Bridging Culture and Science: Culturo-Techno-Contextual Approach in Culturally Relevant Biology Pedagogy
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| Title: | Bridging Culture and Science: Culturo-Techno-Contextual Approach in Culturally Relevant Biology Pedagogy |
|---|---|
| Language: | English |
| Authors: | Umar A. Adam (ORCID |
| Source: | Journal of Educational Research. 2025 118(2):100-115. |
| 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: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Biology, Science Instruction, Culturally Relevant Education, Secondary School Students, Comparative Analysis, Foreign Countries, Intervention, Critical Thinking, Learner Engagement, Tests, Gender Differences, Instructional Effectiveness, Teaching Methods |
| Geographic Terms: | Nigeria (Lagos) |
| DOI: | 10.1080/00220671.2024.2446898 |
| ISSN: | 0022-0671 1940-0675 |
| Abstract: | As science educators seek innovative methods to engage students, the Culturo-Techno-Contextual Approach (CTCA) has emerged as a promising strategy, particularly for African students. CTCA is a culturally responsive teaching method that integrates culture, technology, and locational context, making science more relatable and meaningful. We assessed CTCA's effectiveness in enhancing critical thinking in biology among 121 senior secondary students in Lagos State. An explanatory sequential design was used, with the experimental group taught using CTCA and the control group receiving traditional instruction. Data were collected using the Critical Thinking Test in Nutrition (a = 0.80) and interviews. Results showed a significant improvement in critical thinking for the CTCA group (F(1, 198) = 11.43; p < 0.05), with no significant gender differences (F(1,49) = 0.49; p > 0.05). Students responded positively to intervention, leading to the conclusion that CTCA effectively enhances critical thinking in biology; hence, adoption of CTCA in biology instruction is recommended. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472464 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEi7RuASQCABAfXHGgqUhCBAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDMtf7vJsLXOfUYV4PgIBEICBm6ROtqAwMbNt6xt0BERss6QJ6VpGpzXXlr7NKasraNcStUdFX_t6PZHZ0D7Ig0yUY-H_BXQpWFTH-xZMlHQJTd3rTHVE9mGShp4j4vQPocFb7UvXg4AfuvHkVyDQ3IDiJIk_8hR-or3WyY8QHziJULMxj1wjHMONDskHW4RD5E2FqMZHneF_7EJyKkIlULMj3QWIl7tvevvCWAdv Text: Availability: 1 Value: <anid>AN0182980757;ere01mar.25;2025Feb14.03:01;v2.2.500</anid> <title id="AN0182980757-1">Bridging culture and science: Culturo-Techno-Contextual Approach in culturally relevant biology pedagogy </title> <p>As science educators seek innovative methods to engage students, the Culturo-Techno-Contextual Approach (CTCA) has emerged as a promising strategy, particularly for African students. CTCA is a culturally responsive teaching method that integrates culture, technology, and locational context, making science more relatable and meaningful. We assessed CTCA's effectiveness in enhancing critical thinking in biology among 121 senior secondary students in Lagos State. An explanatory sequential design was used, with the experimental group taught using CTCA and the control group receiving traditional instruction. Data were collected using the Critical Thinking Test in Nutrition (a = 0.80) and interviews. Results showed a significant improvement in critical thinking for the CTCA group (F(<reflink idref="bib1" id="ref1">1</reflink>, 198) = 11.43; p &lt; 0.05), with no significant gender differences (F(<reflink idref="bib1" id="ref2">1</reflink>,<reflink idref="bib49" id="ref3">49</reflink>) =.49; p &gt;.05). Students responded positively to intervention, leading to the conclusion that CTCA effectively enhances critical thinking in biology; hence, adoption of CTCA in biology instruction is recommended.</p> <p>Keywords: Biology; critical thinking ability; culturally relevant pedagogy; Culturo-Techno-Contextual Approach</p> <hd id="AN0182980757-2">Introduction</hd> <p>Since the mid-nineteenth century, the pursuit of more effective methods to enhance secondary school students' critical thinking ability in STEM education has been a significant focus of research. This is particularly important for Black students who often face unique challenges in accessing quality STEM education. As a result, various teaching and learning strategies, such as cooperative learning (Lucena &amp; San Jose, [<reflink idref="bib37" id="ref4">37</reflink>]), concept maps (Hwang et al., [<reflink idref="bib28" id="ref5">28</reflink>]), demonstrations (Min et al., [<reflink idref="bib40" id="ref6">40</reflink>]), and the use of analogies and metaphors (Choi &amp; Kim, [<reflink idref="bib20" id="ref7">20</reflink>]), have been extensively analyzed in the literature. However, despite the implementation of these strategies, reports of poor critical thinking performance among STEM students, particularly Black male and female students, continue to emerge globally (Canning et al., [<reflink idref="bib18" id="ref8">18</reflink>]; d'Aguiar &amp; Harrison, [<reflink idref="bib22" id="ref9">22</reflink>]; Komalasari et al., [<reflink idref="bib31" id="ref10">31</reflink>]; Thomas &amp; Larwin, [<reflink idref="bib70" id="ref11">70</reflink>]). This underperformance contradicts the development goals outlined in Agenda 2063, the African Union's comprehensive blueprint for transforming Africa into a global powerhouse by 2063. The plan aims to achieve sustainable development across the continent through innovation in various sectors, including education, science, and technology. A key component of this vision is the creation of a skilled workforce that can drive economic growth and technological advancement. Critical thinking, particularly in STEM education, is crucial for equipping students with the skills needed for problem-solving, innovation, and contributing to the global STEM workforce. However, the lack of progress in improving critical thinking skills in STEM education is a major obstacle to achieving these goals.</p> <p>The underperformance of students in STEM subjects, especially in terms of their critical thinking abilities, hampers their preparedness for higher education and future STEM careers. These careers are vital for addressing global challenges such as climate change, health crises, and sustainable development. In many African nations, factors like inadequate teacher training, limited access to resources, and an over-reliance on rote learning exacerbate the problem. These barriers are preventing African countries from fully realizing the objectives of Agenda 2063, which includes increasing the representation of Africans in the global STEM workforce (Brooks et al., [<reflink idref="bib17" id="ref12">17</reflink>]).</p> <p>Global trends in STEM education emphasize interdisciplinary learning, technology integration, and a focus on critical thinking, creativity, and problem-solving skills—all crucial for preparing students for the future workforce. However, in many African countries, secondary school Black students, particularly Black females, face challenges such as inadequate funding, limited access to quality resources, and insufficient teacher training (Du Plessis &amp; Mestry, [<reflink idref="bib24" id="ref13">24</reflink>]). Despite these hurdles, there are significant opportunities. African nations are actively reforming their secondary school STEM curricula, forming partnerships with global organizations, and leveraging technology to improve access to STEM education (Barakabitze et al., [<reflink idref="bib15" id="ref14">15</reflink>]).</p> <p>One area where these reforms are particularly evident is biology, which is the most popular of the three core secondary school STEM subjects—biology, chemistry, and physics. Biology attracts a significant number of both male and female students (Nwachukwu &amp; Nwosu, [<reflink idref="bib44" id="ref15">44</reflink>]). This is especially true in African contexts, where it serves as a key subject for entry into post-secondary STEM-related programs. Over 90% of post-secondary STEM-related professional and academic programs require biology for admission, making it a mandatory subject for students aspiring to pursue careers in fields such as agriculture, medicine, nursing, pharmacy, botany, and zoology. A credit pass in biology is also essential for academic courses leading to honors degrees in various science disciplines, including biology and microbiology. Thus, improving critical thinking skills in biology is crucial for preparing Black students for success in these fields.</p> <p>The prevalence of rote learning in biology, particularly in African secondary schools, is a cause for concern. It hinders the development of critical thinking skills necessary for engaging with more complex biological sciences, such as nutrition. Nutrition education is particularly important in secondary school because it lays the foundation for lifelong healthy living and informed decision-making. Understanding the principles of nutrition enables students to make better dietary choices, which positively impacts their physical health, mental well-being, and academic performance. Moreover, studying nutrition enables students to appreciate the interconnectedness of food, culture, and the environment, fostering respect for cultural food heritage while promoting sustainable eating habits that benefit both personal health and the planet.</p> <hd id="AN0182980757-3">The urgent need for a culturally relevant pedagogy</hd> <p>Africa has predominantly adopted Western teaching models in its efforts to equip students with the skills, knowledge, and attitudes necessary to advance various sectors of its economy. This trend is largely attributed to the continent's colonial history, where different Western nations colonized parts of Africa, thereby influencing their educational systems. As part of a growing body of literature addressing students' challenges across various disciplines, recent studies have advocated for the development and implementation of cultural models in teaching (Okebukola, [<reflink idref="bib46" id="ref16">46</reflink>]; Awaah et al., [<reflink idref="bib12" id="ref17">12</reflink>]; Ladson-Billings, [<reflink idref="bib34" id="ref18">34</reflink>]). Studies indicate that the retention of African students in STEM disciplines can be negatively affected by pedagogies that lack cultural sensitivity (Adam et al, [<reflink idref="bib3" id="ref19">3</reflink>]). Additionally, the scientific community has underscored the importance of decolonizing science education in African contexts (Nordling, [<reflink idref="bib42" id="ref20">42</reflink>]; Rodenbough &amp; Manyilizu, [<reflink idref="bib60" id="ref21">60</reflink>]; Shizha, [<reflink idref="bib62" id="ref22">62</reflink>]), with increasing recognition of the benefits of culturally responsive pedagogy (Ladson-Billings, [<reflink idref="bib33" id="ref23">33</reflink>], [<reflink idref="bib34" id="ref24">34</reflink>]).