Mitigating difficulty in Computer studies through Culturo-Techno-Contextual Approach
Deborah O. Agbanimu, Peter Akinsola Okebukola, Franklin U. Onowugbeda, Esther O. Peter, Adekunle I. Oladejo, Olasunkanmi Adio Gbeleyi, Ibukunolu A. Ademola · The Journal of Educational Research · 2025
This study investigates the effectiveness of a culturo-techno-contextual approach (CTCA) in teaching flowcharts and algorithms to junior secondary school students. Despite their importance in programming, these concepts are often difficult for students to grasp. The study involved 196 students (average age 12) who were divided into experimental and control groups. The experimental group received CTCA instruction, while the control group received traditional teaching. Results showed that the experimental group outperformed the control group, with a significant difference in achievement test scores (F (1,196) = 1119.86; p < .05). This study demonstrates the efficacy of CTCA in improving students’ understanding of flowcharts and algorithms. By using cultural knowledge and creative instructional materials, teachers can promote meaningful learning and enhance students’ performance in computer studies. The findings suggest that CTCA is a valuable innovative teaching method for improving students’ mastery of complex programming concepts.