="AN0176897128-6">The culturo-techno-contextual approach</hd> <p>The development of CTCA was a response to the increasing demand for a technologically enhanced and contextually informed educational approach (Okebukola, [<reflink idref="bib26" id="ref33">26</reflink>]). This product is the result of more than four decades of research aimed at identifying the most effective methods for teaching STEM subjects and overcoming obstacles to meaningful learning. CTCA is a composite that is laced with three distinct elements: (a) the cultural context that envelops learners; (b) the technology-mediated environment that both teachers and learners increasingly rely on; and (c) the locational context that confers a distinct identity to each school and exerts a significant influence on the STEM lessons' local case studies and examples (See Figure 1).</p> <p>PHOTO (COLOR): Figure 1. Three elements of CTCA.</p> <p>Indigenous knowledge (IK) holds significant importance in the cultural context of CTCA. IK is the result of a community's perspective on the world, with a focus on gaining a deeper understanding of how the world operates and how this knowledge can be applied to improve their overall well-being and quality of life. The integration of CTCA in science classrooms involves the incorporation of students' indigenous knowledge systems and cultural practices into all lessons. This approach is aimed at establishing a strong connection between the learned concepts and the students' cultural background, thereby making the learning experience more relevant, plausible, and meaningful.</p> <p>With the widespread availability and accessibility of technology, a significant portion of Africa's populace has the potential to develop an ecological consciousness that is culturally relevant without the need to seek out external sources of inspiration. The CTCA incorporates technology and media into environmental education by promoting activities that foster exploration, creativity, problem-solving, communication, collaboration, documentation, investigation, and demonstration of knowledge about the natural world. These activities are designed to engage learners in both indoor and outdoor learning experiences.</p> <p>The context element in the CTCA framework incorporates an approach that encourages educators to establish connections between academic content and practical scenarios that students can easily identify with. This stimulates students to draw parallels between acquired knowledge and its relevance to their roles as members of society, employees, and individuals within familial contexts. This highlights the holistic engagement of students, encompassing both physical and mental aspects without relying on rote memorization, factual recall, or repetitive exercises. Rather, it involves a natural experiential process in life.</p> <hd id="AN0176897128-7">Research questions</hd> <p>The research questions to which answers were sought were:</p> <p></p> <ulist> <item> Does the culturo-techno-contextual approach (CTCA) effectively enhance knowledge retention of variation and evolution?</item> <p></p> <item> What are the perceptions of students regarding the implementation of CTCA as a tool for teaching variation and evolution?</item> </ulist> <hd id="AN0176897128-8">Null hypothesis</hd> <p>The study tested the null hypothesis as stated below at a 0.05 level of significance.</p> <p></p> <ulist> <item> There is no statistically significant difference in the knowledge retention scores of students taught variation and evolution using the culturo-techno-contextual approach and those taught with the conventional lecture method.</item> </ulist> <hd id="AN0176897128-9">Theoretical framework</hd> <p>Our study builds on the theories of Vygotsky's sociocultural theory, Ausubel's theory of meaningful learning and advance organizers, and Ladson-Billings's culturally relevant pedagogy theory. Vygotsky's sociocultural theory says that child development is a socially mediated process in which a child learns cultural values, beliefs, and ways to solve problems by interacting with people who are more experienced. In Vygotsky's view, engaging children in difficult and fulfilling activities in society promote children's cognitive growth.</p> <p>Not only do interactions with others greatly boost the amount of knowledge and skills a child acquires, but they also have an impact on the growth of higher-order mental processes like formal reasoning. According to him, the "Zone of Proximal Development" (ZPD), a stage of development acquired when children participate in social activity, is said to be a determinant of the capacity for cognitive development. Complete social engagement is necessary for the ZPD to mature fully. Our study views social interaction and culture as important learning components that help people grow their cognitive abilities. Students interacted with a More Knowledgeable Order (MKO), in this case, their parents, guardians, and online resources, to obtain the knowledge related to the subject being taught.</p> <p>Ausubel's theory of meaningful learning and the advance organizer explains how people learn, which is mostly by connecting new information to ideas and concepts they already know. This happens when the learner uses new information to solve new problems by interpreting, relating, and putting it together with what they already know. By so doing, new information is put into a useful cognitive framework and processed in a hierarchical way. Advance organizers are useful tools that encourage meaningful learning. These tools are employed prior to the learning experiences to get the learner mentally ready and activate particular past knowledge that will be needed to comprehend and interpret the new information.</p> <p>The previously understood ideas will be expanded upon by the newly acquired knowledge, and the previously understood ideas will then give the new information meaning, purpose, and explanation. In our study, the students were given pre-lesson assignments to do two things: (a) reflect on indigenous knowledge or cultural practices and beliefs related to the topic or concept, and (b) search the internet for materials and view YouTube videos on the subject. These exercises act as advance organizers that get the students' minds ready for learning and interpreting new material during the real lecture.</p> <p>Our study is also grounded in Ladson-Billing's culturally relevant pedagogy, which suggested three key elements: (a) a focus on student learning and academic success, (b) developing students' cultural competence to support students in developing positive ethnic and social identities, and (c) supporting students' critical consciousness. According to our study, culture is a strength that may be exploited to improve students' academic and social performance (Ladson-Billings, [<reflink idref="bib22" id="ref34">22</reflink>]). Each student compared the course material to their own cultural background in order to achieve this.</p> <hd id="AN0176897128-10">Methods</hd> <p>The study was an explanatory mixed method that employed both quantitative and qualitative data-gathering techniques. The quantitative phase of the study was quasi-experimental, having one experimental group and a control group while the qualitative was a semi-structured interview.</p> <hd id="AN0176897128-11">Sample</hd> <p>Students that formed the sample of this study were in Senior Secondary School II drawn from the intact classes of two different senior secondary schools located in Lagos, Nigeria. The intact classes of these schools were assigned as experimental and control groups, respectively. In the experimental group, there were 45 students (23 males and 22 females), while the control group had 43 students (22 males and 21 females). Our study assessed the students' knowledge retention pertaining to variation and evolution, which was determined to be a difficult concept within the discipline of biology to learn (Onowugbeda, [<reflink idref="bib31" id="ref35">31</reflink>]).