</p> <p>Ladson-Billings ([<reflink idref="bib32" id="ref25">32</reflink>]) introduced the concept of culturally relevant pedagogy (CRP), which emphasizes fostering critical consciousness, cultural competence, and high expectations for all students. Over the past two decades, Ladson-Billings has extensively studied the application of CRP in science education, highlighting the crucial role of culturally relevant and culturally responsive teaching in addressing the needs of diverse learners. She argues that culturally relevant pedagogy is an educational framework designed to empower students by grounding their learning in their cultural backgrounds, experiences, and identities (Ladson-Billings, [<reflink idref="bib33" id="ref26">33</reflink>]).</p> <p>Culture has long been a focal point in educational research, particularly in examining issues of equity for low-income, racial, and ethnic minority students (Theobald &amp; Nachtigal, [<reflink idref="bib69" id="ref27">69</reflink>]). It has provided a lens through which classrooms are viewed as cultural spaces, highlighting the value of students' cultural backgrounds as vital tools for learning. Culturally relevant pedagogy suggests that teaching new concepts through indigenous systems can facilitate comprehension. This cultural orientation forms the foundation of the Afrocentric teaching model, which integrates digital technology into its methods and delivery to meet the educational needs of students in the African continent (Oladejo et al., [<reflink idref="bib48" id="ref28">48</reflink>]). The Afrocentric teaching model is rooted in African cultural values and draws on the rich knowledge passed down through generations by parents, elders, and other relatives <emph>via</emph> oral traditions. Building on these foundations, the Culturo-Techno-Contextual Approach (CTCA) emerges as a powerful educational framework. CTCA blends culture, technology, and context to create a dynamic and culturally responsive pedagogy designed specifically to enhance learning outcomes for African students.</p> <hd id="AN0182980757-4">Culturo-Techno-Contextual Approach (CTCA)</hd> <p>The Culturo-Techno-Contextual Approach (CTCA) is the result of over four decades of inquiry focused on the most effective methods for teaching STEM subjects to African students. Its goal is to promote meaningful learning and enhance the application of STEM knowledge to address contemporary real-life problems in Africa and beyond. It was developed by Peter Okebukola and launched in 2015 at the University of Ibadan, Nigeria. CTCA is a synthesis of three key frameworks: (a) the cultural context that encompasses all learners; (b) the technology mediation increasingly relied upon by teachers and learners; and (c) the locational context, which provides each school with a unique identity and plays a critical role in the examples and local case studies used in science lessons. CTCA is a culturally and contextually relevant teaching approach that empowers African students to acquire STEM knowledge and experiences meaningfully and confidently in the digital age. It positions STEM concepts not as foreign or abstract ideas but as integral parts of the knowledge surrounding students, rooted in their culture and applicable to their daily lives (Okebukola, [<reflink idref="bib46" id="ref29">46</reflink>]). The approach is grounded in Kwame Nkrumah's ethnophilosophy for culture, Martin Heidegger's techno-philosophy for technology, and Michael Williams' contextualism for the contextual element. CTCA posits that cultural, traditional, or indigenous knowledge significantly enhances students' understanding of science. When a student's culture or indigenous knowledge is used as the foundation for education, traditional barriers to comprehending scientific concepts can be dismantled. Barriers such as the fear of science, due to its imported and complex language and terminology, can be diminished through the application of CTCA (Onowugbeda et al. [<reflink idref="bib52" id="ref30">52</reflink>]). The lack of adequate teaching and learning facilities, the abstract nature of certain concepts, and the perception that science is only for the gifted can also be effaced using this approach. Furthermore, CTCA argues that a balanced integration of culture and technology, coupled with the appropriate locational context, can significantly enhance comprehension of difficult concepts (Akintoye et al. [<reflink idref="bib7" id="ref31">7</reflink>]). Okebukola ([<reflink idref="bib46" id="ref32">46</reflink>]) emphasizes that to increase students' engagement and understanding of science concepts, teachers should utilize examples that are relevant to the specific area—whether it be the school, region, village, or town.</p> <p>Okebukola et al., ([<reflink idref="bib47" id="ref33">47</reflink>]) investigated the impact of CTCA on students' learning outcomes in challenging ecology concepts in biology, as well as the suitability of this teaching method for STEM educators and students in Nigeria. It was revealed that CTCA not only enhances student achievement but also reduces anxiety levels in biology classes. The observational data indicated that students were enthusiastic about discovering the scientific relevance of their culture, as each lesson was deeply integrated into their indigenous context. These findings are consistent with those of Onowugbeda et al., ([<reflink idref="bib50" id="ref34">50</reflink>]), who examined the impact of CTCA on students' ability to provide scientific explanations in variation and evolution, another challenging concept in biology. Awaah et al., ([<reflink idref="bib12" id="ref35">12</reflink>]) concluded that enhancing African students' understanding of scientific concepts by incorporating relevant cultural and indigenous knowledge, and drawing on practical examples from the students' local context, significantly improves learning outcomes. Similar results were reported by Oladejo et al. ([<reflink idref="bib48" id="ref36">48</reflink>]) and Adam et al. ([<reflink idref="bib1" id="ref37">1</reflink>]) and Onowugbeda et al. ([<reflink idref="bib51" id="ref38">51</reflink>]), who investigated the effectiveness of CTCA in improving student performance in challenging science concepts and stimulating interest in STEM.</p> <p>Oladejo et al. ([<reflink idref="bib49" id="ref39">49</reflink>]) investigated the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) in reducing learning anxiety and enhancing meaningful learning in chemistry among secondary school students. Their study compared the performance of two experimental groups employing CTCA with a control group taught through traditional lectures. The findings revealed that the CTCA groups significantly outperformed the lecture group in both achievement and anxiety reduction. Additionally, CTCA did not show a significant gender-based difference in its impact on students. It was concluded that, regardless of the learning platform (online or physical), CTCA has the potential to improve students' understanding of chemistry concepts more effectively than the traditional lecture method. In the same vein, Onowugbeda et al. ([<reflink idref="bib50" id="ref40">50</reflink>]) explored the influence of a culturally adapted, context-specific instructional technique on reducing student anxiety and promoting meaningful learning in challenging biology concepts. Their study focused on the topics of variation and evolution, traditionally perceived as difficult. The results indicated that students taught using the CTCA exhibited significantly lower anxiety levels compared to those in the control group. Furthermore, the experimental group that employed CTCA performed significantly better on tests measuring meaningful learning in variation and evolution. These findings confirmed CTCA's effectiveness in alleviating anxiety and fostering deeper learning of complex biology topics. Akintoye et al. ([<reflink idref="bib8" id="ref41">8</reflink>]) assessed CTCA's impact on reducing students' learning anxiety regarding science concepts. The study employed a pretest-posttest, nonequivalent group design, with a sample of 121 senior secondary II students (equivalent to grade 11) from two purposively selected schools in Lagos State. The results showed that students taught using CTCA experienced significantly lower levels of anxiety compared to the control group. No statistically significant difference was found based on gender. Thus, within the study's limitations, it was concluded that CTCA is an effective teaching approach for reducing anxiety toward science concepts.</p> <p>However, a notable gap in the CTCA literature is that previous research has primarily focused on student achievement, knowledge retention, anxiety, and attitudes. There is a lack of studies exploring the impact of CTCA on higher-order thinking skills, such as critical thinking ability, in biology. This gap hinders school administrators and educational organizations from implementing policies and adopting strategies that enhance students' critical thinking skills, essential for preparing them for the STEM workforce. Therefore, this study aims not only to assess the effectiveness of CTCA in strengthening students' critical thinking in biology but also to raise public awareness of CTCA among STEM educators worldwide.</p> <hd id="AN0182980757-5">Critical thinking ability</hd> <p>One of the inherent human abilities is the capacity to think, and success in life largely depends on one's ability to reason and think critically, particularly in solving problems that impact social well-being. In the context of STEM education, critical thinking becomes even more crucial, as challenges like food security, disease eradication, and environmental degradation demand innovative solutions grounded in scientific reasoning. In biology, the ability to critically evaluate biological processes, such as nutrition, plays a key role in understanding how organisms grow, function, and interact with their environment. Critical thinking enables students to go beyond rote memorization, allowing them to analyze, evaluate, and create strategies to address real-world biological issues such as malnutrition, dietary choices, and the role of nutrients in maintaining health.</p> <p>ŽivkoviĿ ([<reflink idref="bib75" id="ref42">75</reflink>]) defines critical thinking as the ability to analyze, observe, evaluate, and create strategies to transform information into solutions for problems. This definition is particularly relevant in nutrition science, where students must assess various dietary components, understand their biological impacts, and propose solutions for improving public health through proper nutrition. Spector and Ma ([<reflink idref="bib64" id="ref43">64</reflink>]) further describe critical thinking as the use of higher-order thinking skills in a continuous cycle, integral to all scientific endeavors. In a biology classroom, critical thinking is necessary for students to explore complex biological concepts, such as metabolic pathways or the role of macronutrients and micronutrients in human health.