Teaching elementary artificial intelligence: Can the CTCA improve students’ learning outcomes?

Andrew Tetteh, Michael Armah, Jessie Foli and Felicia Nkrumah

The Journal of Educational Research, 2025, vol. 118, issue 6, 568-580

Abstract: This study aims to assess the impact of the Culturo-Techno-Contextual Approach (CTCA) on elementary school students’ achievement in AI and their perceptions. The study used a mixed-method research design with an initial quasi-experimental design (n = 105) and a subsequent qualitative phase (n = 5). The students were taught some basic AI concepts as well as the role of AI in modern society. Data was gathered using the Artificial Intelligence Achievement Test (AIAT) and the CTCA Perception Interview Guide (CPIG). The study found a statistically significant difference in the achievement of students taught using CTCA (M = 14.11; SD = 2.01) compared to those taught using the lecture method (M = 12.04; SD = 2.94) in AI [F (1, 102) = 103.01; p

Date: 2025
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DOI: 10.1080/00220671.2025.2510392

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