</p> <hd id="AN0176897128-12">Instrumentation</hd> <p>The quantitative data were collected using the Variation and Evolution Achievement Test (VEAT). The initial draft of the instrument contained 53 multiple-choice items. To ensure the validity of the instrument, the opinions of a validation panel that comprised five seasoned biology teachers and test construction specialists led to the reduction of the items to 35 multiple-choice items. The reliability of the instrument was assessed using the split-half stability method. We administered the VEAT to a cohort of students who exhibited similar characteristics but were distinct from the study sample. The response booklet of each student was assessed, and the questions they answered correctly were categorized into odd and even numbers. The odd-numbered questions had a maximum score of 18, while the even-numbered questions had a maximum score of 17. Data analysis was conducted using IBM SPSS version 23 software, and a reliability coefficient of 0.79 was obtained for the instrument.</p> <p>The qualitative data were gathered through the use of the Students' Perception of CTCA Interview Guide (SPCIG). The purpose of this instrument was to acquire comprehensive insights into the students' perspectives regarding the implementation of CTCA in the teaching and learning of variation and evolution. The research instrument was designed with two distinct sections. The first section, Section A, aimed to gather demographic information about the students.</p> <p>The second section, Section B, consisted of five open-ended questions that were intended to elicit the students' perceptions of CTCA. In contrast to a quantitative instrument, which serves to establish validity and reliability, qualitative data plays a crucial role in ensuring the trustworthiness of a qualitative instrument. The credibility of the SPCIG was assessed to ascertain the reliability of its findings. This was achieved by a rich, thick description to clarify the objectives of the instrument during its development and also by the inclusion of negative or discrepant information. The last step to ensuring the credibility of the instrument was collaborating with external peers who had similar knowledge of the study.</p> <hd id="AN0176897128-13">Data collection</hd> <p>The data collection process commenced with the acquisition of quantitative data, which was subsequently followed by the collection of qualitative data. Prior to the commencement of the study, a pretest was administered to all 88 students enrolled in the two representative schools selected for the experimental and control groups. The purpose of this assessment was to ascertain the initial level of academic proficiency exhibited by the students. Following the pretest exercise, the intervention was administered for a duration of four weeks. The group of students designated as the experimental group underwent a four-week period of instruction using the application of CTCA while students in the control group were taught without the application of CTCA.</p> <hd id="AN0176897128-14">Treatment in the experimental group</hd> <p>The biology teacher of the experimental group school received training in the use of CTCA. Following a six-week training period, four micro-teaching sessions were conducted. Upon completion of the fourth session, the research team evaluated the teacher's proficiency in using the approach and determined that they were fluent.</p> <p>Consequently, the intervention phase of the study was initiated and lasted eight weeks. The investigation commenced with a four-week examination of the concepts of variation and evolution. During the study period, the experimental cohort received seven hours of weekly instruction in variation and evolution. The class teacher, having achieved a high level of proficiency in the culturo-techno-contextual approach, employed this method to teach the subject matter to the students. The aforementioned procedure was executed in accordance with a five-stage methodology, as depicted in Figure 2, which can be accessed <emph>via</emph><ulink href="http://ctcapproach.com">http://ctcapproach.com</ulink>.</p> <p>PHOTO (COLOR): Figure 2. Steps in implementing CTCA.</p> <p></p> <ulist> <item> STEP 1: As a pre-lesson activity, the students were informed by the teacher prior to the actual lesson of the topic to be learned in class, in this case, variation and evolution, and requested that they (a) reflect on indigenous knowledge or cultural practices and beliefs associated with the topic or concept. The students were made aware that such reflections are to be shared with others in class when the topic is to be taught; and (b) using their mobile phones or other Internet-enabled devices, search the web for resources relating to the lesson (first technology flavor of the approach).</item> <p></p> <item> STEP 2: At the start of the lesson and after the introduction by the teacher, students were grouped into mixed-ability, mixed-sex groups to share individual reflections on (a) the indigenous knowledge and cultural practices and beliefs associated with the topic; and (b) summaries of ideas obtained from web resources. All such cultural and web-based reflections were documented and presented to the whole class by the group leaders. The teacher wraps up by sharing his/her indigenous knowledge and cultural practices associated with the topic.</item> <p></p> <item> STEP 3: The teacher progresses the lesson, drawing practical examples from the immediate surroundings of the school. Such examples can be physically observed by students to make the concept real and less abstract. One way to conceptualize variation was to look at how the three main Nigerian tribes—the Hausa, Igbo, and Yoruba—who account for around 70% of the nation's population, dress. This cultural practice will help students comprehend how different they are from one another, which will significantly increase their ability to retain knowledge. Additionally, the many foods prepared across the nation provide a striking example of how different food kinds vary from one another. This idea improves our understanding of variation in biology. This is the "context" flavors of the approach.</item> <p></p> <item> STEP 4: As the lesson further progressed, the class was reminded of the relevance of the indigenous knowledge and cultural practices documented by the groups for meaningful understanding of the concepts. Areas of misconceptions associated with cultural beliefs were cleared by the teacher. For instance, the misconception of students about the sixth finger, a common congenital condition was that a person with six fingers is destined for success and that having an extra finger on your left hand is unlucky.</item> <p></p> <item> STEP 5: At the close of the lesson, the teacher sends a maximum 320-character summary of the lesson (two pages in SMS) via WhatsApp to all students. After the first lesson, student group leaders were saddled with the responsibility of composing the summaries and sending them to the WhatsApp group. This is another technological flavor of the approach.</item> </ulist> <hd id="AN0176897128-15">Cultural practices associated with variation and evolution</hd> <p>The celebration of many festivals acts as an enthralling prism through which the idea of variation in biology can be vividly examined in the heart of Nigeria, a nation teeming with cultural diversity. During events such as the Durbar Festival in the north or the Eyo Festival in the Western part of Nigerian, the kaleidoscope of traditional dress, dances, and rituals emerges to the rhythmic pounding of drums. These festivals serve as a living exhibit for students to view and comprehend the remarkable differences in human biology, in addition to showcasing the rich tapestry of Nigeria's cultural legacy.