</p> <p>The primary goal of education worldwide, particularly in STEM, is to shape individuals who are capable of contributing to the growth and development of society. This involves the acquisition of scientific knowledge and the ability to apply that knowledge to solve pressing global issues. Therefore, it is essential that STEM educators actively foster the development of critical thinking from the earliest stages of education. In biology classrooms, this can be achieved by encouraging students to apply critical thinking to topics like nutrition, where they can evaluate food sources, their nutrient content, and the biological processes that impact human health. Paul ([<reflink idref="bib54" id="ref44">54</reflink>]) asserts that individuals equipped with critical thinking are able to analyze facts, evidence, observations, and arguments to arrive at sound judgments through rational and unbiased evaluation. This means that students should be able to make informed decisions about health-related issues such as dietary planning, public health initiatives, and food security. Critical thinking enables students to draw reasonable conclusions from complex sets of biological data, such as evaluating nutritional information or assessing the impact of various diets on health outcomes. For example, in studying nutrition, students might critically assess how certain dietary patterns contribute to public health challenges like obesity or malnutrition.</p> <p>Critical thinking is a vital skill for success in the twenty first century, especially in STEM fields like biology, where questioning skills, analytical skills, and evaluative skills are necessary to address real-world problems. In nutrition science, these skills help students understand how dietary choices influence health and contribute to broader societal issues such as food security and public health. To align science education with the demands of the modern workforce, there is a growing need to shift from teacher-centered approaches to student-centered strategies that promote active learning and critical thinking (Benade &amp; Benade, [<reflink idref="bib16" id="ref45">16</reflink>]; Radzali et al., [<reflink idref="bib56" id="ref46">56</reflink>]).</p> <hd id="AN0182980757-6">Critical thinking ability and gender</hd> <p>Gender disparities in science achievement and abilities have long been a concern, particularly in Nigeria, where socio-cultural norms influence the roles of men and women. These disparities are especially evident as scientists work to address the underrepresentation of women in the upper echelons of STEM fields (Charlesworth &amp; Banaji, [<reflink idref="bib19" id="ref47">19</reflink>]). In Nigerian society, women have traditionally been seen as caretakers, with their contributions often confined to the home and community. However, in recent years, there has been growing recognition of the critical role that women play, not only in the home but also in educational institutions and the broader community. This has led to heightened concerns about women's involvement in various domains, including politics, social interactions, cultural activities and advancements in science and technology. However, significant barriers still exist, particularly in education, where girls are often discouraged from pursuing STEM subjects due to societal expectations (Akintoye et al., [<reflink idref="bib8" id="ref48">8</reflink>]).</p> <p>Research increasingly focuses on understanding the influence of gender differences on students' learning outcomes, particularly in Nigeria where cultural expectations shape both male and female students' engagement with STEM subjects (Marantika, [<reflink idref="bib39" id="ref49">39</reflink>]; Oladejo et al., [<reflink idref="bib49" id="ref50">49</reflink>]; Ro &amp; Knight, [<reflink idref="bib59" id="ref51">59</reflink>]). These cultural norms can result in girls being steered away from STEM subjects early in their education, limiting their opportunities for advancement in these fields. Therefore, examining instructional strategies through the lens of gender is crucial, as these strategies must account for the socio-cultural differences between girls and boys, particularly in how they perceive and engage with STEM subjects.</p> <p>Traditionally, societal norms have encouraged girls to conform while expecting boys to be active risk-takers. For instance, Lowrie &amp; Jorgensen ([<reflink idref="bib36" id="ref52">36</reflink>]) observe that boys often engage with toys that enhance visual-spatial abilities and promote active play, whereas girls tend to participate in structured games that emphasize turn-taking and rules. These social expectations may create cultural barriers for girls, impacting their learning experiences. The impact of gender on students' critical thinking abilities remains a debated issue in education, with research findings often showing conflicting results. Noverli and Cahya ([<reflink idref="bib43" id="ref53">43</reflink>]) argue that female students exhibit greater critical thinking skills than male students in arithmetic sequence and series due to more complex cognitive processes. Similarly, Supriyati and Djukri ([<reflink idref="bib66" id="ref54">66</reflink>]) found that female students outperform male students in all aspects of critical thinking during online Biology learning. Conversely, Ramdani et al. ([<reflink idref="bib57" id="ref55">57</reflink>]) reported that using science teaching materials integrated with local wisdom enhances students' critical thinking skills, with male students demonstrating higher critical thinking abilities compared to female students. However, Zetriuslita et al. ([<reflink idref="bib74" id="ref56">74</reflink>]) found that both male and female students exhibit similar levels of critical thinking abilities, whether at medium or low levels. In summary, the literature offers a varied perspective on the influence of gender on critical thinking abilities in science subjects. While some studies highlight significant gender differences, others do not support such distinctions. The complexity of this issue indicates a need for further investigation and consideration of the diverse factors that may contribute to these differing research outcomes</p> <p>The selection of gender as a variable for this study is based on current global trends and research focus on gender issues. Sustainable Development Goal 5 (SDG 5), one of the 17 goals established by the United Nations in 2015, addresses gender equality. This goal aims to promote gender equity, empower women, and eliminate gender disparities in education at all levels by 2030. Studies on gender and science (Tannenbaum et al. [<reflink idref="bib67" id="ref57">67</reflink>]) indicates that females can produce scientific knowledge comparable to males if the same rigorous methods are applied in scientific inquiry. Although gender inequality in STEM fields is a global issue, addressing the gender gap is considered a crucial step toward achieving equality and advancing human development. It is essential to provide boys and girls with equal opportunities and challenges. The complex impact of gender on academic outcomes highlights the necessity for detailed investigations that consider the various factors influencing students' experiences and achievements.</p> <p>Despite the critical importance of critical thinking skills for thriving in the twenty first century, research indicates a global shortfall in these abilities among learners, including those in Nigeria (Mamman et al. [<reflink idref="bib38" id="ref58">38</reflink>]; Said et al. [<reflink idref="bib61" id="ref59">61</reflink>]; ŽivkoviĿ, [<reflink idref="bib75" id="ref60">75</reflink>]). There seems to be a gap between the skills students gain in the classroom and those needed in the workforce. This gap necessitates a shift from traditional teaching methods that focus on basic skills to approaches that emphasize critical thinking (Alsowat, [<reflink idref="bib10" id="ref61">10</reflink>]; Adam et al., [<reflink idref="bib1" id="ref62">1</reflink>]; Teimourtash &amp; YazdaniMoghaddam, [<reflink idref="bib68" id="ref63">68</reflink>]). The new approach should encourage active exploration through cultural and contextual elements, featuring open-ended problem-solving, inquiry-based questions, hands-on and minds-on activities, and authentic learning experiences (Okebukola et al. [<reflink idref="bib47" id="ref64">47</reflink>]; Hikmawati et al., [<reflink idref="bib27" id="ref65">27</reflink>]). It is hypothesized that integrating cultural, technological and contextual elements into biology instruction will enhance students' critical thinking skills. This hypothesis was tested in the current study.</p> <hd id="AN0182980757-7">Research questions</hd> <p>These research questions guide the study:</p> <p></p> <ulist> <item> Will there be a statistically significant difference in the critical thinking ability of students taught nutrition with CTCA and the lecture method?</item> <p></p> <item> Will there be a statistically significant difference in the critical thinking ability of male and female students taught nutrition with CTCA?</item> </ulist> <hd id="AN0182980757-8">Methodology</hd> <p>This study employed an explanatory sequential design, a type of mixed-methods approach, to enhance the understanding of the research problem beyond what could be achieved through either quantitative or qualitative methods alone. The explanatory sequential design involves initially collecting and analyzing quantitative data, followed by qualitative data to provide further justification for the quantitative findings (Jaiyeola, [<reflink idref="bib29" id="ref66">29</reflink>]). The quantitative approach employed a pretest-posttest nonequivalent group design, including both a treatment group and a control group, while the qualitative component involved in-depth interviews. The explanatory sequential design was selected for its ability to integrate quantitative results with qualitative insights, which is particularly useful in education research where complex interactions between teaching methods and learning outcomes are being examined. Specifically, this design allows the researcher to first measure the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) through quantitative methods (pretest and posttest) and then explore students' perceptions and experiences with the approach through qualitative interviews.