La reducción del bajo rendimiento académico y el fomento de las capacidades de pensamiento crítico en informática mediante un método de enseñanza culturalmente sensible

Autores/as

DOI:

https://doi.org/10.7203/realia.31.25192

Palabras clave:

CTCA, estudios de informática, CTS, resultados académicos, escuela secundaria, Nigeria

Resumen

Este estudio analiza la eficacia del enfoque Culturo-Tecno-Contextual (CTCA) en el ren- dimiento y las habilidades de pensamiento crítico de los estudiantes de Informática. El estudio se llevó a cabo en dos fases. La primera fase consistió en un estudio de conceptos difíciles en Informática, mientras que la segunda fase exploró la capacidad de acción del enfoque Culturo-Tecno-Contextual (CTCA) para romper las barreras del aprendizaje significativo de los índices de refracción. Los resultados obtenidos de la encuesta de la primera fase revelaron la existencia de 19 temas especialmente difíciles en informática en los estudiantes africanos analizados. La segunda fase se guió por dos preguntas de investigación realizadas en una muestra de estudiantes de dos centros públicos de enseñanza secundaria de primer ciclo (JS) del Estado de Lagos (Nigeria). Aproximadamente el 38% de los encuestados eran varones, y el 62%, mujeres. Para recopilar los datos del estudio se utilizó una actividad de desarrollo del pensamiento crítico y entrevista guiada. Los datos recogidos se so- metieron a un análisis multivariante de covariantes (MANCOVA), y los resultados revelaron una diferencia estadísticamente significativa en los métodos utilizados; la F multivariante (traza de Pillai) fue significativa [F=17,67; p<0,05], ANOVA univariante sobre el rendimiento [F (2, 208) = 20,67; p<0,05]; y habilidades de pensamiento crítico [F (2, 208) = 15,14; p<0,05]. Como consecuencia de este estudio, se recomienda que los profesores de informática adopten el CTCA en la enseñanza de la informática/estudios informáticos en secundaria.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Olasunkanmi Adio Gbeleyi, Lagos State University

Member LASU-ACEITSE

Citas

Abdulhadi, M., Awaah, F., Agbanimu, D., Ekwan, E. O., & Sefiamor-Heloo, E. (2023). The culturo-techno-contextual approach and students’ understanding of computer science education in a developing economy. Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/JRIT-12-2022-0087


Adam, U. A. (2019). Potency of culturo-techno-contextual approach on students’ achievement in and attitude towards mutation and variation. (Unpublished master’s thesis). Lagos University, Nigeria.


Ademola, I. A., Okebukola, P. A., Oladejo, A. I., Onowugbeda, F. U., Gbeleyi, O., & Agbanimu,D.    (2021). Teachers’ Qualifications and Teaching Experience: Impact on Quality Assurance in Nigeria Secondary Education. NOUN Journal of Management and International Development, 6(1), 260–272.

AUC. (2015, September). Agenda 2063. The Africa we want. Retrieved from https://au.int/sites/ default/files/documents/36204-doc-agenda2063_popular_version_en.pdf


Ausubel, D. P. (2000 [1963]). The acquisition and retention of knowledge: A cognitive view. Dordrecht: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-015-9454-7


Awaah, F. (2019, July). Rating Lecturer-related classroom academically dishonest practices in Ghana’s Institutions of Higher Learning. 17th International Conference on Private Higher Education in Africa. St Mary’s University. Retrieved from http://hdl.handle.net/123456789/7454


Awaah, F. (2020). Indigenous (cultural) knowledge related to the concept of politics as a difficult topic in public administration. In P. A. Okebukola (Ed.), Breaking Barriers to Learning: The Culturo Techno-Contextual Approach (CTCA) (pp. 182–192). Slough, UK and Delhi: Sterling Publishers.