</p> <p>Cultural expressions, such as the intricate masks worn during the Igogo Festival in Owo or the body art and scarification patterns of the Yoruba people during the Osun-Osogbo Festival, provide a starting point for conversations about how genetics, evolution, and environmental factors shape physical characteristics. These festivals serve as a window through which students can see how biology and culture are interconnected while also learning about the scientific concepts that underlie variation in biology. They also demonstrate how diversity is celebrated outside of science textbooks and in the living customs of a thriving community.</p> <p>Through the prism of traditional clothing, Nigeria, with its diverse population of ethnic groups and civilizations, presents an engrossing story of biological diversity. The biological differences between various ethnic groups are strikingly displayed in the tapestry of this country's varied clothing traditions, from the bright and intricate fabrics of the Yoruba people to the shining agbada of the Hausa-Fulani and the colorful wrappers and headgear of the Igbo community. Not only do these traditional clothes demonstrate the artistic expressions of Nigeria's diverse populations, but they also provide a concrete platform for investigating the biological subtleties that give rise to unique physical characteristics. Nigeria's varied traditional clothing is a reflection of cultural choices and climate adaptations. This demonstrates how local conditions can both impact and be influenced by cultural practices, demonstrating the interaction between evolution and adaptation.</p> <p>Body painting and scarification are part of the Yoruba people's cultural identity. Over time, these distinctive characteristics have changed due to changes in esthetic tastes, social standing, or even the surrounding environment. Examining the differences in scarification patterns among the Yoruba people offers a nuanced view of how environmental and genetic factors can influence cultural practices, highlighting some aspects of cultural evolution. One important agricultural practice in Igbo culture is yam cultivation.</p> <p>Varieties of yams with desired characteristics, such as taste, size, and pest resistance, are carefully cultivated by farmers. This illustrates how plant breeding efforts by humans can result in the generational development of crops, reflecting the ideas of artificial selection. In order to give students a deeper understanding of the connections between human culture and biology in Nigeria, these cultural practices were incorporated into the teaching of variation and evolution. This allowed students to explore the concept in a context that was both culturally significant and scientifically relevant.</p> <hd id="AN0176897128-16">Treatment in the control group</hd> <p>Just as in the case of the experimental group, the teacher in the control group school was retained for the study. The teacher taught the students in the control group the same concept as the experimental but without the application of CTCA. The teaching followed a 4-step procedure:</p> <p></p> <ulist> <item> STEP 1: The teacher introduces the topic variation and evolution to the students.</item> <p></p> <item> STEP 2: The concept of variation and evolution was explained to the students by the teacher.</item> <p></p> <item> STEP 3: Students ask questions at the end of the lesson.</item> <p></p> <item> STEP 4: The teacher summarizes the lesson and gives the assignment.</item> </ulist> <p>Subsequent to the administration of the posttest, a subset of eight students, comprising an equal number of males and females, was selected from the experimental cohort to undertake interviews designed to elicit their perspectives on CTCA. Each interview session had a duration of approximately seven minutes. The recorded conversations were obtained with the explicit permission of both the educational institutions and the participating students. Following a four-week period subsequent to the posttest exercise, a retention test was administered to the cohort of students belonging to both the experimental and control groups. The aim of this study was to evaluate the efficacy of CTCA in facilitating the retention of knowledge pertaining to the concepts that were taught.</p> <hd id="AN0176897128-17">Data analysis</hd> <p>The use of analysis of covariance (ANCOVA) was deemed the most suitable analytical approach for this study due to the examination of only one dependent variable, namely retention, and the inability to randomly assign subjects to experimental and control groups. Using IBM-SPSS version 23, initial assessments were conducted to compare the retention scores of students who received instruction through CTCA and the lecture technique. Descriptive statistics were employed to compare the means and standard deviations of the two groups, with the aim of evaluating their respective means. The ANCOVA equation incorporated the pretest achievement scores as covariates in conjunction with the post-post-test achievement (retention) scores of the students. This resulted in the final analysis. To enhance the representation of the qualitative data obtained from our research, we initially filtered the data prior to generating themes.</p> <hd id="AN0176897128-18">Ethical statement</hd> <p>Prior to the commencement of the study, consent was obtained from the relevant educational institutions to conduct the study on their premises. Furthermore, the research team confirmed that all subjects provided their written consent by signing a consent form included in the response booklet, thereby indicating their voluntary participation in the study. The objectives of the study were clearly communicated to the participants, who provided assurance that their responses would remain confidential and be utilized exclusively for research purposes. The authors assert the voluntary nature of participation in the study to both school officials and participants, emphasizing the option to withdraw from the research at any point and without any justification. Apart from the aforementioned, no participants were subjected to any form of physical or psychological maltreatment or exploitation during the course of the study.</p> <hd id="AN0176897128-19">Results</hd> <p>The major quest of our study was to investigate if CTCA will promote the knowledge retention of biology concepts. The quantitative dataset underwent preliminary tests to test the normality of the population and homogeneity of variance in order to verify that the data satisfied the assumptions of the statistical tool ANCOVA. The findings indicate that the data did not meet the normality assumptions of the Shapiro-Wilk test (F (<reflink idref="bib88" id="ref36">88</reflink>) = 0.97; <emph>p</emph> &lt;.05), but did satisfy Levene's Test of Equality of Error Variances (homogeneity of variances) (<emph>F</emph> = 1.85; <emph>p</emph> &gt;.05).</p> <p>We proceeded to insert the pretest and retention scores into the ANCOVA equation on account of the robustness of the statistical tool to accommodate the failure of an assumption. The result of the descriptive statistics showed that on the retention scores measure, the Mean and SD of students in the experimental and control groups were Mean = 22.27; SD = 2.24 Control Mean = 15.86; SD = 2.90 respectively. (See Figure 3). To ascertain whether the observed difference was statistically significant and not due to error variance, the quantitative data was further subjected to inferential testing as shown in Table 1.</p> <p>PHOTO (COLOR): Figure 3. Mean and SD of retention scores of students in experimental and control groups.</p> <p>Table 1. ANCOVA summary of retention scores with pretest achievement as covariate.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Source&lt;/td&gt;&lt;td&gt;Type III sum of squares&lt;/td&gt;&lt;td&gt;df&lt;/td&gt;&lt;td&gt;Mean Square&lt;/td&gt;&lt;td&gt;F&lt;/td&gt;&lt;td&gt;Sig.&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Corrected Model&lt;/td&gt;&lt;td char="."&gt;909.961&lt;xref ref-type="table-fn" rid="tfn1"&gt;a&lt;/xref&gt;&lt;/td&gt;&lt;td char="."&gt;2&lt;/td&gt;&lt;td char="."&gt;454.980&lt;/td&gt;&lt;td char="."&gt;68.279&lt;/td&gt;&lt;td char="."