Culturally Relevant Pedagogies in Enhancing Students Learning of ICT Concepts: A Test of the Efficacy of CTCA
Keywords:
ICT, Culturally relevant pedagogy, Culturo-Techno- Contextual Approach, Meaningful learningAbstract
The study is concerned with the persistent underperformance of secondary school students in Nigeria in Information and Communication Technology (ICT). It was conducted in response to the ever-growing call on culturally relevant and contextually responsive pedagogies in African classrooms. A quasi-experimental research design was adopted with a total of 217 SS2 students from two schools in Lagos State education district V. The control group, taught with the lecture method, had 112 subjects (64 males; 51 females) while the experimental group, taught with Culturo-Techno- Contextual Approach (CTCA), had 105 subjects (49 males; 56 females). Both groups had a pretest and a retention test using the achievement test in the programme development circle (PDC) instrument. Treatment lasted four weeks. The data collected was analysed using one-way ANCOVA since intact classes were used. The result obtained showed that the experimental group performed better (mean for experimental = 20.31; control 15.54; [F(1,214)=103.96; p<.05]) than the control group. Possible reasons for this difference were highlighted and we recommended CTCA as a viable tool for ICT teachers. Overall, we concluded that if well implemented, the CTC approach can help to promote meaningful learning of ICT concepts among secondary school students in Nigeria.
Résumé : L'étude porte sur la sous-performance persistante des élèves de l'enseignement secondaire au Nigeria dans le domaine des technologies de l'information et de la communication (TIC). Elle a été menée en réponse à l'appel sans cesse croissant en faveur de pédagogies culturellement pertinentes et contextuellement réactives dans les salles de classe africaines. Un modèle de recherche quasi-expérimental a été adopté avec un total de 217 étudiants SS2 de deux écoles du district éducatif V de l'État de Lagos. Le groupe de contrôle, enseigné avec la méthode des cours magistraux, comptait 112 sujets (64 hommes ; 51 femmes) tandis que le groupe expérimental, enseigné avec l'approche culturo-techno-contextuelle (CTCA), comptait 105 sujets (49 hommes ; 56 femmes). Les deux groupes ont été soumis à un prétest et à un test de rétention à l'aide de l'instrument " test d'évaluation des acquis dans le cercle de développement des programmes " (PDC). Le traitement a duré quatre semaines. Les données recueillies ont été analysées à l'aide d'une ANCOVA à sens unique, puisque des classes intactes ont été utilisées. Les résultats obtenus montrent que le groupe expérimental a obtenu de meilleurs résultats (moyenne pour le groupe expérimental = 20,31 ; contrôle 15,54 ; [F(1,214)=103,96 ; p<0,05]) que le groupe de contrôle. Les raisons possibles de cette différence ont été mises en évidence et nous avons recommandé l'ACCS comme outil viable pour les enseignants en TIC. Dans l'ensemble, nous avons conclu que si elle est bien implantée, l'approche CTC peut aider à promouvoir un apprentissage significatif des concepts de TIC parmi les élèves de l'enseignement secondaire au Nigéria.
Mots-clés : TIC ; pédagogie culturellement pertinente ; approche culturo-techno-contextuelle ; apprentissage significatif, écoles secondaires
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