Exploring the Relative Effectiveness of Culturo-Techno-Contextual Approach on Secondary School Student Achievement and Retention in Nervous System

Over the years, many methodologies have been applied to teaching students in a bid to modify the teaching-learning experience. But how much achievements have been made over time to bring about active learning? The objective of this experimental research is to compare the relative effects of the traditional method also known as lecture method and a more innovative method, the Culturo-techno contextual approach (CTCA) on students’ academic achievements in nervous system. It was guided by two research questions and hypotheses. The mixed- method otherwise called the explanatory sequential design was adopted for this work. It involved the pretest and posttest of the Classical Nervous System Achievement Test for the quantitative phase and Students Perception about CTCA Interview Guide for the qualitative phase. Both were used to collect data respectively. Two classes not selected at random were used for the control and an experimental group, the school situated in Lagos, Nigeria, is co-educational consisting of both genders. A total number of 60 senior secondary school three (SS3) were selected 30 students for the control group (15 boys, 15 girls). And 30 students for the experimental group (16 boys, 14 girls). Given the absence of random selection, Analysis of co- variance was selected to test the significant difference between both groups. Those taught with CTCA had a mean score of 12.37 while those taught with lecture method had a mean score of 10.00. It was observed that students’ perception about CTCA was positive though some complained of time factor. Within the scope of the study, it is recommended that CTCA is adopted by secondary school teachers to teach science subjects