Reducing Underachievement and Promoting Critical Thinking Skills in Computer Studies Through a Culturally Sensitive Instructional Method

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Olasunkanmi A. Gbeleyi, Oguntade Paul Olusegun, A. Tetteh
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Abstract

This study aims to determine the effectiveness of the Culturo-Techno-Contextual Ap- proach (CTCA) on students’ achievement and critical thinking skills in Computer Studies. The study was conducted in two phases. Phase one was a survey of difficult concepts in computer science/studies. While phase two explored the potency of the Culturo-Techno-Contextual Approach (CTCA) in breaking the barriers to meaningful learning of refractive indices. Results obtained from the survey in the first phase revealed 19 topics as a difficult topic among African secondary school students in computer studies. The second phase was guided by two research questions with two public junior secondary (JS) in Lagos State (Nigeria). About 38% of the respondents were males while about 62% were females. A critical thinking skills task (CTST), and an interview guide were used to collect data for the study. The data gathered was subjected to multivariate analysis of covariate (MANCOVA), and the results revealed a statistically significant difference in the methods used, multivariate F (Pillai’s Trace) was significant [F=17.67; p<.05], univariate ANOVA on achievement [F (2, 208) = 20.67; p<0.05]; and critical thinking skills [F (2, 208) = 15.14; p<0.05]. Within the scope of the study, it was tentatively recommended that CTCA should be adopted by computer studies teachers in the teaching of computer science/studies in secondary schools.
通过文化敏感的教学方法,减少计算机学习中的成绩不佳和促进批判性思维技能
本研究旨在探讨文化-技术-情境教学法(CTCA)对学生计算机学习成绩和批判性思维能力的影响。这项研究分两个阶段进行。第一阶段是对计算机科学/研究中困难概念的调查。而第二阶段则探索了文化-技术-情境方法(CTCA)在打破有意义的折射率学习障碍方面的效力。第一阶段的调查结果显示,非洲中学生在计算机学习中有19个题目是比较难的题目。第二阶段以在拉各斯州(尼日利亚)的两所公立初中(JS)进行的两个研究问题为指导。受访者中约38%为男性,约62%为女性。使用批判性思维技能任务(CTST)和访谈指南来收集研究数据。对收集到的数据进行多变量协变量分析(MANCOVA),结果显示采用的方法有统计学意义,多变量F (Pillai’s Trace)显著[F=17.67;p <。05],成绩单因素方差分析[F (2,208) = 20.67;p < 0.05);批判性思维能力[F (2, 208) = 15.14;p < 0.05)。在研究范围内,初步建议计算机教师在中学计算机科学/研究的教学中采用CTCA。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
自引率
16.70%
发文量
15
审稿时长
16 weeks
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