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22-05-2025
Enhancing Achievements in Biology Education in Ghana Using Culturo-Techno-Contextual Approach Plus
Authors: Agyemang Okyere Darko, Emmanuel Okyere Ekwam
Published in: Journal of Science Education and Technology
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Abstract
The article delves into the persistent challenges faced by biology education in Ghana, particularly the limitations of traditional lecture methods that often fail to engage students and foster deep understanding. It highlights the struggles students encounter with complex biological concepts, such as genetics, ecology, and cell division, and the urgent need for pedagogical reform. The Culturo-Techno-Contextual Approach Plus (CTCA Plus) is introduced as a promising alternative, integrating cultural, technological, and contextual dimensions to enhance student learning. This approach is grounded in established learning theories, including Piaget’s Constructivist Learning Theory, Vygotsky’s Sociocultural Theory, and Ausubel’s Theory of Advanced Organizers, which collectively provide a robust framework for optimizing learning outcomes. The article presents empirical evidence from a mixed-methods quasi-experimental study, demonstrating the efficacy of CTCA Plus in improving academic achievement, student engagement, and conceptual understanding in the context of food, nutrition, and metabolism. The study’s findings underscore the potential of CTCA Plus to create a more inclusive and engaging learning environment, bridging the gap between abstract scientific concepts and students’ lived experiences. Additionally, the article discusses the role of Indigenous Knowledge Systems (IKS) in education, emphasizing the importance of recognizing and integrating indigenous ways of knowing into modern educational frameworks. The integration of digital technology within CTCA Plus is also explored, highlighting how digital platforms can serve as cognitive amplifiers, making scientific concepts more accessible and engaging. The article concludes with a call for further research and the adoption of culturally responsive, technology-enhanced pedagogical models to improve educational outcomes globally.
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Abstract
This study aimed to evaluate the effectiveness of the Culturo-Techno-Contextual Approach Plus (CTCA Plus) in enhancing students’ academic achievement in food, nutrition, and metabolism compared to the traditional lecture method. This study employed a mixed-methods quasi-experimental design. A total of 41 senior high school students were purposefully assigned to the experimental group, which received instruction using the Culturo-Techno-Contextual Approach Plus (CTCA Plus), and the 50 students to the control group, which was taught using the lecture method. Quantitative data were collected before and after the experiment through standardized achievement tests administered before and after the intervention. Additionally, qualitative data were gathered at the end of the experiment through student interviews and thematic analysis to capture perceptions of engagement, conceptual understanding, and motivation. Statistical analyses, including ANCOVA, were conducted to compare academic performance between the two groups, while qualitative responses were analyzed thematically to provide deeper insights into students’ learning experiences. Specifically, the study sought to determine whether integrating cultural relevance, technological tools, contextualized learning, and a structured reward system within CTCA Plus could lead to improved learning outcomes, engagement, and retention among students over the lecture method. The quantitative results showed that the experimental group significantly outperformed the control group [F (1, 88) = 62.81; p < 000]. The qualitative findings further showed the potential of CTCA Plus in improving students’ academic engagement by making learning more interactive, contextually relevant, and technologically enriched. The originality of this study lies in its ground-breaking test of CTCA Plus in biology education. The findings of this study indicate its efficacy in improving students’ understanding of food, nutrition, and metabolism education.