&gt;.000&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Intercept&lt;/td&gt;&lt;td char="."&gt;3235.546&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;3235.546&lt;/td&gt;&lt;td char="."&gt;485.558&lt;/td&gt;&lt;td char="."&gt;.000&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Pretest&lt;/td&gt;&lt;td char="."&gt;7.560&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;7.560&lt;/td&gt;&lt;td char="."&gt;1.135&lt;/td&gt;&lt;td char="."&gt;.290&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Group&lt;/td&gt;&lt;td char="."&gt;896.288&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;896.288&lt;/td&gt;&lt;td char="."&gt;134.506&lt;/td&gt;&lt;td char="."&gt;.000&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Error&lt;/td&gt;&lt;td char="."&gt;566.403&lt;/td&gt;&lt;td char="."&gt;85&lt;/td&gt;&lt;td char="."&gt;6.664&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Total&lt;/td&gt;&lt;td char="."&gt;33702.000&lt;/td&gt;&lt;td char="."&gt;88&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Corrected Total&lt;/td&gt;&lt;td char="."&gt;1476.364&lt;/td&gt;&lt;td char="."&gt;87&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>1 R Squared =.616 (Adjusted R Squared =.607).</p> <p>The result in Table 1 showed that the students in the experimental and control groups were not statistically significantly different from one another in terms of performance on pretest scores (<emph>p</emph> =.29). This means that the scores of students in the experimental and control groups were not different from each other before the treatment was implemented. However, after treatment, the result showed a statistically significant difference F (<reflink idref="bib1" id="ref37">1</reflink>, 85) = 134.50; <emph>p</emph> &lt;.01). This means that the students in the experimental group that were taught variation and evolution concepts using CTCA were able to retain the knowledge of the concepts when compared to their counterparts in the control group. This result corroborates our qualitative findings which showed the emergence of two themes: (a) Facilitating brain processing; and (b) class engagement.</p> <hd id="AN0176897128-20">Discussion</hd> <p>Our findings on the quest of whether the culturally relevant pedagogy of CTCA will promote the knowledge retention of biology concepts showed that students in the experimental group taught the biology concepts with CTCA had a better retention score than students in the control group. Statistically, there was a significant difference in the retention of students taught using the CTCA, and those taught using the lecture method. The result implied that the culturo-techno-contextual approach of teaching brought about better retention of concepts in variation and evolution than the lecture method. This agrees with the findings of Khishfe ([<reflink idref="bib20" id="ref38">20</reflink>]); Madkins et al. ([<reflink idref="bib25" id="ref39">25</reflink>]) affirm that explicit instruction enhanced the retaining of acquired understandings of the emphasized nature of science aspects. Ozden and Gultekin ([<reflink idref="bib36" id="ref40">36</reflink>]); Upadhyay and DeFranco ([<reflink idref="bib40" id="ref41">40</reflink>]) support these findings on retention that students were capable of retaining science concepts.</p> <p>One plausible rationale for the notable performance of students in the experimental group may be attributed to the CTCA framework, which encompasses cultural, technological, and contextual elements. When students are able to connect learned concepts to their respective cultures and contextualize them with relevant examples from their surroundings, they demonstrate a greater ability to retain the acquired knowledge over an extended period of time. The experimental classes used Figure 4 to demonstrate cultural practices and contextual examples of concepts in variation.</p> <p>PHOTO (COLOR): Figure 4. Cultural examples of variation.</p> <p>These cultural concepts and relevant examples helped the students to understand that what they are learning has practical applications and is relevant to their lives. For example, in the teaching of variation, the contextual examples of cultural festivals, traditional attires, and dishes of different ethnic groups in Nigeria encouraged the inclusion of diverse perspectives in the classroom. They were able to gain a broader understanding of the world and develop respect for cultural differences. This promoted deeper learning and critical thinking skills and developed a more comprehensive understanding of the subject matter.</p> <p>Okebukola ([<reflink idref="bib26" id="ref42">26</reflink>]) posits that the cerebral cortex is the region of the brain that is engaged in the learning process when CTCA is implemented in educational settings such as classrooms, laboratories, or fieldwork. It is noteworthy that this brain region is often associated with problem-solving, as evidenced by the common practice of individuals scratching their heads when attempting to find solutions to complex issues. The process of learning occurs through the encoding of information into either short-term memory (STM) or long-term memory (LTM).</p> <p>The duration of information retention in STM is limited to a brief period. Without adequate rehearsal or repetition, the retention of information diminishes over time. Within the context of the CTCA, students engaged in the retrieval of indigenous knowledge and cultural practices through consultation with an expert informant as well as the acquisition of pertinent information from online sources such as the internet and YouTube videos. Prior to this, the aforementioned information had not been familiarized with the students, and thus it was retained in their short-term memory.</p> <p>During classroom exercises, students were organized into groups based on mixed gender and varying abilities to deliver their presentations on the findings. They used the information stored in their short-term memory to effectively execute their presentations. Through effortless implementation, students were able to effectively retain and recall acquired knowledge, resulting in the internalization of information within their long-term memory. This is the reason why a student who has comprehensively grasped a concept was capable of effortlessly recollecting the information and implementing the acquired knowledge during the retention test that was conducted after four weeks of treatment and the post-test.</p> <p>The technology component of CTCA involved the provision of diverse educational materials from online sources such as webpages and YouTube. By doing this, the students were motivated to engage in active learning. This statement aligns with Vygotsky's theory of learning, which posits that individuals gain new knowledge through their engagement in social interaction with others. It was observed that the incorporation of technology in the learning process affords students the chance to preview instructional videos prior to class, thereby facilitating initial exposure and enhancing student-teacher engagement during class. The present result supports the conclusions drawn by (Ademola et al., [<reflink idref="bib2" id="ref43">2</reflink>]; Canning et al., [<reflink idref="bib15" id="ref44">15</reflink>]; Oladejo et al., [<reflink idref="bib29" id="ref45">29</reflink>]; Onowugbeda, Agbanimu, et al., [<reflink idref="bib34" id="ref46">34</reflink>]), who have previously highlighted the relationship between the method of teaching and the output of instruction in science.</p> <p>Furthermore, the students belonging to the experimental cohort that were taught using CTCA demonstrated active engagement during the group presentation pertaining to the cultural practices that are linked with the acquired concepts. All students exhibited a positive attitude toward incorporating cultural perspectives from their individual households as a valuable contribution to the initial phase of integrating CTCA into the academic setting. As a result of this, each member of the group has acquired, assimilated, and successfully retained knowledge, enabling them to recall the learned concept when necessary.