Awaah, F., Arkorful, H., Foli, J., Darteh, D. O., & Yeboah, S. (2021). Previous knowledge and difficulties in the study of public administration among undergraduates in African universities. SN Soc Sci, 1(83). https://doi.org/10.1007/s43545-021-00097-7


Awaah, F., Okebukola, P. A., Alfa, A. A., Anagba, K., & Arkorful, H. (2021). Developing public administration education by focusing on difficult key concepts: The case of Nigeria and Ghana. Social Sciences & Humanities Open, 4(1). http://dx.doi.org/10.1016/j.ssaho.2021
.100136


Awaah, F., Okebukola, P. A., Ebisin, A., Agbanimu, D., Peter, E. O., Ajayi, O. A., … Lawal, R. (2020). Influence of gender and career interest on African university students perceived difficult concepts in the study of public administration. Teach Public Adm, 39(2), 227– 245. https://doi.org/10.1177/0144739420968870


Basic Education Certificate Education (BECE). (n.d.). Retrieved from https://neco.gov.ng/ exams/bece

 

Bryce, T. G. K., & Blown, E. J. (2023). Ausubel’s meaningful learning re-visited. Current Psychology, 1(20). https://doi.org/10.1007/s12144-023-04440-4


Chebanne, A., & Gabanamotse-Mogara, B. (2022). Theory and Practice of Multilingual and Multicultural Education in Botswana Lower Primary Schools. In E. Charamba (Ed.), Handbook of Research on Teaching in Multicultural and Multilingual Contexts (pp. 287– 301). IGI Global.


Chukwudum, U. C., Okechukwu, A., Nnachi, N. O., & Aja, L. (2022). Junior Secondary School Students Achievement in Computer Studies: A Closer Look at Modelling Instructional Approach. Journal of Education and Practice, 13(26). http://dx.doi.org/10.7176/JEP/
13-26-07


CTCA-Team. (n.d.). CTCA Approach. Retrieved from https://ctcapproach.com/


Duze, C. O. (2012). Principals’ perception of educational inputs and students’ academic performance in junior secondary schools in Delta State of Nigeria. African Research Review, 6(1), 360–379.


Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction—The Delphi report. Millbrae, C.A.: California Academic Press.


Fejes, A., Nylund, M., & Wallin, J. (2019). How do teachers interpret and transform entrepreneurship education? Journal of Curriculum Studies, 51, 554–566. https:// doi.org/10.1080/00220272.2018.1488998


Fong, C. J., Kim, Y., Davis, C. W., Hoang, T., & Kim, Y. W. (2017). A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71–83.


Gay, G. (2010). Culturally responsive teaching. Theory, research and practice. New York and London: Teachers College Columbia Un.
Gbeleyi, O. A. (n.d.). Gbeleyi 1.0. Retrieved from https://play.google.com/store/apps/details?id=com.newandromo.dev1284697.app1462258


Gbeleyi, O. A. (2020). Flowcharting, Algorithm and Logic Gate as Difficult Topics for Secondary School Students: Harnessing the Power of Indigenous (Cultural) Knowledge for their Understanding. In P. Okebukola (Ed.), Breaking Barriers to Learning:The Culturo Techno-Contextual Approach (CTCA). Slough, UK and Delhi: Sterling Publishers.


Gbeleyi, O. A., Okebukola, P. A., Ademola, I., Onowugbeda, F. U., Awaah, F., Peter, E., … Abdulazeez, H. T. (2022). Heartbreak for Underachievement: Perspectives of CTCA on Students’ Achievement and Critical Thinking in Computer Studies. 95th Annual Conference of NARST, March, 27-30, Vancouver, British Columbia. Retrieved from https://scholar.google.com/citations?user=3-0ODfAAAAAJ&hl=en


Gbeleyi, O. A., & Potokri, O. C. (2023). Gender Beliefs Framed on Culturo-Techno. Contextual Approach About Learning of Difficult STEM Concepts in African Secondary Schools. African Perspectives of Research in Teaching & Learning (APORTAL), 7 .


Ghazivakili, Z., Nia, R. N., Panahi, F., Karimi, M., Gholsorkhi, H., & Ahmadi, Z. (2014).
The role of critical thinking skills and learning styles of university students in their academic performance . J Adv Med Educ Prof , 2(3). Retrieved from https://pubmed.ncbi.nlm.nih.gov/25512928/


Greenwald, R. R., & Quitadamo, I. J. (2014). A Mind of Their Own: Using Inquiry- Based Teaching to Build Critical Thinking Skills and Intellectual Engagement in An Undergraduate Neuroanatomy Course. J. Undergrad. Neurosci. Educ, 12(2), A100–A106. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3970991/


Hammond, Z. L. (Ed.). (2014). Culturally Responsive Teaching & the Brain. Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. London, New Delhi & Singapore: CORWIN (Sage).


