Boosting the Non-Science Students’ Process Skills in Nigerian Classrooms: How Effective is Cultural-Techno-Contextual Approach 2.0?

Ayodeji Ogundowole, Tunde Owolabi, Hakeem Akintoye, Soladoye Lameed, Saibu Sakibu Olajide, Olasunkanmi Gbeleyi, Umar Adam and Abiodun Gafar Mustapha
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Ayodeji Ogundowole: Department of Science & Technology, Faculty of Education, Lagos State University, Ojo, Nigeria
Tunde Owolabi: Department of Science & Technology, Faculty of Education, Lagos State University, Ojo, Nigeria
Hakeem Akintoye: Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo, Nigeria
Soladoye Lameed: Department of Science & Technology, Faculty of Education, Lagos State University, Ojo, Nigeria
Saibu Sakibu Olajide: Natural Science Department, College of Science Education, Lagos State University of Education, Otto Ijankin, Lagos, Nigeria
Olasunkanmi Gbeleyi: Department of Science & Technology, Faculty of Education, Lagos State University, Ojo, Nigeria
Umar Adam: Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo, Nigeria
Abiodun Gafar Mustapha: Natural Science Department, College of Science Education, Lagos State University of Education, Otto Ijankin, Lagos, Nigeria

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 375-396

Abstract: The teaching practices in many Nigerian classrooms reveal that biology teachers often face challenges in teaching the non-science students, likening their experience to solving a complex puzzle. This difficulty is commonly attributed to the academic backgrounds of these students, which often lack foundational scientific concepts. Therefore, this study examined the efficacy of the Culturo-Techno-Contextual Approach 2.0 (CTCA2.0) in enhancing the acquisition of process skills among non-science students offering biology in public senior secondary schools in Nigeria. The study was grounded in Okebukola’s Ecotechnocultural Theory, Vygotsky’s Social Constructivist Theory, and Ausubel’s Theory of Advance Organizers. An explanatory sequential mixed-method was employed, incorporating both a quasi-experimental approach and in-depth interviews. A total of 104 Senior Secondary School II (SSS II) non-science students (experimental group = 51; control group = 53) from two intact classes, purposively selected from two public schools  in Lagos State, South-West Nigeria, participated in the study. Two instruments were used: the Biology Process Skills Acquisition Test (BPSAT), with a reliability coefficient of 0.81, and the Biology Students Interview Protocol (BSIP). The intervention lasted for five weeks. While the experimental group was taught using CTCA2.0, the control group were taught with lecture method. Quantitative data were analyzed using mean, standard deviation, and ANCOVA, while qualitative data were analyzed thematically. Findings revealed that prior to the treatment, there was no significant difference between the two groups [F(1, 101) = 13.86; p > .05]. However, after the intervention, the non-science students in the experimental group significantly outperformed their counterparts in the control group [F(1, 101) = 20.56; p < .05]. Furthermore, students in the experimental group expressed positive views, acknowledging that CTCA2.0 helped them acquire various biology process skills. Based on these results, it is concluded that CTCA2.0 is effective in enhancing the process skills of non-science students. It is therefore recommended for adoption in Nigerian secondary schools, along with the promotion of indigenous project-based exhibitions, science fairs, and inter-school competitions to further develop and apply students' process skills.

Date: 2025
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