Volume 12, Issue 2, 2024
Exploring Culturo-Techno-Contextual Approach and Cooperative Learning in Computer Studies: A Pathway to Overcoming Hurdles in Complex Concepts.
Esther O. Peter, Peter A. Okebukola, Deborah O. Agbanimu , & Franklin U. Onowugbeda
Abstract
Africa needs to rewrite how science content is being delivered in classrooms in ways that will not only enhance meaningful learning but also attract the younger ones to study science. Several methods of delivering computer studies have been explored, but these approaches have failed to turn the fortunes of students’ performance in school and public examinations around in the positive direction. This study sought to find out; (a) If there will be a statistically significant difference in the achievement of students taught computer networking using the CTCA, cooperative learning and those taught using the lecture method? (b) What are the perceptions of students on the use of CTCA? The study adopted an explanatory sequential mixed method whereby quantitative and qualitative data were gathered. The experimental class 1 (CTCA) had 62 subjects, experimental class 2 (Cooperative learning) had 60 subjects while the control class had 57 subjects of junior secondary school 1 computer studies students in Lagos, Nigeria. The ANCOVA result shows a statistically significant difference in the achievement of students taught computer networking using culturo-techno-contextual approach, cooperative learning and lecture method [F (2, 175) = 16.83; p<.05]. Recommendations were made for improving the teaching and learning of computer studies.
Keywords
Culturo-Techno-Contextual Approach, Cooperative Learning, Complex concepts
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