Using Culturo – Techno Contextual Approach (CTCA) to enhance upper primary pupils’ performance and knowledge retention in science

Abstract

This study explained how the Culturo Techno Contextual Approach (CTCA), a method of teaching, could help to enhance pupils in upper primary six performance and knowledge retention in science. The research design used was the action research under the spiral model touted by Kemmis and McTaggart. The mixed method study approach was considered adequate for the study. The targeted population included all the primary six pupils and teachers in the Kumasi Metropolitan area but the accessible population consisted of upper primary six teachers from the old Tafo M/A primary B school in the old Tafo submetro in the Kumasi Metropolis. The sample size was 52 pupils who happens to be the entire class size of class six. The instruments used were document analysis, test, observation and interview schedules. The study involved three main intervention stages during the data collection procedure, the pre - intervention, intervention and postintervention. Five lessons on selected science concepts were designed and taught using the CTCA. Five craftsmen, three women and two men were interviewed on their indigenous economic activities to determine the science processes and the science concepts that were associated with each. Data collected was put into themes and analysed. The finding of the study suggested that there are several indigenous economic activities in the research area and its environs and for each one there were science processes and concepts associated with it. Some of the identified indigenous activities are charcoal burning, palm oil preparation, pito brewing and craft and artisanal production. Each of these activities were associated with indigenous processes. For instance, charcoal burning is associated with indigenous processes such as cutting of wood, arrangement of wood, covering of wood with leaves and burning of wood. The study again identified some specific skills that were inculcated in the learners during the use of the CTCA. The skills were grouped as basic and integrated skills. The basic skills identified were observation, communication and classification, and the integrated also included cultural sensitivity, technological integration and contextual understanding. The study indicated that pupils' conceptual understanding and retention of the concept taught using the CTCA improved based on the pre and post test scores obtained. Based on the findings of the study, it was recommended that community involvement in curriculum design must be encouraged, and indigenous knowledge must be integrated into the basic school science curriculum.