DEGREE OF APPLICATION OF CULTURO-TECHNO-CONTEXTUAL APPROACH IN THE TEACHING OF BIOLOGY

This study examined the degree of application of the Culturo-Techno-Contextual Approach (CTCA) in the teaching of Biology among Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State, Nigeria. The study sought to determine teachers’ level of awareness of CTCA, examine the extent to which they integrate cultural, technological, and contextual elements in Biology instruction, and identify the challenges affecting its implementation. The research adopted a descriptive survey design. The population of the study consisted of all Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State. A census survey was used, and all 17 Biology teachers in Egor Local Government Area formed the sample for the study. The instrument for data collection was a structured questionnaire designed on a four-point Likert scale, ranging from Strongly Agree (4) to Strongly Disagree (1). The questionnaire comprised Sections A, B, C, and D, making a total of 19 items. Section A elicited demographic information from the respondents, while Sections B, C, and D contained five items each. The instrument was administered and retrieved on the spot. The data collected were analyzed using frequencies and simple percentages to provide a clear understanding of the responses and to enable meaningful interpretation. Findings showed that Biology teachers in public senior secondary schools within Egor Local Government Area of Edo State are familiar with the concept of CTCA, but they lack formal training on its practical application in the classroom. The study further revealed that the degree of integration of CTCA principles in Biology teaching is modest but not extensive. Additionally, several challenges were identified as limiting the full implementation of CTCA, including inadequate training opportunities, poor access to technological facilities, and language barriers. The study concluded that the Culturo- Techno-Contextual Approach is yet to be fully understood and effectively implemented by Biology teachers in senior secondary schools. It recommended regular CTCA training for 9 teachers through workshops and seminars organized by the Ministry of Education in Faculty of Education of Universities. The study also emphasized the need for better technological resources in schools to support CTCA implementation and encouraged curriculum planners to revise the Biology curriculum to allow greater cultural and contextual flexibility in teaching.