THE EFFICIENCY OF CTCA APPROACH ON STUDENTS ACADEMIC ACHIEVEMENT AND RETENTION ABILITY IN BIOLOGY
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CHAPTER ONE
INTRODUCTION
1.1 Background to the stud
Man’s natural existence and behavior are explained by science. In order to raise the level of living for people, science could be considered as issue solving. There are numerous definitions of science from various schools of thought; Owolabi (2004) describes science as an integral component of human endeavors. It is regarded as a dynamic human endeavor centered on shaping the spherical universe. As “knowledge covering general truths and laws, obtained and tested through scientific methods as concerned laws with the physical world,” it is understood to be. The bedrock of national growth might be viewed as science. The term “backward nation” refers to a country that is not technologically advanced. Humans employ science to manage the environment and find solutions to everyday issues. It is impossible to overstate the value of science. Science has made a significant contribution to a wide range of human endeavors, including medicine, geophysics, hydrology, agriculture, communication, technology, education, transportation, and healthcare, to name a few. Through the introduction of high yield enhanced agricultural seeds, agriculture has significantly improved. Medical advances are thanks to science. Science is presently used to regulate diagnostic equipment for examining various maladies and diseases and to treat those disorders. One cannot overstate how important science is to humanity.
Biology is the study of all living things, such as plants and animals. The biosphere, which includes the earth’s surface and all living things, is covered in this intriguing research, which spans from microscopic, cellular molecules to it (Sarigin, 2010). The study of biology is a fundamental subject that is required in all secondary schools in Nigeria because it is a prerequisite for many courses that are important to humankind, such as those in medicine, pharmacy, biochemistry, agriculture, anatomy, physiology, botany, zoology, microbiology, cell biology, ecology, entomology, immunology, molecular biology, evolutionary genetics, and population dynamics, among others. A laboratory, which is a room set up and furnished with learning aids, is an ideal setting for teaching biology. It is clear that most secondary schools do not have physical laboratories, and those that do often have outdated or inadequate facilities. Inadequate or absent instructional tools or supplies, such as indoor or outdoor laboratories, reagents, chemicals, and unqualified teachers, are one of the issues thwarting efforts to enrich science. According to Nwoji (2002), the school visited by Nwoji did not have access to several necessary amenities (Baike 2000).
Biology is so crucial that it needs to be taught using educational resources to pique students’ interest. Tabotndip (2004) bemoaned the fact that students and teachers no longer use texts and apparatus in abstract education today. According to reports, the majority of secondary schools lack biology laboratories, and the handful that do have them have been turned into classrooms to make place for the vast majority of students who are the result of the Universal Basic Education (UBE) and Universal Primary Education (UPE). Because of the WAEC requirements for the SSCE exam, some schools use multipurpose laboratories. It is necessary to have a single lab for biology, chemistry, and physics practicals. This shouldn’t be the case because they can cause mishaps or chemical or fire outbreaks. Charts, specimens, and models may not always be on display in biology classes for easy identification and observation. When all the resources available for study are put to use throughout a teaching and learning experience, learning happens (Azikwe 1990; Tabotndip 2004). In today’s world, visual imagining, such as photos, charts, etc., has emerged as the most effective form of communication (Ajayi 2004).
It’s important for scientific instructors to comprehend how cultural and socioeconomic factors affect how inner-city kids learn science (Barton and Yang, 2000). While their research may be relevant to pupils in inner cities, it may also be relevant to emerging nations like Africa. Studies like those by Wood et al. (2013), Akerele (2016), and Ngcobo (2019) have lately looked into cultural conceptualizations that address current issues in science education. This highlights how crucial culture has become in modern science education. Research on science education has frequently incorporated culture, especially when looking at equity challenges for students from low-income, racial, and ethnic minority areas. It has given them a new perspective on science classrooms as cultural spaces and helped them realize the value of students’ cultural identities as learning tools (Seiler, 2013).
Even with these advancements in the science classroom, Africa still doesn’t seem to have fully embraced its culture in the teaching and learning of science, despite some recent initiatives (Okebukola, 2020). Awaah et al., 2021, 2022; Onowugbeda et al., 2022; Oladejo et al., 2022; Awaah, 2023) suggest to a cultural teaching paradigm (culturo-techno contextual approach, or CTCA) to address challenges in science education. The CTCA model (method) of teaching and learning was created to remove many of the long-standing obstacles to meaningful learning that previous instructional approaches were unable to do so. This approach is an amalgam, drawing on the power of three frameworks – (a) the cultural context in which all learners are immersed, (b) the technology-mediation to which teachers and learners are increasingly dependent and (c) the locational context, which is a unique identity of every school and which plays a strong role in the examples and local case studies for science lessons (Okebukola, 2020).
Students consistently struggle with biology, despite the fact that there is a lot of emphasis on teaching them due to their importance in technological growth. Students’ struggles with biology are attributed to a variety of things, according to Qian and Lehman (2017), including a lack of familiarity with gender, natural language, cell, living things, a lack of strategies, practical environments, and teachers’ training and knowledge. However, a lot of the causes of students’ problems are related to their prior knowledge. While the work of Qian and Lehman (2017) supports our study, Okebukola et al. (2020) report major challenges to the delivery of science education: lack of apparatus for experiment, climatic challenges and lack of practical environment.
