Face-to-Face and Blended
Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry
Bibliographic Data
| ID | 22045900 |
|---|---|
| Authors | Adekunle I Oladejo (0000-0003-2546-1930, Lagos State University, corresponding author), Peter Akinsola Okebukola (0000-0003-4357-1340, Lagos State University), Nwabuno Nwaboku (Lagos State University), Anthony Kola‐Olusanya (0000-0001-5915-2971, Osun State University), Taibat Tejumola Olateju (0000-0002-8215-9810, Obafemi Awolowo University), Victor O Akinola (0000-0003-3086-7169, Lagos State University), Juma Shabani (0000-0003-3388-3738, Université du Burundi), Ibiyinka Ogunlade (0000-0002-1937-8113, Ekiti State University) |
| Year | 2023 |
| Volume | 13 |
| Issue | 5 |
| Pages | 447 |
| Publication date | 2023-04-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13050447 |
| OpenAlex | W4367181686 |
| Language | EN |
| Citations received | 4 |
| References cited | 33 |
Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p
Anxiety · Mathematics education · Medical education · Multimethodology · Qualitative property · Test anxiety · Chemistry · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methods · Medicine · Psychology · Science Education and Pedagogy · Artificial Intelligence
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| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |