Adekunle I. Oladejo
2 Publications in AERD
Author Publications
Export PDFFace-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry
By Adekunle I. Oladejo
Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted. © 2023 by the authors.
Gender difference in students’ performance in chemistry–can computer simulation bridge the gap?
By Adekunle I. Oladejo
Background: Science educators around the world have recognised that difference in performance exists between male and female students in chemistry and there have been several efforts and interventions through research and workshops to bridge this gap. Purpose: Owing to the current growth of the effects of the use of computer simulations on students’ performance in science in the literature, this study investigated if the use of computer simulation as an intervention would enhance the performance of female students relative to males in senior school chemistry in Ado-Odo-Ota, Nigeria. Sample: A total of 83 chemistry students in senior secondary year two (SS2) comprising 51 females and 32 males participated in the study. The average age of the students was 14 years. Design and method: The research design was quasi-experimental (a pre-test post-test non-equivalent group) design. The instrument used to gather data was the electrolysis and electroplating achievement test (EEPAT) which had a reliability coefficient of 0.76. The experimental group was taught with the aid of computer simulation while the control group was taught with the traditional lecture method. The data (pre-test and post-test scores) collected were analysed using ancova since the participants were not randomly assigned to the groups. Results: The study found no statistically significant difference between the performance of the male and female students [F(1,41) = .04; p > .05]. While there was a statistically significant main effect of treatment on the students’ performance, the interaction effect of gender and treatment did not attain statistical significance. Conclusions: Hence, the study concluded that the use of computer simulation can help bridge the gap between male and female students’ performance in chemistry and overall, boost the performance of the students. Recommendations which concern the government, school owners and chemistry teachers for the implementation of the findings of this study and further research were made. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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