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CULTURO-TECHNO-CONTEXTUAL APPROACH: AN INDIGENOUS PARADIGM FOR REDUCING MATHEMATICS ANXIETY AND ENHANCING ACADEMIC PERFORMANCE

Domaine:

education

Type de record:

paper
Créateur:
Ola
Éditeur:
Zenodo
Hôte:avatar
This study investigated the potency of the culturo-techno-contextual approach (CTCA) as a paradigm for reducing student anxiety and improving academic performance in trigonometry, a topic widely regarded as challenging in mathematics. Using a quasi-experimental pretest-posttest non-equivalent groups design, data were collected from 119 Senior Secondary School II (SS2) mathematics students in Lagos State, Nigeria. Findings revealed that the experimental group taught with CTCA had a lower level of anxiety (M=11.28, SD = 2.36 and performed significantly better (M = 20.72, SD = 3.26) in trigonometry than the control group, with a higher level of anxiety (M=16.31, SD = 2.79) and lower academic performance (M = 13.71, SD = 3.81). taught with the conventional method. These results validated the efficacy of adopting a cultural and contextual knowledge strategy for teaching mathematics. It is therefore recommended that teachers should integrate CTCA frameworks to improve students’ understanding of trigonometry.

Visit

doi.orgzenodo.org

Tags

CTCA, Indigenous Paradigm, Mathematics Anxiety, Academic Performance.

Licenses

Creative Commons Attribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/legalcode

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