</p> <p>Due to administrative constraints in obtaining approval from the state ministry of education to randomly assign students to groups, intact classes from each school were used as groups. Consequently, the quantitative part of the study was quasi-experimental. For the qualitative phase, 12 students (six males and six females) from the CTCA group were randomly selected for interview. The study was conducted in two senior secondary schools drawn from Education Ditrict V in Lagos State. Senior secondary school Two (SS2, equivalent to Grade 11) participated in the study. To minimize potential interaction that could affect the study results, the chosen schools were considerably distanced from one another. In total, 121 SS2 students took part in the study, with 52 students (31 females and 21 males) in the experimental group and 69 students (39 females and 30 males) in the control group. The average age of the students was 15 years. Power analysis typically suggests that a sample size of at least 30 participants per group is ideal for detecting medium to large effects (Cohen, [<reflink idref="bib21" id="ref67">21</reflink>]), making the chosen sample size suitable for the analysis performed. Although the study employed intact classes, which limited the random assignment of students to groups, efforts were made to ensure diversity in the sample. The experimental and control groups included students of both genders, with the gender distribution (females: 31, males: 21 in the experimental group, and females: 39, males: 30 in the control group) balanced to minimize gender bias in the findings. Furthermore, the study targeted senior secondary school two (SS2) students, a critical age group that is relevant to the research objectives. To further ensure diversity and reduce bias, the schools selected were considerably distanced from each other to minimize interactions that could affect the study results. This approach helped control for extraneous variables and created a clear distinction between the two groups.</p> <p>The Nutrition Critical Thinking Test (NCTT), a multiple-choice instrument, was designed to gather quantitative data for this study. It was developed using past questions from the West African Senior School Certificate Examination (2014–2022) and content from two widely used senior secondary school biology textbooks. To ensure validity, the instrument was reviewed by two biology teachers and two English language teachers, each with over seven years of secondary school teaching experience. The biology teachers examined each question and its options to confirm that they were relevant to the students' curriculum and aligned with the behavioral objectives outlined in the lesson plans. The English language teachers ensured that the questions were clear, free from grammatical and semantic errors, and unambiguous. Feedback from this review process was used to create the final version of the instrument. To ascertain the reliability of the NCTT, it was administered to 35 students, and the data obtained was used to determine its reliability using IBM-SPSS version 23. The test items were separated into two halves based on their item numbers (odd and even). For each student, the total score from correctly answered odd-numbered items and the total score from even-numbered items were entered into SPSS. This provided two sets of scores for each student: one from the odd-numbered items and one from the even-numbered items. The scores were subjected to a split-half reliability test, and a Spearman-Brown coefficient for unequal length of 0.76 was obtained. This value falls within the acceptable range of 0.70–0.80, which is commonly used as a benchmark for most instruments in educational research (Mohajan, [<reflink idref="bib41" id="ref68">41</reflink>]).</p> <p>The second instrument used was the Students' Perception of the CTCA Interview Guide (SPCIG), which was designed to gather students' opinions on using the CTCA for learning biology. To ensure the credibility of the data collected with this instrument, participant triangulation and member checks were employed. This involved reviewing interview recordings multiple times and comparing them with the transcriptions to verify accuracy.</p> <p>Since random assignment to experimental and control groups was not achieved, analysis of covariance was applied on the achievement scores of the students with the pretest scores as covariate to control for any possible initial difference.</p> <hd id="AN0182980757-9">Treatment procedure</hd> <p>The teacher of the experimental group received training in the CTCA over a three-week period. Following this training, three micro-teaching sessions were conducted. In the control group, students were taught using the conventional lecture-based instruction. In contrast, the experimental group was taught nutrition concepts using the five-step CTCA protocol for each lesson (see Figure 1).</p> <p>PHOTO (COLOR): Figure 1. CTCA implementation steps.</p> <p>The treatment period lasted four weeks and involved the following steps:</p> <p></p> <ulist> <item> <bold> Step one: </bold> The teacher informed students about the topic to be learned in class, nutrition, approximately one week in advance. Students were instructed to (a) reflect on indigenous knowledge, cultural practices, and beliefs related to the topic, with the understanding that they would share these reflections during the lesson; and (b) use mobile phones or other internet-enabled devices to search for relevant online resources (the first technological aspect of the approach).</item> <p></p> <item> <bold> Step two: </bold> At the beginning of the lesson, after the teacher's introduction, students were divided into mixed-ability, mixed-sex groups (10 students per group). Each group shared their reflections on (a) indigenous knowledge and cultural practices associated with the topic, and (b) summaries of information gathered from web resources. Group leaders presented these reflections to the class. The teacher concluded the session by sharing their own insights into indigenous knowledge and cultural practices related to the topic.</item> <p></p> <item> <bold> Step three: </bold> The teacher continued the lesson using practical examples drawn from the local environment to make the concepts more tangible and less abstract (the "context" aspect of the approach). For instance, the guava and orange in the school compound were utilized as case studies to explore the role of fruits in supplying essential vitamins and minerals. Oranges are abundant in vitamin C, which enhances immune function, whereas guavas offer antioxidants that contribute to overall health.</item> <p></p> <item> <bold> Step four: </bold> As the lesson progressed, students were reminded of the relevance of their indigenous knowledge and cultural reflections for a deeper understanding of the concepts. The teacher addressed and clarified any misconceptions related to cultural beliefs.</item> <p></p> <item> <bold> Step five: </bold> At the end of each lesson, the teacher sent a concise summary (maximum 320 characters, equivalent to two SMS pages) via WhatsApp to all students. After the initial lesson, student group leaders took over this task, composing and distributing the summaries to the class WhatsApp group (the second technological aspect of the approach).</item> </ulist> <p>Examples of cultural knowledge or practices related to nutrition discussed during the lessons include:</p> <p>In Yoruba culture, there is a belief that consuming large quantities of meat reflects wealth and health. This notion often results in an overemphasis on meat at the expense of other important food groups, such as vegetables and grains. However, excessive intake of red and processed meats can lead to health problems, including heart disease and high cholesterol. A balanced diet that incorporates a variety of food groups is essential for overall well-being. This misconception was used to illustrate the importance of balanced nutrition, highlighting that while meat is beneficial, it should not replace the need for a varied diet, including foods like vegetables and grains. An example of a traditional dish illustrating this balance is "È̀fọ́ ríro" (see Figure 3).</p> <p>Staple foods were discussed using examples from Yoruba culture, such as Ìṣù (yam), Gàárì (cassava flakes), and Ògèdè àgbàgbá (plantain). These examples were utilized to explain the nutritional value of these foods, particularly their role in providing carbohydrates for energy (see Figure 2).</p> <p>PHOTO (COLOR): Figure 2. Local staple food in Nigeria (Lola, [<reflink idref="bib35" id="ref69">35</reflink>]).</p> <p>Balanced meals were illustrated using a traditional Yoruba dish, such as pounded yam (Ìyàn) served with vegetable soup (efo riro), which includes leafy greens, fish, or meat. This example demonstrates a balanced diet, incorporating carbohydrates, proteins, vitamins, and minerals (see Figure 3).</p> <p>PHOTO (COLOR): Figure 3. Nigerian made Ìyàn (pounded yam) and È̀fọ́ ríro (Vegetable soup) (Kalejaiye &amp; Kalejaiye ([<reflink idref="bib30" id="ref70">30</reflink>]).</p> <p>Indigenous plants and herbs, such as bitter leaf (<emph>ewuro</emph>) and moringa (<emph>ewe igbale</emph>), were used to illustrate medicinal plants (see Figure 4). In Hausa culture, bitter leaf ("<emph>Shuwaka</emph>") is known for its medicinal properties and is often used in traditional remedies to aid digestion and alleviate gastrointestinal issues. In Igbo culture, moringa (known locally as "<emph>Nchanwu</emph>" or "Ofe Akwukwo" in some areas). The leaves of moringa are commonly added to traditional soups and stews, such as "<emph>Ofe Nsala</emph>" or "<emph>Ofe Akwukwo</emph>," to boost the nutritional content of meals.</p> <p>PHOTO (COLOR): Figure 4. A local bitter leaf (Ewuro) (Yusram, [<reflink idref="bib73" id="ref71">73</reflink>]).</p> <p>Consumption of nutrient-rich foods like pap (eko) and pepper soup (obe ata) to support the health of the mother and child was used to explain how specific dietary customs for pregnant women and new mothers (see Figure 5).</p> <p>PHOTO (COLOR): Figure 5. A Nigerian local pap (Eko) (Wikidata, [<reflink idref="bib72" id="ref72">72</reflink>]).</p> <p>The control group underwent a four-week period of learning experiences focused on "Nutrition" utilizing the conventional lecture method which was more western instruction focused and devoid of cultural sensitivity. The control group underwent a four-week period of learning experiences focused on the topic of "Nutrition" using the conventional lecture method, which adhered strictly to a traditional, Western-style approach to instruction. This method was primarily teacher-centered, involving direct instruction where the teacher delivered content without much engagement from the students. The lectures followed a structured format in which the teacher explained nutritional concepts, such as macronutrients, micronutrients, and the importance of a balanced diet, using standard educational materials commonly found in mainstream Western curricula. This instructional approach was devoid of cultural sensitivity, meaning that it did not take into account the students' local cultural contexts, dietary practices, and traditional knowledge systems related to nutrition.</p> <p>The instructional process followed these steps:</p> <p></p> <ulist> <item> The teacher began by reviewing the previous lesson and introducing the new topic of nutrition to the students.</item> <p></p> <item> The teacher explained the nutritional concepts, using foreign examples without involving students in discussion or active engagement.</item> <p></p> <item> The teacher wrote notes on the board, which the students were expected to copy into their notebooks.</item> <p></p> <item> The lesson ended with the teacher summarizing key points and assigning homework, which the students recorded in their notebooks.</item> <p></p> <item> Finally, the teacher collected the students' books, marked their work, and returned them.</item> </ulist> <p>Both the experimental and control groups were subjected to a pretest before the intervention and a posttest after the intervention using the Nutrition Critical Thinking Test. To minimize potential biases related to changes in teaching staff, the same teachers were retained for both groups throughout the study. At the start of the data collection process, teachers were instructed to inform students that their performance on the test would not impact their school year grades and that there was no pass or fail outcome associated with the test. We ensured that the testing environment was free from distractions and maintained a focused atmosphere to enhance the reliability of the data collected.</p> <p>To support the validity of the results and avoid basing the discussion on speculation, we encouraged students to articulate their conceptual understanding and share their perceptions of the new teaching method. This was accomplished through semi-structured interviews with 12 students from the experimental group, comprising 6 males and 6 females. Since the study aimed to explore gender equality/differences in students' performance, the selection ensured a balanced representation of both sexes, with an equal number of males and females. The interviews were conducted the day after the posttest in a quiet and distraction-free area of the school to provide a comfortable environment for the students. To foster their trust and cooperation, each student was informed that the interview was not a test, and there were no right or wrong answers. They were also notified that the session would be recorded. Each interview lasted approximately 17 min.</p> <hd id="AN0182980757-10">Results</hd> <p>The analysis followed a step-by-step procedure with the test of the parametric assumptions coming first before we applied the ANCOVA statistic on the data. The Levene's test (test of homogeneity) confirmed the two groups were not significantly different from one another (<emph>F</emph> = 2.47; <emph>p</emph> &gt; 0.05). Having met these assumptions, we applied the ANCOVA statistic on the critical thinking scores of the students in the two groups, using the scores generated from the critical thinking test as the dependent variable, the teaching methods as the fixed factor, and the pretest scores as the covariate.</p> <hd id="AN0182980757-11">Research question one</hd> <p>To answer research question one which investigated if there was a statistically significant difference in the critical thinking ability of students taught with CTCA and the lecture method, the data was subjected to descriptive statistics of mean and standard deviation as shown in Table 1.</p> <p>Table 1. Mean and Standard Deviation of critical thinking Test Scores of the Two Groups.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Group&lt;/td&gt;&lt;td&gt;Mean&lt;/td&gt;&lt;td&gt;Std. Deviation&lt;/td&gt;&lt;td&gt;N&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Experimental group&lt;/td&gt;&lt;td char="."&gt;9.72&lt;/td&gt;&lt;td char="."&gt;3.932&lt;/td&gt;&lt;td char="."&gt;52&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Control group&lt;/td&gt;&lt;td char="."&gt;6.71&lt;/td&gt;&lt;td char="."&gt;3.673&lt;/td&gt;&lt;td char="."&gt;69&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Total&lt;/td&gt;&lt;td char="."&gt;7.95&lt;/td&gt;&lt;td char="."&gt;4.046&lt;/td&gt;&lt;td char="."&gt;121&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>The result in Table 1 showed that students in the experimental group had a higher mean score (9.72) than their counterpart in the control group (6.71) (see Figure 6). Thus, to ascertain whether the observed difference is statistically significant and not due to error variance, the obtained result was subjected to inferential testing as shown in Table 2.</p> <p>PHOTO (COLOR): Figure 6. Mean and Standard Deviation showing the difference in the critical thinking ability of CTCA and Conventional lecture method group.</p> <p>Table 2. Test of significance between the experimental and control groups.</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;td&gt;Partial Eta Squared&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;195.131&lt;sup&gt;a&lt;/sup&gt;&lt;/td&gt;&lt;td char="."&gt;2&lt;/td&gt;&lt;td char="."&gt;97.565&lt;/td&gt;&lt;td char="."&gt;6.758&lt;/td&gt;&lt;td char="."&gt;.002&lt;/td&gt;&lt;td char="."&gt;.139&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Intercept&lt;/td&gt;&lt;td char="."&gt;663.408&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;663.408&lt;/td&gt;&lt;td char="."&gt;45.953&lt;/td&gt;&lt;td char="."&gt;.000&lt;/td&gt;&lt;td char="."&gt;.354&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;PRECRI&lt;/td&gt;&lt;td char="."&gt;3.125&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;3.125&lt;/td&gt;&lt;td char="."&gt;.216&lt;/td&gt;&lt;td char="."&gt;.643&lt;/td&gt;&lt;td char="."&gt;.003&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;GROUP&lt;/td&gt;&lt;td char="."&gt;165.041&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;165.041&lt;/td&gt;&lt;td char="."&gt;11.432&lt;/td&gt;&lt;td char="."&gt;.001&lt;/td&gt;&lt;td char="."&gt;.120&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Error&lt;/td&gt;&lt;td char="."&gt;1212.685&lt;/td&gt;&lt;td char="."&gt;198&lt;/td&gt;&lt;td char="."&gt;14.437&lt;/td&gt;&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;6912.000&lt;/td&gt;&lt;td char="."&gt;121&lt;/td&gt;&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;1407.816&lt;/td&gt;&lt;td char="."&gt;120&lt;/td&gt;&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 a. R Squared =.139 (Adjusted R Squared =.118).</p> <p>The result in Table 2 shows that at entry level, students of both groups (CTCA and Lecture method) were not significantly different from one another in their critical thinking ability (pretest scores, <emph>p</emph> = 0.64). However, after treatment, the result showed that the experimental group significantly outperformed (<emph>F</emph>(<reflink idref="bib1" id="ref73">1</reflink>, 198) = 11.43; <emph>p</emph> &lt; 0.05) the control group.</p> <hd id="AN0182980757-12">Research question two</hd> <p>Research question two sought to examine if there was a statistically significant difference in the critical thinking ability of male and female students taught with CTCA. The quantitative data was subjected to descriptive statistics of mean and standard deviation as shown in Table 3.</p> <p>Table 3. Mean and Standard Deviation of critical thinking Test of Male and Female students Taught with CTCA.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Gender&lt;/td&gt;&lt;td&gt;Mean&lt;/td&gt;&lt;td&gt;Std. Deviation&lt;/td&gt;&lt;td&gt;N&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Female&lt;/td&gt;&lt;td char="."&gt;9.02&lt;/td&gt;&lt;td char="."&gt;2.63&lt;/td&gt;&lt;td char="."&gt;31&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Male&lt;/td&gt;&lt;td char="."&gt;8.78&lt;/td&gt;&lt;td char="."&gt;2.30&lt;/td&gt;&lt;td char="."&gt;21&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Total&lt;/td&gt;&lt;td char="."&gt;8.93&lt;/td&gt;&lt;td char="."&gt;2.50&lt;/td&gt;&lt;td char="."&gt;52&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>The result in Table 4 indicates that the mean scores of the female (9.02) and male (8.78) students in the CTCA class are comparable. To ascertain whether this observed comparable difference is real or attributed to error variance, this result was subjected to inferential testing in Table 4.</p> <p>Table 4. Test of significance between the Female and Male students Taught with CTCA.</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;td&gt;Partial Eta Squared&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;15.951&lt;sup&gt;a&lt;/sup&gt;&lt;/td&gt;&lt;td char="."&gt;2&lt;/td&gt;&lt;td char="."&gt;7.976&lt;/td&gt;&lt;td char="."&gt;1.278&lt;/td&gt;&lt;td char="."&gt;.285&lt;/td&gt;&lt;td char="."&gt;.035&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Intercept&lt;/td&gt;&lt;td char="."&gt;333.686&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;333.686&lt;/td&gt;&lt;td char="."&gt;53.487&lt;/td&gt;&lt;td char="."&gt;.000&lt;/td&gt;&lt;td char="."&gt;.433&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;PRE&amp;#95;CRI&lt;/td&gt;&lt;td char="."&gt;14.888&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;14.888&lt;/td&gt;&lt;td char="."&gt;2.386&lt;/td&gt;&lt;td char="."&gt;.127&lt;/td&gt;&lt;td char="."&gt;.033&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;GENDER&lt;/td&gt;&lt;td char="."&gt;3.049&lt;/td&gt;&lt;td char="."&gt;1&lt;/td&gt;&lt;td char="."&gt;3.049&lt;/td&gt;&lt;td char="."&gt;.489&lt;/td&gt;&lt;td char="."&gt;.487&lt;/td&gt;&lt;td char="."&gt;.007&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Error&lt;/td&gt;&lt;td char="."&gt;436.706&lt;/td&gt;&lt;td char="."&gt;49&lt;/td&gt;&lt;td char="."&gt;6.239&lt;/td&gt;&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;6276.000&lt;/td&gt;&lt;td char="."&gt;52&lt;/td&gt;&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;452.658&lt;/td&gt;&lt;td char="."&gt;51&lt;/td&gt;&lt;td /&gt;&lt;td /&gt;&lt;td /&gt;&lt;td /&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>2 a. R Squared =.035 (Adjusted R Squared =.008).</p> <p>The result obtained in Table 4 revealed that before treatment, male and female students in the CTCA group were not significantly different from one another in their critical thinking ability, and after treatment, no significantly difference was achieved between the two group [<emph>F</emph>(<reflink idref="bib1" id="ref74">1</reflink>,<reflink idref="bib49" id="ref75">49</reflink>) =.49; <emph>p</emph> &gt;.05].</p> <p>The qualitative part of the study which sought students' perception about the CTCA that was used to teach them nutrition. The highlighted responses lend support to our logical submissions in the discussion section regarding the better performance of the experimental students as against their counterparts in the control group. The selected students were interviewed on—their perception of CTCA as a teaching approach, most preferred component of CTCA and Impact of CTCA on Concept Understanding. Their responses were coded and interpreted with a few direct quotes presented in Table 5. Our findings revealed that all participants expressed positive perception on the Culturo-Techno-Contextual Approach (CTCA) used in class. They described it as effective, engaging, interactive, and helpful in improving their understanding of the topic. Participants noted that the method made studying easier and made the class livelier. All of the participants agreed that CTCA enhanced their comprehension of the subject matter, particularly by facilitating the understanding of a complex biological concepts like nutrition. On the most preferred component of CTCA, the findings were diverse, reflecting the variety of available options. Some students found that accessing information online had the greatest impact on their learning. Others considered the contextual examples provided by the teacher to be the most effective, while some valued the group discussions the most. Notably, about half of the interviewees highlighted that the most impactful aspect of the CTCA approach was the requirement to search for online materials and watch YouTube videos on the concept of nutrition.