These difficulties hinder the delivery of high-quality science instruction during the COVID-19 period because to low teacher motivation brought on by irregular and low pay. Although these difficulties with the study of biology are acknowledged, other fields of research have shown evidence of the CTCA’s effectiveness in resolving issues with the study of the challenging idea (Awaah and coworkers, 2021). Our quest to test the effectiveness of the CTCA in resolving difficulties in the study of the difficult topics in biology in Nigeria in an effort to fill the research gap regarding the use of CTCA in resolving students challenges in studying biology is further justified by the deficiency in the literature on the use of the CTCA in easing students’ difficulties in the study of biology. One of the system which is introduced for easing the difficulty rate of student in biology is the indigenous knowledge system.
According to Bray and Els (2007), indigenous knowledge systems are a general term for a sophisticated collection of skills and knowledge that have been formed to meet the unique needs of local populations and communities. These indigenous knowledge systems (IKS) offer a daily realization that benefits people who reside in a particular area. According to Ahmed (1994), this knowledge is made up of people’s “do-how”, “know-how,” and collected experiences over the economic, social, cultural, ideological, and belief systems in which it is located. A people’s culture and history, including their civilisation, are what define their indigenous knowledge system, which also serves as the foundation for their social, economic, scientific, and technological identity.
According to Dei’s groundbreaking definition of indigenousness, it “may be defined as knowledge consciousness arising locally and in association with the long-term occupancy of a place” (Dei 2002). According to him, indigenousness draws attention to the potency of forces at play in the generation, examination, confirmation, and distribution of global knowledge regarding international development (Dei 2002; Kola-Olusanya, 2012; 2014). Without discrimination, indigenousness acknowledges the various, collective, and collaborative elements of knowledge and emphasizes that there are numerous, often conflicting, views that can be used to interpret or analyze social reality (Kola-Olusanya, 2012).
To support this claim, Dei asserted further that “indigenousness” comes from a system of indigenous knowledge that is founded on cognitive understandings and interpretations of the social, physical, and spiritual worlds (Dei, 2002). Therefore, it may be stated that indigenousness refers to the dynamics of the ‘resonated how’ of indigenous people and their communities established on a historical link with their lands on the one hand (culture) and being generally descendants of the original inhabitants of such lands on the other (context). This relationship has been there for many generations, and Agenda, 21, 1992: Chapter 26 recognizes that its people have a fully developed, thorough traditional scientific understanding of their lands, natural resources, and environment that is ingrained in their culture.
Environmental education (EE) is a process that aids individuals, communities, and organizations in learning more about the environment and developing the knowledge and skills necessary to address global challenges, according to the North American Association for Environmental Education (NAAEE), which linked EE to indigenous knowledge (NAAEE, online). Given that our personal and cultural identities are frequently linked to the environment around us, it can be described in this context as a significant instrument in fostering the growth and development of healthier, more civically engaged, and larger communities that can live sustainably.
The process of gaining or imparting information, attitudes, and abilities for the sustainable use of natural and man-made resources was one of the first definitions of EE in Africa (see Okebukola, 1993). Ernst and Monroe (2004), Falco (2004), and Mannion, Adey, and Lynch (2010) defined environmental education (EE) in terms of its advantages, i.e., as an environment-based education that enhances critical thinking and boosts student engagement and enthusiasm for learning by allowing students and learners to see the “big picture” and bringing real-life connections to their learning – particularly when connected to the local community. The Alberta Council for Environmental Education described environmental education (EE) as the learning process that builds on learners’ innate aptitude to produce environmentally literate individuals in its “champion environmental education” paper (online, undated).
1.2 Statement of the Problem
The ongoing drive to increase effective science education and meaningful science learning, particularly in Africa, provides a clear focus for the current study. According to Oladejo et al. (2021), the African continent is currently so far behind other parts of the world in terms of scientific knowledge acquisition and implementation. The study sought to address the recurring issue of students’ poor performance and underachievement in science subjects (particularly biology due to its wide range of concepts), the causes and effects of the quality of students produced over time, and the impact on the nation’s progressive growth and development as a whole. All of this has contributed to years of considerable research and development of various teaching strategies to assist pupil learn and understand difficult scientific subjects. While some of these strategies have been extremely successful, Okebukola (2020) observed that they have failed to persistently increase meaningful science learning to a level that can be considered substantial in the face of contextual mitigating factors. The study is also relevant to the achievement of the African Union Agenda 2063 goals and aspirations, which focus on the development of well-educated citizens supported by science, technology, and innovation, as well as the promotion of an Africa with a strong cultural identity, common heritage, shared values, and ethics. According to the West African Examinations Council (WAEC) Chief Examiner’s Annual Report, poor performance in biology has been frequently reported (WAEC, 2017-2019). The need to proffer solutions to this perennial problem necessitated an exploration on the effectiveness of a relatively new teaching method- CTCA which combines culture, context, and technology as tools in breaking down barriers hindering meaningful learning of biology by students.
1.3 Objective of the study
The general purpose of this study is to find out the efficiency of CTCA approach on student academic achievement and retention ability in biology. In specific terms, the study was designed to determine;
- The impact of Culturo-Techno-Contextual Approach on students’ academic achievement in biology
- The importance of Culturo-Techno-Contextual Approach in education
- The relationship between CTCA approach and the academic achievement of student in biology
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