Oladejo, A. I., Ademola I., Okebukola, P.A. O., Awaah, F., Agbanimu, D., Onowugbeda, F., Ebisin, R., Peter, E., Adewusi M., and Odekeye, T., (2021). In Search of New Tools for Meaningful Learning in Chemistry – We Stumbled on Culturo-Techno-Contextual-Approach Presented at the 94th Annual Conference of NARST, April 7-10, 2021
The study was geared by the growing need for teaching methods/strategies that afford the African child the strength to meaningfully learn science in the digital world, not as foreign and/or abstract concepts but as a unit of knowledge that exists around him, within his culture and which applies to his everyday life. The study was in two phases with a focus on two basic factors – perceived difficult concepts in chemistry and teaching strategies employed. The first phase comprises nine public and 12 private senior secondary schools in Nigeria and Ghana, randomly selected. About 51% of the respondents were females while about 49% were males. The second phase comprises two groups; the control group which had 44 students (30 females and 14males) was taught using the lecture method while the experimental group which had 32 students (12 females and 19 males) was taught using CTCA. Data gathered on a survey of difficult concepts in the new chemistry curriculum was subjected to mean rank analysis, the result obtained shows, benzene and its compounds (mean difficulty score=2.18) was perceived as the most difficult concept in senior school chemistry, followed by nuclear chemistry and the least was periodic table (mean= 1.56). One-way ancova statistic applied on the pre-test and post-test scores of the two groups shows a statistically significant difference in the achievement in favour of the experimental group (mean score for experimental = 20.23; control=17.82; [F (1,72) = 49.97; p< .05]. Implications for the study were highlighted.