</p> <p>Table 5. Findings from Interview.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Themes&lt;/td&gt;&lt;td&gt;Summary of findings&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody valign="top"&gt;&lt;tr&gt;&lt;td&gt;Perception on CTCA&lt;/td&gt;&lt;td&gt;All the participant (&lt;italic&gt;N&lt;/italic&gt; = 12) expressed their positive feedback on the method of instruction used in class. They found it effective, good, interesting, interactive, and able to make them understand the topic better. The method was also perceived to make studying easier and make the class lively. The transcript is presented below; &lt;italic&gt;"What made the method nice was when you related the topic to the things we see around our community. It made learning of the topic easy" (Student C, Female, 16 years)&lt;/italic&gt;&lt;italic&gt;"I found the method very useful for improving understanding of nutrition concept" (Student D, Female, 16 years)&lt;/italic&gt;&lt;italic&gt;"I think the method is useful in simplifying biology topics especially since it relates the topic to our cultural beliefs" (Student F, Male, 16 Years)&lt;/italic&gt;&lt;italic&gt;"It made us understand more on the topic and it gave us a way to remember by linking the information to our culture" (Student G, Female, 15 Years)&lt;/italic&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Most preferred component of CTCA&lt;/bold&gt;&lt;/td&gt;&lt;td&gt;The findings on this theme were diverse, reflecting the range of available options. For some students, the most impactful learning activity was accessing information online. Student B, a 15-year-old female, commented: "For me, the online activity is the most helpful and interesting aspect of the approach. The explanations in the videos are much clearer than the textbook definitions." Student C, a 16-year-old male, commented: "Sir, the aspect of the that I found most helpful is the online videos. Before this, I am always online because my daddy does share data for me often. So, I like going online very well to chat with my friends and I watch online movies very well." Others found the contextual examples provided by the teacher to be the most effective, Student E, Female 15-year-old "&lt;italic&gt;It made me understand more on the topic and it gave us a way to remember by linking the topic to our school environment, like the orange and guava in our compound&lt;/italic&gt;" While some students valued the group discussions the most. Notably, about half of the interviewees highlighted that the most impactful aspect of the CTCA approach was the requirement to search for online materials and watch youtube videos on the concept of nutrition.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Impact of CTCA on Concept Understanding&lt;/bold&gt;&lt;/td&gt;&lt;td&gt;All of the study participants endorsed that CTCA enhanced their comprehension of the concept. They viewed CTCA as an approach that facilitates the comprehension of complex biological concepts like nutrition. This was evident in the following statements: &lt;italic&gt;"The teaching method made me gain interest in the topic and it also made me understand it well" (Student B, Male, 14 years)&lt;/italic&gt;&lt;italic&gt;"It makes me understand well because it relates the topic to things I come across almost all the time" (Student D, Female, 16 years)&lt;/italic&gt;&lt;italic&gt;"The way the method relates to our environment and culture made the topic easier to assimilate" (Student G, Female, 15 Years)&lt;/italic&gt;&lt;italic&gt;"It increases my idea of the topic, which is something I have always wanted in biology" (Student H, Female, 16 Years)&lt;/italic&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <hd id="AN0182980757-13">Discussion</hd> <p>The first research question sought to determine if there was a statistically significant difference in the critical thinking ability of students taught using CTCA and those using the conventional lecture method. Results showed that CTCA positively improved students' critical thinking ability compared to the conventional lecture method. This result is in accord with the findings of (Awaah et al. [<reflink idref="bib13" id="ref76">13</reflink>]; Onowugbeda et al. [<reflink idref="bib50" id="ref77">50</reflink>]; Akintoye et al. [<reflink idref="bib7" id="ref78">7</reflink>]; Awaah et al. [<reflink idref="bib14" id="ref79">14</reflink>]; Oladejo et al. [<reflink idref="bib49" id="ref80">49</reflink>]). These studies tested the potency of CTCA in biology, chemistry, and physics against the conventional lecture-based instruction and found CTCA to promote meaningful learning of the STEM concepts treated.</p> <p>The alignment of the findings from the current study with those of previous research highlights the significant role that culture, technology, and context play in students' learning, especially when integrated through the culturo-techno-contextual approach. We hypothesize that the superior performance of the CTCA groups compared to the control group in understanding nutrition concepts can be largely attributed to the components of CTCA. Specifically, the cultural context in which students are engaged plays a crucial role. As detailed in the treatment procedure, the "culturo" aspect of CTCA involved the teacher asking students to document indigenous knowledge and cultural practices related to the topic being studied. This approach enabled students to connect their indigenous knowledge and cultural practices with the concept of nutrition. Examples of this indigenous knowledge shared during the lessons are illustrated in Figures 2–5. Consequently, students in the CTCA groups entered the classroom with foundational indigenous knowledge and cultural practices, which facilitated their learning of the new topic.</p> <p>The theory of social constructivism (Vygotsky, [<reflink idref="bib71" id="ref81">71</reflink>]) provides a robust framework for understanding the improved performance of the CTCA groups, particularly in developing critical thinking skills. Before each lesson, students were instructed to engage with their parents or other adults about cultural practices or local knowledge related to the topic and to watch relevant YouTube videos (technology mediation). This approach not only exposed them to new perspectives but also encouraged them to analyze, evaluate, and synthesize information from various sources, all key components of critical thinking. In the classroom, students shared these insights with each other, learning from their interactions with their parents and YouTube videos, which acted as more knowledgeable others (MKO). This peer interaction facilitated collaborative critical thinking, as students questioned and discussed the information they had gathered, refining their understanding of the topic. Through these interactions and the process of scaffolding, students gradually progressed from their current cognitive abilities to a higher level of understanding within their zone of proximal development (ZPD), as described by Vygotsky ([<reflink idref="bib71" id="ref82">71</reflink>]).</p> <p>Ausubel ([<reflink idref="bib11" id="ref83">11</reflink>]) highlighted the significance of prior knowledge in acquiring new concepts. The pre-lesson activities assigned to the CTCA students likely facilitated their learning by serving as advance organizers that guide students toward their ZPD, a concept theorized to enhance learning. This hypothesis is supported by the direct feedback from one of the interviewees, who stated:</p> <p>Sekinah (pseudo name; 15 years; Female):</p> <p>Looking up stuff online and asking my parents about traditional knowledge really made me feel more confident when answering questions in class. I found the traditional stuff super interesting and useful because it helped me link what we learned in class to real life and understand why it mattered. Being in a group was a lot of fun; I got to learn from my friends and even be the group leader, which made me feel more confident and a bit competitive. The group work made the class really exciting and fun</p> <p>An additional factor contributing to the superior performance of students in the CTCA groups is the application of contextual examples in CTCA lessons. As noted by Okebukola ([<reflink idref="bib46" id="ref84">46</reflink>]), the unique identity of each school, known as its locational context, plays a crucial role in shaping the examples and local case studies used in science education. Paristiowati et al. ([<reflink idref="bib53" id="ref85">53</reflink>]) argues that contextual learning helps teachers connect content with real-world scenarios, enabling students to relate academic knowledge to their personal lives within their families and communities. Pobiner et al. ([<reflink idref="bib55" id="ref86">55</reflink>]) argued that using relevant contextual human examples can help even younger students grasp fundamental biological concepts, and that this approach fosters greater student engagement and an interactive learning environment. Moreover, incorporating physical objects for illustration provides students with a tangible context that enriches and deepens their understanding of scientific concepts (Simamora et al., [<reflink idref="bib63" id="ref87">63</reflink>]).</p> <p>The second research question investigated if there was a significant difference in the critical thinking ability of female and male students exposed to CTCA. It was revealed that no statistically significant difference was found between the critical thinking ability of female and male students. These findings tally with that of Onowugbeda et al., ([<reflink idref="bib50" id="ref88">50</reflink>]); Adam et al., ([<reflink idref="bib2" id="ref89">2</reflink>]); Oladejo et al., ([<reflink idref="bib49" id="ref90">49</reflink>]). These studies took place at different times and locations, yet they all reported to have found no difference in the performance of female and male students sampled. The findings of these previous studies align with those of the current study in that they all involved secondary school students and concentrated on challenging concepts in STEM subjects. However, unlike the current study, which examines critical thinking ability, the previous studies primarily assessed retention, achievement, and attitude.