Reducing Anxiety and Promoting Meaningful Learning of Biology Concepts through a Culturally Sensitive and Context-Specific Instructional Method

Autor/inn/en	Onowugbeda, Franklin U.; Agbanimu, Deborah O.; Okebukola, Peter A.; Ibukunolu, Ademola A.; Tokunbo Odekeye, Ola; Olori, Obaro E.
Titel	Reducing Anxiety and Promoting Meaningful Learning of Biology Concepts through a Culturally Sensitive and Context-Specific Instructional Method
Quelle	In: International Journal of Science Education, 45 (2023) 15, S.1303-1320 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Onowugbeda, Franklin U.) ORCID (Agbanimu, Deborah O.) ORCID (Okebukola, Peter A.) ORCID (Ibukunolu, Ademola A.) ORCID (Tokunbo Odekeye, Ola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2023.2202799
Schlagwörter	Anxiety; Biology; Concept Formation; Culturally Relevant Education; Teaching Methods; Grade 11; High School Students; Foreign Countries; Instructional Effectiveness; Nigeria + Suchen Sie Ihr Suchwort? Angst; Biologie; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Unterrichtserfolg
Abstract	This study aimed to examine the influence of a culturally adapted and context-specific technique of instruction called the culturo-techno-contextual approach (CTCA) on lowering student anxiety and fostering meaningful learning in difficult biology concepts. A quasi-experimental pre-test and post-test non-equivalent group design was used for this study. Data collected from 88 senior secondary school II (11th grade) biology students in education district V, Lagos State, Nigeria on the biology concept of variation and evolution that was perceived to be highly difficult showed that: (a) those students who were taught variation and evolution using the culturo-techno-contextual approach (experimental group; N = 45) had a significantly lower level of anxiety than the comparison group (N = 43); and (b) the students in the experimental group that employed the culturo-techno-contextual approach in the teaching process performed significantly better on the test of meaningful learning in variation and evolution Overall, the findings validated CTCA's efficacy as a treatment for anxiety and fostering meaningful learning of variation and evolution -- a historically feared subject in biology. The ramifications of these findings for education and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01