</p> <p>Hence, as the students attentively observed and actively listened to the teacher's comprehensive elucidation regarding the significance of the cultural practices and online resources presented, they exhibited a proclivity toward better retention. According to Lao and Catalan ([<reflink idref="bib23" id="ref47">23</reflink>]), the responsibility of acquiring knowledge lies with the student, as the teacher's role is limited to imparting knowledge. The process of learning necessitates the student's active participation in building their knowledge base through personal experiences.</p> <p>On the perceptions of students to CTCA, responses from the qualitative pathway showed the emergence of two themes as reported earlier: (a) Facilitating brain processing; and (b) class engagement. Prior research has indicated that incorporating students' cultural knowledge and norms can positively impact their reading performance (Aronson &amp; Laughter, [<reflink idref="bib6" id="ref48">6</reflink>]; Awaah et al., [<reflink idref="bib8" id="ref49">8</reflink>]; Chang et al., [<reflink idref="bib16" id="ref50">16</reflink>]; Onowugbeda, Okebukola, et al., [<reflink idref="bib32" id="ref51">32</reflink>]).</p> <p>Neuroscientific studies suggest that individuals tend to acquire novel information more effectively when it is associated with their preexisting knowledge (Alonso et al., [<reflink idref="bib4" id="ref52">4</reflink>]; Brod et al., [<reflink idref="bib11" id="ref53">11</reflink>]; and van Kesteren et al., [<reflink idref="bib41" id="ref54">41</reflink>]). Thus, incorporating texts, materials, and illustrations that align with the cultural schemas and prior knowledge of students facilitates the learning process by capitalizing on their preexisting neural connections. Neuroscientific studies have revealed that the processing of information in the brain is influenced by cultural factors. Due to this rationale, when educators who are culturally responsive incorporate repetition, rhythm, movement, and visuals into their instructional methods, they are simultaneously enhancing neural pathways that facilitate comprehension.</p> <p>The findings derived from the students' interview indicated that the incorporation of indigenous knowledge and cultural practices pertaining to the subject matter had a favorable impact on their comprehension of the concept, thereby facilitating their ability to recollect the information even after a lapse of four weeks following the posttest evaluation. The students' interview responses were analyzed and it was found that the culture and technology components of CTCA played a significant role in aiding their retention of information from four weeks prior.</p> <p>For example, Janet (Pseudo name, 15-year-old) said, "I was able to remember the cultural practice and it helped me to relate to the topic very well". Similarly, Peter's response (Pseudo name, 16-year-old) reported that the YouTube videos, web resources, and cultural examples the teacher gave during the lesson helped him not to forget. Other qualitative responses from the students are: Segun (Pseudo name, 16-year-old) shared "We were instructed to inquire of family members regarding their cultural perspectives on evolution and variety. I had to discuss my parents' opinions on evolution with them as a result. We don't talk about it much, but it made me realize how different our beliefs can be, even from one family member to another." According to Aishat, "She was able to recognize the diversity of life through the use of case studies from various cultural contexts." It was important to grasp the dynamic character of evolution rather than merely memorizing facts. Kevin stated, "I realized that biology is more than simply facts and figures thanks to the cultural and contextual perspective. It's about realizing that life has evolved and changed over time, and that our comprehension of these changes is influenced by our cultural backgrounds."</p> <p>CTCA acknowledges the significance of stimulating students' preexisting knowledge as a fundamental basis for the acquisition of knowledge. The CTCA approach leverages the preexisting knowledge, experiences, and schema of students by establishing connections between their cultural backgrounds and the concept at hand. The activation of prior knowledge is a cognitive strategy that enhances brain processing by furnishing a structure for comprehending novel information, thereby simplifying the encoding, processing, and retrieval of the knowledge for learners. The perception of relevance and significance of the subject matter to the personal lives and communities of students is positively correlated with their engagement in higher-order cognitive processes (Zhang, [<reflink idref="bib44" id="ref55">44</reflink>]), including but not limited to critical thinking, problem-solving, and analysis. The activation of different brain regions is involved in these cognitive processes, resulting in improved brain processing and deeper learning.</p> <p>The second theme for our qualitative result was class engagement. Educators who are responsive to cultural diversity establish a connection between academic concepts and the daily experiences of their students. This approach enhances the personal significance, engagement, and efficacy of the learning process. The CTCA has proven to be an effective pedagogical strategy that promotes student engagement and active learning by offering practical, real-life scenarios that encourage learners to interact with and analyze course content, thereby fostering a deeper understanding of the subject matter.</p> <p>This model is founded on the pedagogical principles of Socrates and employs evidence-based strategies that enable students to transfer their academic knowledge to practical scenarios, thereby promoting participatory learning. As a result, this approach facilitates improved information recall (Bradberry &amp; De-Maio, 2019). The implementation of CTCA entailed the formation of heterogeneous groups of students based on their gender and academic proficiency.</p> <p>The students were then involved in various activities, including the identification of cultural practices related to the subject matter and delivering presentations to their classmates. These activities are indicative of class engagement and active participation in the classroom that facilitated the knowledge retention of the students. This is corroborated by Jasmine (Pseudo name, 15-year-old) who said she was able to understand the concept better when she worked with her group members. Additionally, Richard (Pseudo name, 15-year-old) attributed his success to the pre-class assignment and the use of cultural examples.</p> <p>CTCA promotes a sense of affiliation and interconnection among its student body. The recognition and validation of students can be facilitated through the inclusion of their perspectives in classroom discussions. The acknowledgment of their efforts serves as a catalyst for their drive to take an active role and interact with the subject matter. CTCA fosters a constructive learning atmosphere by validating the cultural identities of students, which promotes a sense of ease in articulating their perspectives and opinions, ultimately resulting in heightened classroom participation.</p> <p>The likelihood of student engagement and interest in a given subject matter increases when they are able to establish connections between novel concepts and their personal experiences and cultural backgrounds. CTCA acknowledges the valuable knowledge that students possess and aims to enhance their learning experience by leveraging this knowledge. This approach promotes increased engagement and a heightened sense of responsibility toward their academic pursuits.</p> <hd id="AN0176897128-21">Educational implications</hd> <p>The potential benefits of using CTCA in the classroom have significant implications for educators who are considering its adoption. By following the 5-step implementation process, teachers can ensure their students' success by imparting the necessary knowledge to enable them to effectively perform the task. This approach facilitates the conversion of practice into understanding, thereby promoting knowledge acquisition.</p> <p>Therefore, it is imperative for educators to motivate students by furnishing them with pertinent information, recommendations, and experiences that foster an environment conducive to positive yet demanding learning activities. This milieu should facilitate learners' interaction with educational materials (Anwar &amp; Qadir, [<reflink idref="bib5" id="ref56">5</reflink>]), thereby demonstrating their enthusiasm and motivation to participate in the learning process. According to Zelechoski et al. ([<reflink idref="bib43" id="ref57">43</reflink>]), the teacher can enhance learners' ability to retain knowledge and foster intrinsic motivation and interest in the course material by facilitating their dynamic participation in CTCA.</p> <p>The results of our study hold academic importance for students, as they provide a means for them to emulate suitable conduct and protocols in practical scenarios by implementing theoretical concepts. Undoubtedly, this approach facilitates learners to transcend rote memorization and engage in critical thinking to assess and apply knowledge, thereby contemplating the optimal utilization of learning in practical scenarios. In the application of CTCA, students frequently encounter arduous and time-intensive preliminary tasks, prompting them to collaborate, engage in extracurricular work, assimilate and apply subject matter to make informed judgements, modify procedures, evaluate and differentiate diverse information sources to identify a problem, and subsequently use that information to devise a solution-oriented outcome.</p> <hd id="AN0176897128-22">Limitations and future direction</hd> <p>Our inquiry was specifically centered on the efficacy of CTCA in relation to the challenging concept of variation and evolution, which is a prominent topic within the field of biology education. The sample size was negligible, and the treatment period was also of short duration. The study acknowledges the presence of notable constraints that somewhat restrict the extent to which its conclusions can be extrapolated. Alternatively, it is suggested that further investigation be carried out in Nigeria and other areas both within and beyond Africa to evaluate the effectiveness of this approach on other challenging biology concepts and in other STEM disciplines. Also, the studies could involve a larger sample size and an extended treatment duration.</p> <hd id="AN0176897128-23">Conclusion</hd> <p>The present investigation focused on the implementation of a culture laced with technological and contextual elements as a pedagogy for enhancing students' comprehension and retention of difficult biology concepts. The findings of our study highlight the effectiveness of CTCA in enhancing students' retention of knowledge. CTCA is characterized by a pedagogical tool that emphasizes the integration of learning with a practical cultural application through a cyclical process of doing, reflecting, thinking, and applying (Okebukola, [<reflink idref="bib26" id="ref58">26</reflink>], [<reflink idref="bib27" id="ref59">27</reflink>]; Okebukola et al., [<reflink idref="bib28" id="ref60">28</reflink>]). This pedagogical approach involves granting learners increased autonomy and accountability while also engaging them directly in their learning experience within the educational environment. Moreover, it fosters a mindset of adaptability among learners by integrating diverse learning modalities into a comprehensive learning experience and cultivating proficient competencies and metacognitive skills.</p> <hd id="AN0176897128-24">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0176897128-25">Data availability statement</hd> <p>Data for this study will be made available on request by the corresponding author (mailto:frannksimon@gmail.com).</p> <ref id="AN0176897128-26"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Ademola, I. A., Okebukola, P. A., Gbeleyi, O. A., Oladejo, A. I., Onowugbeda, F. U., Agbanimu, D., &amp; Mabadeje, Y. A. (2022). Improving the achievement and problem-solving skills of students: How effective is CTCA in nuclear chemistry? [Conference paper]. NARST 95th Annual International Conference: Unity and inclusion for global scientific literacy: Invite as a community. Unite as a Community, Vancouver. British Columbia.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref4" type="bt">2</bibl> <bibtext> Ademola, I. A., Oladejo, A. I., Gbeleyi, O. A., Onowugbeda, F. U., Owolabi, O. L., Okebukola, P. A., Agbanimu, D. O., &amp; Uhuegbu, S. I. (2023). Impact of culturo-techno-contextual approach (CTCA) on learning retention: A study on nuclear chemistry. Journal of Chemical Education, 100 (2), 581 – 588. https://doi.org/10.1021/acs.jchemed.2c00661</bibtext> </blist> <blist> <bibl id="bib3" idref="ref31" type="bt">3</bibl> <bibtext> Ajayi, O. A., Akintoye, O. H., Akindoju, O. G., &amp; Onowugbeda, F. (2023). Impact of ethnobiology-based instruction and peer tutoring on the achievement of senior secondary school biology students in Ogun state southwest Nigeria. World Journal of Advanced Research and Reviews, 18 (01), 1197 – 1207.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref52" type="bt">4</bibl> <bibtext> Alonso, A., van der Meij, J., Tse, D., &amp; Genzel, L. (2020). Naïve to expert: Considering the role of previous knowledge in memory. Brain and Neuroscience Advances, 4, 2398212820948686. https://doi.org/10.1177/2398212820948686</bibtext> </blist> <blist> <bibl id="bib5" idref="ref56" type="bt">5</bibl> <bibtext> Anwar, K., &amp; Qadir, G. H. (2017). A study of the relationship between work engagement and job satisfaction in private companies in Kurdistan. International Journal of Advanced Engineering, Management and Science, 3 (12), 1102 – 1110. https://doi.org/10.24001/ijaems.3.12.3</bibtext> </blist> <blist> <bibl id="bib6" idref="ref11" type="bt">6</bibl> <bibtext> Aronson, B., &amp; Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86 (1), 163 – 206. https://doi.org/10.3102/0034654315582066</bibtext> </blist> <blist> <bibl id="bib7" idref="ref18" type="bt">7</bibl> <bibtext> Atwater, M. M. (2022). Her story and their stories: A historical account of multicultural science education. In International handbook of research on multicultural science education (pp. 1 – 40). Springer International Publishing. https://doi.org/10.1007/978-3-030-37743-4_1-1</bibtext> </blist> <blist> <bibl id="bib8" idref="ref28" type="bt">8</bibl> <bibtext> Awaah, F., Okebukola, P., Shabani, J., Raheem, K., Ahove, M., Onowugbeda, F., &amp; Agbanimu, D. (2021). Will cultural teaching methods influence student understanding of politics and bureaucracy in the public administration curriculum of African countries within the COVID-19? Teaching Public Administration, 41 (1), 41 – 58. https://doi.org/10.1177/01447394211058167</bibtext> </blist> <blist> <bibl id="bib9" idref="ref9" type="bt">9</bibl> <bibtext> Bavishi, P., Birnhak, A., Gaughan, J., Mitchell-Williams, J., &amp; Phadtare, S. (2022). Active learning: A shift from passive learning to student engagement improves understanding and contextualization of nutrition and community health. Education Sciences, 12 (7), 430. https://doi.org/10.3390/educsci12070430</bibtext> </blist> <blist> <bibtext> Bradberry, L. A., &amp; De Maio, J. (2019). Learning by doing: The long-term impact of experiential learning programs on student success. Journal of Political Science Education, 15 (1), 94 – 111. https://doi.org/10.1080/15512169.2018.1485571</bibtext> </blist> <blist> <bibtext> Brod, G., Werkle-Bergner, M., &amp; Shing, Y. L. (2013). The influence of prior knowledge on memory: A developmental