</p> <p>STEM educators have launched various initiatives to address gender inequity in STEM fields, given the substantial evidence of female underrepresentation (Akinsowon &amp; Osisanwo, [<reflink idref="bib6" id="ref91">6</reflink>]; Ademola et al., [<reflink idref="bib4" id="ref92">4</reflink>]; He et al., [<reflink idref="bib25" id="ref93">25</reflink>]; Herrmann et al., [<reflink idref="bib26" id="ref94">26</reflink>]). The effectiveness of different teaching methods in bridging this gender gap has yielded mixed results. In this context, the non-significant gender differences observed in this study, as opposed to the traditionally reported lower performance of females, can be attributed to the comprehensive nature of the CTCA, which differs from conventional lecture methods. One key component of the CTCA is its cultural dimension, which required students to consult their parents and present cultural practices related to nutrition in class. Female students, who traditionally spend more time at home and are often more involved in domestic and familial activities, were particularly successful in this task. In Nigerian cultural norms, girls and women tend to engage more in food-related practices, cooking, and discussions about nutrition within the household, which gives them greater exposure to the cultural knowledge emphasized in this teaching method (Akanle, [<reflink idref="bib5" id="ref95">5</reflink>]; Das &amp; Mishra, [<reflink idref="bib23" id="ref96">23</reflink>]). This increased interaction with parents and family members regarding cultural practices likely enhanced their ability to relate to and excel in this aspect of the instruction.</p> <p>Additionally, the group discussions provided an opportunity for students who struggled with the task to gain insights from their peers, enhancing their understanding. These mixed-sex and mixed-ability group interactions fostered female students' interest in learning and improved their performance. This finding aligns with Nzewi ([<reflink idref="bib45" id="ref97">45</reflink>]) observation that traditional science classrooms tend to foster a competitive atmosphere, which can be less conducive to female students' success. In contrast, female students tend to perform better in cooperative learning environments. The group discussions in CTCA allowed students to scaffold their learning, providing opportunities for both male and female students to support each other in developing their critical thinking skills. This cooperative approach is in contrast to traditional competitive classroom settings, where male students often dominate discussions, leading to the marginalization of female voices. Therefore, the implementation of the CTCA provides a more supportive environment for female students, allowing them to improve their performance and, over time, reach the same level as their male counterparts through group discussions.</p> <p>Recently, science educators have increasingly focused on addressing the performance gap between male and female students in biology, particularly in terms of achievement and attitudes. Strategies that promote active participation through student-student interactions and discussions are emerging as effective methods to bridge the long-standing gender differences in secondary school biology achievement (Almasri et al., [<reflink idref="bib9" id="ref98">9</reflink>]; Ademola et al., [<reflink idref="bib4" id="ref99">4</reflink>]; Sullivan et al., [<reflink idref="bib65" id="ref100">65</reflink>]). When students learn from each other, assist one another, or receive support from the teacher, they engage in what is known as instructional scaffolding. This approach helps students broaden their learning scope and acquire more knowledge and skills than they could independently. According to Okebukola ([<reflink idref="bib46" id="ref101">46</reflink>]), instructional scaffolding theory posits that students benefit more from collaboration with peers who possess a broader range of skills and knowledge compared to learning in isolation. This is in line with the second step of CTCA where students interact in a mixed gender and mixed ability group. The contextual examples used in class were also accessible to all students, regardless of gender or resource availability, and were free from gender stereotypes, unlike textbook examples, which often present foreign and biased perspectives (Oladejo et al., [<reflink idref="bib49" id="ref102">49</reflink>]).</p> <hd id="AN0182980757-14">Theoretical contributions and practical implications</hd> <p>The findings of this study provide significant insights into both the theoretical and practical implications of the Culturo-Techno-Contextual Approach (CTCA) for future STEM education reforms. The improvement in students' critical thinking abilities highlights the theoretical innovation of integrating culturally relevant pedagogies into science education. CTCA's combination of cultural, technological, and contextual elements offers a transformative model. This model effectively addresses the shortcomings of traditional teaching methods, especially in African contexts, where students' cultural backgrounds are often overlooked in standard curricula. The approach helps to bridge the gap between abstract scientific concepts and students' real-life experiences, making STEM subjects more engaging, relatable, and accessible.</p> <p>The process of training teachers to implement CTCA revealed both challenges and opportunities. One of the key challenges was resistance to change, as teachers were initially hesitant to move away from traditional lecture-based methods. Additionally, some teachers struggled to fully understand the importance of incorporating cultural elements into their lessons, which required a shift in mindset toward embracing a more student-centred, culturally responsive pedagogy.</p> <p>Despite these challenges, the training also presented valuable opportunities. Teachers reported feeling empowered after learning how to connect scientific concepts to students' everyday lives, which revitalized their teaching practices. The collaborative nature of the training fostered a sense of community, allowing teachers to share ideas and strategies for effectively integrating culture and technology into their lessons. As they became more comfortable with CTCA, teachers observed improvements in student participation and a greater sense of ownership in the learning process.</p> <p>A critical aspect of the Culturo-Techno-Contextual Approach (CTCA) informing students about the topic in advance and encouraging them to reflect on indigenous knowledge and use online resources to prepare for the addresses the issue of disengagement in STEM education by actively involving students in the learning process from the outset. It enables students to draw connections between their cultural backgrounds and scientific concepts. This mixed-ability, mixed-sex grouping also addresses issues of gender equity and participation in STEM education, which is a major concern raised in the introduction. Implementing this collaborative approach requires targeted professional development for teachers, as it encourages them to facilitate student-centred discussions rather than dominating classroom interactions. Relating nutritional concepts to fruits available in the local environment not only makes learning relatable but also emphasizes the relevance of scientific knowledge to students' everyday lives. This context-driven approach helps bridge the gap between rote learning and critical thinking, which is particularly problematic in African STEM education. Reflecting on the relevance of indigenous knowledge throughout the lesson and addressing cultural misconceptions helps demystify scientific concepts and challenges students' preconceived notions, a critical step in fostering critical thinking skills. This process also underscores the need for professional development programs that train teachers to skillfully navigate cultural misconceptions while respecting students' beliefs. On a policy level, this highlights the importance of developing culturally responsive curricula that do not only focus on Western scientific knowledge but also integrate indigenous perspectives.</p> <p>The findings also highlight the need for targeted professional development programmes that help teachers understand and implement culturally responsive pedagogies such as CTCA. Although the study revealed initial resistance from some teachers, it became clear that sustained support and training are crucial. Teachers require ongoing development to overcome misconceptions about integrating cultural elements into the curriculum and to fully embrace a student-centred, culturally informed teaching approach. This study demonstrates that professional development should not only focus on teaching the mechanics of CTCA but also on addressing teachers' beliefs about the role of culture in education. Teachers must be equipped with the skills to adapt their teaching strategies to accommodate students' diverse cultural backgrounds and effectively dispel cultural misconceptions in the classroom. This transformation is crucial for achieving the broader objective of enhancing critical thinking and meeting the developmental goals outlined in Agenda 2063, which aims to foster sustainable development across the continent through innovation in various sectors, including education, science, and technology. This study demonstrates how integrating indigenous knowledge into STEM education, particularly in biology, not only improves students' critical thinking ability but also counters the underperformance of Black male and female students.</p> <p>The implications for educational policy are equally significant. The success of CTCA in improving critical thinking skills suggests that national curricula should incorporate culturally relevant teaching approaches to meet the diverse needs of students. This study provides strong evidence that culturally responsive teaching can make STEM education more gender inclusive and effective, particularly in the context of biology. Policymakers should revise curriculum guidelines to mandate the integration of indigenous knowledge and local contexts into STEM education. Such changes would not only aid students in understanding and retaining complex scientific concepts but also promote a more inclusive and equitable educational environment. Additionally, the study's findings on gender equity in critical thinking abilities challenge traditional stereotypes and affirm that culturally responsive pedagogies can help close the gender gap in STEM education. CTCA fosters an inclusive classroom environment where all students, regardless of gender, are encouraged to actively participate and engage with the material. This inclusivity enhances educational outcomes and helps build a more equitable pathway for students to pursue careers in STEM fields, promoting diversity and inclusion in the workforce.