The potency of culture, technology, and context in a biology classroom: Culturo-Techno-Contextual Approach in action

This study sought to investigate the efficacy of the Culturo-techno-contextual approach (CTCA) as an intervention in enhancing the knowledge retention of secondary school students in biology. A quasi-experimental (pre-test post-test non-equivalent group) design was employed. A total of 103 biology students in senior secondary year II (11th grade), comprising 56 females and 47 males in education district V, Lagos, Nigeria, participated in the study. The average age of the students was 14 years. The Achievement Test in Tissue and Supporting System (ATTSS), which had a reliability coefficient of 0.80, was designed to collect data on students' achievement. The study revealed that (a) students taught using the culture-techno-contextual approach had a higher knowledge retention ability than those in the comparison group and (b) CTCA had no differential impact on students in the experimental group based on gender. Hence, the study concluded that the CTCA approach is an effective tool for enhancing student knowledge retention in biology and can help bridge the gap between male and female students' performance in biology. Recommendations were made for the implementation of the findings of this study and further research.