Harushimana, I. (2022). Preparing educators who save lives: what can US schools of education do? Journal for Multicultural Education, 16(3), 225–236. https://doi.org/ 10.1108/JME-11-2021-0198


Heidegger, M. (1977 [1954]). The question concerning technology (Die Frage nach der Technik).New York: Garland Publishing.


Hill, A. L. (2012). Culturally Responsive Teaching: An Investigation of Effective Practices for African American Learners (Unpublished doctoral dissertation). Loyola University Chicago.


Hoeg, D. G., & Bencze, J. L. (2017). Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards. Science Education, 101(2), 278–301. https://doi.org/10.1002/sce.21260


Huber, C. R., & Kuncel, N. R. (2016). Does College Teach Critical Thinking: A Meta- Analysis . Review of Educational Research, 86(2), 431–468. http://dx.doi.org/10.3102/ 0034654315605917


Ife, J. (2001). Local and global practice: Relocating social work as a human rights profession in the new global order. European Journal of Social Work, 4(1), 5–15. https://doi.org/ 10.1080/714052835


Kamran, A., Naeim, M., Mohammadi, M., & Masoumi, N. (2022). Prediction of academic performance based on learning style and critical thinking among medical students. Journal of Pedagogical Research, 6(1), 57–66.


Kassa, E. A., & Mekonnen, E. A. (2022). Computational thinking in the Ethiopian secondary school ICT curriculum. Computer Science Education, 32(4), 502–531. https://doi.org/ 10.1080/08993408.2022.2095594


Kola, M. I. (2015). How Teachers Actualise Critical Thinking Skills in the Technology Classroom (Doctoral dissertation, University of Pretoria). Retrieved from https://repository.up.ac.za/bitstream/handle/2263/52934/Kola_Teachers_2015.pdf?sequence=1


Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children.
Jossey-Bass.


Ladson-Billings, G. (2021). Culturally Relevant Pedagogy: Asking a Different Question.Columbia: Teachers Colleage Press.


Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID- 19: using technology to develop 21st century skills. Interactive Technology and Smart Education, 18(2), 189–204. http://dx.doi.org/10.1108/ITSE-08-2020-0137


Liu, O. L., Frankel, L., & Roohr, K. C. (2014, June). Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment. Retrieved from https://files.eric.ed.gov/fulltext/EJ1109287.pdf
 

McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–6. https://psycnet.apa.org/doi/10.1002/ 1520-6629(198601)14:1%3C6::AID-JCOP2290140103%3E3.0.CO;2-I


Mthethwa-Sommers, S. (2013). Teaching Against Defensive Moves: A Case Study on the Impact of Teacher Racial Identity on Learning. SSRN . Retrieved from https://ssrn.com/ abstract=2247821


Nkrumah, K. (1945). Mind and Thought in Primitive Society. A Study in Ethnophilosophy (Unpublished doctoral dissertation). Pennsylvania University.


Odekeye, T. O. (2020). Indigenous (Cultural) Knowledge Related to the Concept of Variation and Evolution as Difficult Topics in Biology. In P. Okebukola (Ed.), Breaking Barriers to Learning: The Culturo Techno-Contextual Approach (CTCA). Slough, UK and Delhi: Sterling Publishers.


Okebukola, P. A. (2020). Breaking Barriers to Learning: The (CTCA). Slough, UK and Delhi: Sterling Publishers.


Okebukola, P. A., Onowugbeda, F., Awaah, F., Ademola, I., Odekeye, T., & Ajayi, O. A. (2020).Investigating chemical safety awareness and practices in Nigerian Schools. J Chem Educ, 98(1), 105–112. https://doi.org/10.1021/acs.jchemed.0c00136


Okebukola, P. A., Suwadu, B., Oladejo, A., Nyandwi, R., Ademola, I., Okorie, H., & Awaah,F. (2020). Delivering high school chemistry during COVID-19 lockdown: voices from Africa. J Chem Educ, 97 (9), 3285–3289. Retrieved from https://pubs.acs.org/doi/10.1021/ acs.jchemed.0c00725


Oladejo, A. I., Okebukola, P. A., Olateju, T. T., Akinola, V. O., Ebisin, A., & Dansu, T. V. (2022). In search of culturally responsive tools for meaningful learning of chemistry in Africa: We stumbled on the culturo-techno-contextual approach. Journal of Chemical Education, 99(8), 2919–2931. https://doi.org/10.1021/acs.jchemed.2c00126