</p> <hd id="AN0182980757-15">Conclusion</hd> <p>We examined the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) in enhancing critical thinking abilities among biology students in senior secondary schools. Our results showed that CTCA significantly enhances students' critical thinking skills compared to traditional lecture-based instruction. This finding highlights the potential of CTCA as a powerful pedagogical tool for promoting meaningful learning in science education. Incorporating cultural, technological, and contextual elements in the CTCA framework enables students to connect new scientific concepts with their existing cultural knowledge and everyday experiences. This connection deepens their understanding of complex topics and makes learning more relevant and engaging. The positive perceptions of CTCA among students further support its effectiveness in creating a dynamic and interactive classroom environment conducive to critical thinking. Furthermore, our result revealed no significant gender differences in critical thinking abilities among students taught with CTCA, suggesting that this approach promotes equitable learning outcomes. This finding is particularly significant in STEM education, where gender disparities have historically been a concern. By fostering an inclusive and supportive learning environment, CTCA can help narrow the gender gap and encourage more female students to pursue STEM careers. Based on these findings, it is recommended that CTCA be more widely adopted in biology instruction and potentially in other science subjects. Educators should receive training on effectively implementing this approach, and curriculum planners should consider integrating culturally relevant and contextually responsive teaching methods into national education guidelines. These measures could greatly enhance the quality of science education, increase student engagement, and foster the critical thinking skills necessary for addressing contemporary challenges.</p> <hd id="AN0182980757-16">Limitations and future direction</hd> <p>While our study provides valuable insights into the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) in enhancing critical thinking abilities in biology students, several limitations should be acknowledged. Firstly, the study's scope was limited to two senior secondary schools in Lagos State, which may limit the generalizability of the findings to other regions or educational contexts. Additionally, the sample size, comprising 121 students, though sufficient for our study, might not capture the full diversity of student experiences and backgrounds across different schools. Our reliance on pre- and post-test data to measure critical thinking skills, without a retention test, limits our understanding of the long-term impact of CTCA. A retention test administered several weeks after the post-test could provide deeper insights into the durability of the learning outcomes associated with this approach. Furthermore, the quasi-experimental design, necessitated by administrative constraints, may introduce biases related to the nonrandom assignment of participants to experimental and control groups. In future research, we aim to expand the scope and sample size to include a more diverse population from various educational districts and regions. This would offer a broader perspective on the impact of CTCA on critical thinking abilities across different contexts. Additionally, incorporating a retention test in future studies would help evaluate the long-term retention and application of the learned concepts. We also plan to explore the specific elements of CTCA that contribute most to its effectiveness, enabling further refinement and adaptation of the approach. Moreover, investigating the potential of CTCA to address other critical educational issues, such as reducing dropout rates and improving overall student well-being, would provide a more comprehensive understanding of its benefits and applications.</p> <hd id="AN0182980757-17">Acknowledgements</hd> <p>We would like to express our sincere gratitude to the principals, teachers, and students of the participating schools in Lagos State for their cooperation and support. We also extend our appreciation to the Lagos State Ministry of Education for granting the necessary permissions to conduct this study.</p> <hd id="AN0182980757-18">Ethics approval</hd> <p>The study has been reviewed and approved by the Faculty of Education at Lagos State University, Ojo, and has been evaluated for adherence to the ethical guidelines provided by the Helsinki Declaration and relevant local regulations.</p> <hd id="AN0182980757-19">Informed consent</hd> <p>Prior to the study, we obtained the required permissions from the school authorities, including the principals. All participants were provided with a consent form to sign, ensuring they fully understood the objectives of the study and the confidentiality of their responses. Participation was voluntary, and participants had the right to withdraw at any time. It is important to note that no harm or abuse, either physical or psychological, was inflicted upon the participants during the research process.</p> <hd id="AN0182980757-20">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0182980757-21">Data availability statement</hd> <p>The data used for this study is available upon reasonable request, and no permission is required to use the materials used in this study.</p> <hd id="AN0182980757-22">Appendix</hd> <hd1 id="AN0182980757-23">Students' Perception of the CTCA Interview Guide (SPCIG)</hd1> <p>Thank you for participating in this interview. We are interested in learning about your experiences and perceptions of the <bold>Culturo-Techno-Contextual Approach (CTCA)</bold> that was used to teach you nutrition. Your responses will help us understand how effective this teaching method was and how it influenced your learning. This interview will take approximately 15-20 min. Your responses will remain confidential.</p> <hd1 id="AN0182980757-24">Question</hd1> <p></p> <hd1 id="AN0182980757-25"> • How would you describe your overall experience with the CTCA method used to teach nutrition? </hd1> <p></p> <hd1 id="AN0182980757-26"> • Which component of the CTCA approach did you find the most helpful in understanding the topic of nutrition? </hd1> <p></p> <hd1 id="AN0182980757-27"> • Do you feel that CTCA helped improve your understanding of complex concepts in nutrition? How so? </hd1> <p></p> <hd1 id="AN0182980757-28"> • Is there anything you would suggest to improve the CTCA method for future lessons? </hd1> <p>Thank you for sharing your thoughts and experiences. Your feedback is valuable and will help us improve the teaching approach for future students.</p> <ref id="AN0182980757-29"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Adam, U., Akintoye, H., Oludipe, O. 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| Items | – Name: Title Label: Title Group: Ti Data: Bridging Culture and Science: Culturo-Techno-Contextual Approach in Culturally Relevant Biology Pedagogy – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <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>)<br /><searchLink fieldCode="AR" term="%22Musa+Adekunle+Ayanwale%22">Musa Adekunle Ayanwale</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7640-9898">0000-0001-7640-9898</externalLink>)<br /><searchLink fieldCode="AR" term="%22Soladoye+N%2E+Lame%22">Soladoye N. Lame</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3944-5037">0000-0002-3944-5037</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tunde+Owolabi%22">Tunde Owolabi</searchLink><br /><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="%22Adekunle+I%2E+Oladejo%22">Adekunle I. Oladejo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2546-1930">0000-0003-2546-1930</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="%22Kehinde+G%2E+Ogolo%22">Kehinde G. Ogolo</searchLink><br /><searchLink fieldCode="AR" term="%22Maliq+A%2E+Adebowale%22">Maliq A. Adebowale</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Research%22"><i>Journal of Educational Research</i></searchLink>. 2025 118(2):100-115. – 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: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – 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="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Nigeria+%28Lagos%29%22">Nigeria (Lagos)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00220671.2024.2446898 – Name: ISSN Label: ISSN Group: ISSN Data: 0022-0671<br />1940-0675 – Name: Abstract Label: Abstract Group: Ab Data: As science educators seek innovative methods to engage students, the Culturo-Techno-Contextual Approach (CTCA) has emerged as a promising strategy, particularly for African students. CTCA is a culturally responsive teaching method that integrates culture, technology, and locational context, making science more relatable and meaningful. We assessed CTCA's effectiveness in enhancing critical thinking in biology among 121 senior secondary students in Lagos State. An explanatory sequential design was used, with the experimental group taught using CTCA and the control group receiving traditional instruction. Data were collected using the Critical Thinking Test in Nutrition (a = 0.80) and interviews. Results showed a significant improvement in critical thinking for the CTCA group (F(1, 198) = 11.43; p < 0.05), with no significant gender differences (F(1,49) = 0.49; p > 0.05). Students responded positively to intervention, leading to the conclusion that CTCA effectively enhances critical thinking in biology; hence, adoption of CTCA in biology instruction is recommended. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1472464 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220671.2024.2446898 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 100 Subjects: – SubjectFull: Biology Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Culturally Relevant Education Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Intervention Type: general – SubjectFull: Critical Thinking Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Tests Type: general – SubjectFull: Gender Differences Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Nigeria (Lagos) Type: general Titles: – TitleFull: Bridging Culture and Science: Culturo-Techno-Contextual Approach in Culturally Relevant Biology Pedagogy Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Umar A. Adam – PersonEntity: Name: NameFull: Musa Adekunle Ayanwale – PersonEntity: Name: NameFull: Soladoye N. Lame – PersonEntity: Name: NameFull: Tunde Owolabi – PersonEntity: Name: NameFull: Franklin U. Onowugbeda – PersonEntity: Name: NameFull: Adekunle I. Oladejo – PersonEntity: Name: NameFull: Peter A. Okebukola – PersonEntity: Name: NameFull: Kehinde G. Ogolo – PersonEntity: Name: NameFull: Maliq A. Adebowale IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0022-0671 – Type: issn-electronic Value: 1940-0675 Numbering: – Type: volume Value: 118 – Type: issue Value: 2 Titles: – TitleFull: Journal of Educational Research Type: main |
| ResultId | 1 |