cognitive neuroscience perspective. Frontiers in Behavioral Neuroscience, 7, 139. https://doi.org/10.3389/fnbeh.2013.00139</bibtext> </blist> <blist> <bibtext> Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K-12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching, 54 (9), 1143 – 1173. https://doi.org/10.1002/tea.21401</bibtext> </blist> <blist> <bibtext> Brown, B. A., Boda, P., Lemmi, C., &amp; Monroe, X. (2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers' application of culturally relevant education in science and mathematics. Urban Education, 54 (6), 775 – 803. https://doi.org/10.1177/0042085918794802</bibtext> </blist> <blist> <bibtext> Brown-Jeffy, S., &amp; Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38 (1), 65 – 84. <ulink href="http://www.jstor.org/stable/23479642">http://www.jstor.org/stable/23479642</ulink></bibtext> </blist> <blist> <bibtext> Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., &amp; Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110 (6), 834 – 849. https://doi.org/10.1037/edu0000244</bibtext> </blist> <blist> <bibtext> Chang, H. Y., Liang, J. C., &amp; Tsai, C. C. (2020). Students' context-specific epistemic justifications, prior knowledge, engagement, and socioscientific reasoning in a mobile augmented reality learning environment. Journal of Science Education and Technology, 29 (3), 399 – 408. https://doi.org/10.1007/s10956-020-09825-9</bibtext> </blist> <blist> <bibtext> Chow, A. F., Woodford, K. C., &amp; Maes, J. (2011). Deal or no deal: Using games to improve student learning, retention and decision-making. International Journal of Mathematical Education in Science and Technology, 42 (2), 259 – 264. https://doi.org/10.1080/0020739X.2010.519796</bibtext> </blist> <blist> <bibtext> Gbeleyi, O., Okebukola, P. A., Ademola, I., Onowugbeda, F. U., Awaah, F., Peter, E. O., ... and Abdulazeez, H. T. (2022, 27–30 March 2022). Heartbreak for underachievement: perspectives of CTCA on students' achievement and critical thinking in computer studies [Paper presentation]. NARST 95th Annual International Conference: Unity and Inclusion for Global Scientific Literacy: Invite as a Community. Unite as a Community, Vancouver, British Columbia.</bibtext> </blist> <blist> <bibtext> Gil-Glazer, Y. A. (2020). Visual culture and critical pedagogy: From Theory to Practice. Critical Studies in Education, 61 (1), 66 – 85. https://doi.org/10.1080/17508487.2017.1292298</bibtext> </blist> <blist> <bibtext> Khishfe, R. (2015). A look into students' retention of acquired nature of science understandings. International Journal of Science Education, 37 (10), 1639 – 1667. https://doi.org/10.1080/09500693.2015.1049241</bibtext> </blist> <blist> <bibtext> Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32 (3), 465 – 491. https://doi.org/10.3102/00028312032003465</bibtext> </blist> <blist> <bibtext> Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.</bibtext> </blist> <blist> <bibtext> Lao, T. M., &amp; Catalan, A. L. U. (2023). Beyond the classroom: Using Google Sites as a supplementary material to improve the learners' english academic performance. Linguistics Initiative, 3 (1), 17 – 35. https://doi.org/10.53696/27753719.3164</bibtext> </blist> <blist> <bibtext> Leiber, T. (2022). Justifying, contextualising and operationalising performance indicators of learning and teaching: The role of theories and practice of learning and teaching. Quality in Higher Education, 28 (1), 120 – 140. https://doi.org/10.1080/13538322.2021.1951454</bibtext> </blist> <blist> <bibtext> Madkins, T. C., Martin, A., Ryoo, J., Scott, K. A., Goode, J., Scott, A., &amp; McAlear, F. (2019, February). Culturally relevant computer science pedagogy: From Theory to Practice. Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Minneapolis, MN, USA. https://doi.org/10.1109/RESPECT46404.2019.8985773</bibtext> </blist> <blist> <bibtext> Okebukola, P. A. (2020). Breaking barriers to learning: The culturo techno-contextual approach (CTCA). Sterling.</bibtext> </blist> <blist> <bibtext> Okebukola, P. A. (2021). Fostering Science teaching and learning in a multicultural environment through the culturo-techno-contextual approach. In M. M. Atwater (Ed.), International handbook of research on multicultural science education. Springer International Handbooks of Education. Springer. https://doi.org/10.1007/978-3-030-37743-4_51-1</bibtext> </blist> <blist> <bibtext> Okebukola, P. A., Onowugbeda, F., Ajayi, O. A., Agbanimu, D. O., Peter, E. O., &amp; Awaah, F. (2021). Can the Culturo-Techno-Contextual Approach (CTCA) Dissolve the Barriers of African Students to Learning Difficult Concepts in Biology. In Annual International NARST Conference, USA.</bibtext> </blist> <blist> <bibtext> Oladejo, A. I., Ademola, I., Okebukola, P. A. O., Awaah, F., Agbanimu, D., Onowugbeda, F., &amp; Odekeye, T. (2021, April). In search of new tools for meaningful learning in chemistry–We stumbled on culturo-techno-contextual approach. In Proceedings of the 94th NARST Annual International Conference: Science Education, a Public Good for the Good of the Public.</bibtext> </blist> <blist> <bibtext> Onowugbeda, F. U. (2020). Variation and genetics as difficult topics for secondary school students in biology: Exploring the impact of indigenous (cultural) knowledge for better understanding. Breaking Barriers to Learning of Science, 140 – 154.</bibtext> </blist> <blist> <bibtext> Onowugbeda, F. U. (2022). Exploring the effectiveness of culturo-techno-contextual approach and paced-flexible model on achievement, anxiety, and knowledge retention of secondary school students in variation and evolution [Unpublished doctoral dissertation]. Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University.</bibtext> </blist> <blist> <bibtext> Onowugbeda, F. U., Okebukola, P. A., Agbanimu, D. O., Ajayi, O. A., Oladejo, A. I., Awaah, F., Ademola, I. A., Gbeleyi, O. A., Peter, E. O., &amp; Ige, A. M. (2022). Can the culturo-techno-contextual approach (CTCA) promote students' meaningful learning of concepts in variation and evolution? Research in Science &amp; Technological Education, 2022, 1 – 17. https://doi.org/10.1080/02635143.2022.2084060</bibtext> </blist> <blist> <bibtext> Onowugbeda, F. U., Okebukola, P. A., Oladejo, A. I., Agbanimu, D. O., Awaah, F., Ademola, I. A., &amp; Ige, A. M. (2022). Reducing anxiety and promoting meaningful learning of difficult biology concepts: Can CTCA be a Fix? [Conference paper]. NARST 95th annual international conference: unity and inclusion for global scientific literacy: Invite as a community. unite as a community, Vancouver, British Columbia, British Columbia.</bibtext> </blist> <blist> <bibtext> Onowugbeda, F. U., Agbanimu, D. O., Okebukola, P. A., Ibukunolu, A. A., Odekeye, O. T., &amp; Olori, O. E. (2023). Reducing anxiety and promoting meaningful learning of biology concepts through a culturally sensitive and context-specific instructional method. International Journal of Science Education, 45 (15), 1303 – 1320. https://doi.org/10.1080/09500693.2023.2202799</bibtext> </blist> <blist> <bibtext> Onowugbeda, F. U., Okebukola, P. A., Agbanimu, D. O., Peter, E. O., Gbeleyi, O. A., Awaah, F., Shabani, J., Ademola, I. A., Adam, U. A., Oladejo, A. I., &amp; Byamungu, D. (2023). Students' Knowledge Retention in Biology through the Action of CTCA. [Conference paper]. NARST 96th Annual International Conference: Reflecting on Reform, Chicago, IL.</bibtext> </blist> <blist> <bibtext> Ozden, M., &amp; Gultekin, M. (2008). The effects of brain-based learning on academic achievement and retention of knowledge in science course. The Electronic Journal for Research in Science &amp; Mathematics Education, 12 (1), 3 – 19.