Abstract

Past studies have established cell division as a difficult topic in the Nigerian senior school system. While the lecture method has been used over time to overcome the challenges relative to students’ understanding of cell division, a deficit in the literature is whether or not cultural teaching methodologies would help students’ understanding of the concept. This study aims at testing the potency of the Culturo- Techno- Contextual Approach (CTCA) in enhancing students’ understanding of cell division. The study is anchored on Vygotsky’s sociocultural theory, Nkrumah’s ethnophilosophy, and Heidegger’s techno-philosophy. The quasi-experimental study had 26 students from the Feranmi Comprehensive High School (control group), with 21 students from the Royal Priesthood Secondary School (experimental group). The results showed that the experimental group (Mean = 33.29 and SD = 2.37) significantly outperformed the control group (Mean = 23.19 and SD = 4.92) in cell division [F (1, 44) = 137.19; p<.05].

摘要

过去的研究表明细胞分裂是尼日利亚高中系统中的一个难题。虽然长期以来一直使用讲座方法来克服与学生理解细胞分裂相关的挑战，但文献中的缺陷是文化教学方法是否有助于学生理解该概念。本研究旨在测试文化技术情境方法 (CTCA) 在增强学生对细胞分裂的理解方面的效力。该研究以维果茨基的社会文化理论、恩克鲁玛的民族哲学和海德格尔的技术哲学为基础。准实验研究有来自费兰米综合高中的26名学生（对照组），以及来自皇家圣职中学的21名学生（实验组）。结果显示，实验组（Mean = 33.29，SD = 2.37）在细胞分裂方面明显优于对照组（Mean = 23.19，SD = 4.92）[F (1, 44) = 137.19；p<.05]。