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A cultural, technological, and contextual pedagogy to enhance retention of biology concepts
By Onowugbeda, Franklin U.
This study examined the impact of a pedagogy that is culturally influenced and laced with technological and contextual elements known as the culturo-techno-contextual approach (CTCA) on promoting knowledge retention of biology concepts. The research design was mixed methods, and the sample consisted of 88 senior secondary school II students selected from two Lagos State educational district V schools in Nigeria. Quantitative data was collected using the Variation and Evolution Achievement Test with a reliability value of 0.79, while qualitative data was collected using the Students’ Perception of CTCA Interview Guide. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase, and a retention test four weeks later. The ANCOVA output demonstrated a statistically significant difference in knowledge retention [F (1,85) = 134.50; p <.05]. This suggests that experimental students retained more. © 2024 Taylor & Francis Group, LLC.
Influence of students' career interests on perceived difficult concept in computer studies in Ghanaian and Nigerian secondary schools
By Gbeleyi, Olasunkanmi A.
There have been few studies on students' difficulty in the computer studies curriculum of African senior secondary schools. This study attempts to fill this gap by investigating the concepts students find difficult in the Ghanaian and Nigerian computer science curriculum and the influence of students' career interests on these perceived difficult concepts. The study is important to the extent that our understanding of where the shirt tights regarding topics difficulty will guide teachers, students, secondary schools' managers, and governments in applying applicable remediating measures. The study sought to establish (a) the concepts that students perceive to be difficult in the computer studies curriculum in Ghanaian and Nigerian schools and (b) if there is a statistically significant relationship between students' career interests and perceived concept difficulty in computer studies. Anchored on cognitive constructivism theory of Piaget, a quantitative method was employed with the sample (N = 1776). The study reports computer basics and evolution, programme development cycle, managing computer files, Developing problem-solving skills, computer ethics and human concerns, Networking, Logic circuits, Machine language, flowcharting, Algorithm and arithmetic logic unit as perceived difficult concepts. The study also found a negative statistically significant relationship between students' career interests and perceived concept difficulty in the Ghanaian and Nigerian computer studies curriculum. Various remediating measures have been preferred.
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