Olaore, A. Y., & Drolet, J. (2017). Indigenous knowledge, beliefs, and cultural practices for children and families in Nigeria. Journal of Ethnic & Cultural Diversity in Social Work, 26(3), 254–270. https://doi.org/10.1080/15313204.2016.1241973


Onowugbeda, F. U. (2020). Variation and Genetics as Difficult Topics for Secondary School Students in Biology: Exploring the Impact of Indigenous (Cultural) Knowledge for Better Understanding. In P. A. Okebukola (Ed.), Breaking Barriers to Learning: The Culturo-Techno-Contextual Approach (CTCA) (pp. 140–154). Delhi, India & Slough: Sterling Publishers.


Onowugbeda, F. U., Okebukola, P. A., Agbanimu, D. O., Ajayi, O. A., Oladejo, A. I., Awaah, F., … Ige, A. M. (2022). Can the culturo-techno-contextual approach (CTCA) promote students’ meaningful learning of concepts in variation and evolution? Research in Science & Technological Education, 1–17. https://doi.org/10.1080/02635143.2022.2084060


Raheem, K., Anamuah-Mensah, J., & Sefa-Dei, G. J. (2014). Re-Thinking Development and Growth Theories for Africa. In A. Asabere-Ameyaw, J. Anamuah-Mensah, G. J. Sefa- Dei, & K. Raheem (Eds.), Indigenist African Development and Related Issues (pp. 15–26). Brill.


Saanu, T. (2015). Exploration of the Effect of the Culturo-Techno-Contextual Approach on the Achievement and Attitude of Students in Logic Gate (Unpublished master’s thesis). Lagos State University, Lagos (Nigeria).


Schoenfeld, A. H.    (1992).    Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 196(2). https://doi.org/10.1177/002205741619600202


Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., … Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632–654. https://doi.org/10.1002/tea.20311


Seo, Y. (2022). Pre-Service English Teachers’ Reflections on Culturally Responsive Teaching in Teacher Education. English Teaching, 77 (4), 159–176. https://doi.org/10.15858/engtea.77.4.202212.159


Taube, K. T. (1997). Critical Thinking Ability and Disposition as Factors of Performance on a Written Critical. The Journal of General Education, 46(2), 129–164. Retrieved from https://www.jstor.org/stable/27797335


UNESCO. (n.d.). International Standard Classification of Education ISCED 2011. Retrieved from https://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf


Welcome to Lagos State Examinations Board. Online Portal. (n.d.). Retrieved from https:// examsboard.lagosstate.gov.ng/

Descargas

Publicado

2023-07-26

Cómo citar

Gbeleyi, O. A., Olusegun, O. P., & Tetteh, A. (2023). La reducción del bajo rendimiento académico y el fomento de las capacidades de pensamiento crítico en informática mediante un método de enseñanza culturalmente sensible. Research in Education and Learning Innovation Archives, (31), 81–98. https://doi.org/10.7203/realia.31.25192
Metrics
Vistas/Descargas
  • Resumen
    969
  • PDF
    532
  • EPUB
    282
  • HTML
    958

Número

Núm. 31 (2023)

Sección

ARTÍCULOS

Licencia

Los artículos publicados en esta revista están sujetos a los siguientes términos:

1. La Universitat de València es la editora de Research in Education and Learning Innovation Archives (REALIA) y conserva los derechos patrimoniales (copyright) de lo publicado en la revista, si bien permite y propicia la reutilización de las mismas bajo una licencia copyleft.

2. Los textos publicados en esta revista están –si no se indica lo contrario– bajo una licencia Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0).

La revista anima a sus autores a difundir y dar mayor visibilidad a las investigaciones que publique en Research in Education and Learning Innovation Archives (REALIA) por lo que le informa de que al publicar con nosotros:

  1. El autor  conserva los derechos de autor aunque cede a la revista el derecho de la primera publicación
  2. El trabajo se publica con una licencia Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0).
  3. Auto-archivo: Se autoriza y recomienda a los autores difundir su trabajo en Internet en repositorios institucionales, y otras páginas personales o institucionales, para favorecer su visibilidad y citación, siempre indicando claramente que el trabajo se publicó por primera vez en esta revista

Métrica