</bibtext> </blist> <blist> <bibtext> Rodriguez, A. J. (2015). What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards. Journal of Research in Science Teaching, 52 (7), 1031 – 1051. https://doi.org/10.1002/tea.21232</bibtext> </blist> <blist> <bibtext> Schmeichel, M. (2012). Good teaching? An examination of culturally relevant pedagogy as an equity practice. Journal of Curriculum Studies, 44 (2), 211 – 231. https://doi.org/10.1080/00220272.2011.591434</bibtext> </blist> <blist> <bibtext> Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., &amp; Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565</bibtext> </blist> <blist> <bibtext> Upadhyay, B., &amp; DeFranco, C. (2008). Elementary students' retention of environmental science knowledge: Connected science instruction versus direct instruction. Journal of Elementary Science Education, 20 (2), 23 – 37. https://doi.org/10.1007/BF03173668</bibtext> </blist> <blist> <bibtext> van Kesteren, M. T. R., Krabbendam, L., &amp; Meeter, M. (2018). Integrating educational knowledge: Reactivation of prior knowledge during educational learning enhances memory integration. Npj Science of Learning, 3 (1), 11. https://doi.org/10.1038/s41539-018-0027-8</bibtext> </blist> <blist> <bibtext> Yılmaz, R., &amp; Kılıç-Çakmak, E. (2012). Educational interface agents as social models to influence learner achievement, attitude and retention of learning. Computers &amp; Education, 59 (2), 828 – 838. https://doi.org/10.1016/j.compedu.2012.03.020</bibtext> </blist> <blist> <bibtext> Zelechoski, A. D., Riggs Romaine, C. L., &amp; Wolbransky, M. (2017). Teaching psychology and law: An empirical evaluation of experiential learning. Teaching of Psychology, 44 (3), 222 – 231. https://doi.org/10.1177/0098628317711316</bibtext> </blist> <blist> <bibtext> Zhang, Y. (2022). The research on critical thinking teaching strategies in college English classroom. Creative Education, 13 (04), 1469 – 1485. https://doi.org/10.4236/ce.2022.134090</bibtext> </blist> </ref> <aug> <p>By Franklin U. Onowugbeda; Peter A. Okebukola; Adeleke M. Ige; Saladoye N. Lameed; Deborah O. Agbanimu and Umar A. Adam</p> <p>Reported by Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib85" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib42" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib18" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib34" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib31" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib29" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib17" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib13" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib14" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib19" firstref="ref14"></nolink> <nolink nlid="nl11" bibid="bib38" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib37" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib12" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib22" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib32" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib30" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib33" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib35" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib21" firstref="ref29"></nolink> <nolink nlid="nl20" bibid="bib39" firstref="ref30"></nolink> <nolink nlid="nl21" bibid="bib24" firstref="ref32"></nolink> <nolink nlid="nl22" bibid="bib26" firstref="ref33"></nolink> <nolink nlid="nl23" bibid="bib88" firstref="ref36"></nolink> <nolink nlid="nl24" bibid="bib20" firstref="ref38"></nolink> <nolink nlid="nl25" bibid="bib25" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib36" firstref="ref40"></nolink> <nolink nlid="nl27" bibid="bib40" firstref="ref41"></nolink> <nolink nlid="nl28" bibid="bib15" firstref="ref44"></nolink> <nolink nlid="nl29" bibid="bib23" firstref="ref47"></nolink> <nolink nlid="nl30" bibid="bib16" firstref="ref50"></nolink> <nolink nlid="nl31" bibid="bib11" firstref="ref53"></nolink> <nolink nlid="nl32" bibid="bib41" firstref="ref54"></nolink> <nolink nlid="nl33" bibid="bib44" firstref="ref55"></nolink> <nolink nlid="nl34" bibid="bib43" firstref="ref57"></nolink> <nolink nlid="nl35" bibid="bib27" firstref="ref59"></nolink> <nolink nlid="nl36" bibid="bib28" firstref="ref60"></nolink> |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1422458 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Cultural, Technological, and Contextual Pedagogy to Enhance Retention of Biology Concepts – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Franklin+U%2E+Onowugbeda%22">Franklin U. Onowugbeda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0857-8697">0000-0002-0857-8697</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+A%2E+Okebukola%22">Peter A. Okebukola</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4357-1340">0000-0003-4357-1340</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adeleke+M%2E+Ige%22">Adeleke M. Ige</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5400-829X">0000-0002-5400-829X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saladoye+N%2E+Lame%22">Saladoye N. Lame</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3944-5037">0000-0002-3944-5037</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deborah+O%2E+Agbanimu%22">Deborah O. Agbanimu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5880-1631">0000-0002-5880-1631</externalLink>)<br /><searchLink fieldCode="AR" term="%22Umar+A%2E+Adam%22">Umar A. Adam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4304-3428">0000-0002-4304-3428</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Research%22"><i>Journal of Educational Research</i></searchLink>. 2024 117(2):49-60. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Evolution%22">Evolution</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00220671.2024.2324714 – Name: ISSN Label: ISSN Group: ISSN Data: 0022-0671<br />1940-0675 – Name: Abstract Label: Abstract Group: Ab Data: This study examined the impact of a pedagogy that is culturally influenced and laced with technological and contextual elements known as the culturo-techno-contextual approach (CTCA) on promoting knowledge retention of biology concepts. The research design was mixed methods, and the sample consisted of 88 senior secondary school II students selected from two Lagos State educational district V schools in Nigeria. Quantitative data was collected using the Variation and Evolution Achievement Test with a reliability value of 0.79, while qualitative data was collected using the Students' Perception of CTCA Interview Guide. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase, and a retention test four weeks later. The ANCOVA output demonstrated a statistically significant difference in knowledge retention [F (1,85) = 134.50; p < 0.05]. This suggests that experimental students retained more. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1422458 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1422458 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220671.2024.2324714 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 49 Subjects: – SubjectFull: Biology Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Scientific Concepts Type: general – SubjectFull: Retention (Psychology) Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Culturally Relevant Education Type: general – SubjectFull: Cultural Influences Type: general – SubjectFull: Context Effect Type: general – SubjectFull: Science Education Type: general – SubjectFull: Technology Integration Type: general – SubjectFull: Evolution Type: general – SubjectFull: Genetics Type: general – SubjectFull: Nigeria Type: general Titles: – TitleFull: A Cultural, Technological, and Contextual Pedagogy to Enhance Retention of Biology Concepts Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Franklin U. Onowugbeda – PersonEntity: Name: NameFull: Peter A. Okebukola – PersonEntity: Name: NameFull: Adeleke M. Ige – PersonEntity: Name: NameFull: Saladoye N. Lame – PersonEntity: Name: NameFull: Deborah O. Agbanimu – PersonEntity: Name: NameFull: Umar A. Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0022-0671 – Type: issn-electronic Value: 1940-0675 Numbering: – Type: volume Value: 117 – Type: issue Value: 2 Titles: – TitleFull: Journal of Educational Research Type: main |
| ResultId | 1 |
