Adam, Umar A.
2 Publications in AERD
Author Publications
Export PDFTesting the potency of ethnoscience instruction on biology students’ critical thinking ability
By Adam, Umar A.
The study investigated the potency of ethnoscience instruction on the critical thinking ability of biology students. The study employed a quasi-experimental research design, with a total of 113 senior secondary school two (the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase. Test of Critical Thinking in Photosynthesis (TCTP) with a reliability of 0.76 was used for data collection. The ANCOVA output demonstrated a statistically significant difference in favor of the experimental group (F (1, 110) = 14.79; p < 0.05). Ethnoscience Instruction had no differential impact on students in the experimental group based on gender. We concluded that ethnoscience instruction is a viable culturally relevant tool for improving critical thinking skill in biology. © 2024 Taylor & Francis Group, LLC.
The potency of culture, technology, and context in a biology classroom: Culturo-Techno-Contextual Approach in action
By Adam, Umar A.
This study sought to investigate the efficacy of the Culturo-techno-contextual approach (CTCA) as an intervention in enhancing the knowledge retention of secondary school students in biology. A quasi-experimental (pre-test post-test non-equivalent group) design was employed. A total of 103 biology students in senior secondary year II (11th grade), comprising 56 females and 47 males in education district V, Lagos, Nigeria, participated in the study. The average age of the students was 14 years. The Achievement Test in Tissue and Supporting System (ATTSS), which had a reliability coefficient of 0.80, was designed to collect data on students’ achievement. The study revealed that (a) students taught using the culture-techno-contextual approach had a higher knowledge retention ability than those in the comparison group and (b) CTCA had no differential impact on students in the experimental group based on gender. Hence, the study concluded that the CTCA approach is an effective tool for enhancing student knowledge retention in biology and can help bridge the gap between male and female students’ performance in biology. Recommendations were made for the implementation of the findings of this study and further research. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
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