‘I want to learn biology and preserve my culture’ testing the efficacy of a culturally relevant and context specific approach

Background: The dominance of Western-inspired teaching methods and instructional materials has contributed to cultural erosion in African schools. In response, increasing attention has been directed toward culturally responsive approaches to decolonising science education. One such approach is the Culturo-Techno-Contextual Approach (CTCA), which enables African students to conceptualize science as culturally embedded knowledge, integrated into their everyday experiences and practically relevant to their lived realities. Purpose: This study examined the potency of the CTCA in enhancing students’ achievement in the biology topic of variation, which is widely regarded as conceptually challenging. Sample: The study involved 105 Senior Secondary II students from two schools in Lagos State, Nigeria. Design and method: An explanatory sequential design was adopted, comprising a quantitative quasi-experimental phase followed by a qualitative interview phase. The Achievement Test in Variation (reliability coefficient = 0.73) was used to collect quantitative data. Qualitative data were gathered using a CTCA-based interview guide. The experimental group received instruction using CTCA, while the control group was taught with a conventional lecture-based method. Results: Results revealed a statistically significant difference in achievement favoring the CTCA group [F(1,102) = 20.92, p <.05]. There was no significant effect of gender on achievement [F(1,60) = 1.65, p >.05]. Students expressed largely positive perceptions of the CTCA approach during interviews. Conclusions: The study concludes that the CTCA is effective in improving students’ academic achievement in variation. It offers valuable implications for science teaching practice and provides directions for future research focused on culturally grounded pedagogy.