Culturo-Techno-Contextual Approach (CTCA 2.0) in Hybridisation Learning: Comparative Insightsinto Monolingual and Multilingual Chemistry Instruction
DOI:
https://doi.org/10.63569/ajopac/08/01/07Keywords:
culturo-techno-contextual approach; hybridisation; monolingual; multilingualAbstract
Approaches to teaching science are undergoing an evolution, and new variants such as the Culturo-Techno-Contextual Approach 2.0 (CTCA 2.0) have emerged and are proving to be more potent than the older variants. This study examined the impact of CTCA 2.0 on academic achievement and attitudinal disposition in secondary chemistry, comparing monolingual and multilingual instructional delivery on the concept of hybridisation. Participants were Grade 11 students from the Sciences and Technologies stream within Kambia District, Sierra Leone. Two schools were selected based on the availability of qualified chemistry teachers, laboratory facilities, and students’ access to internet-enabled devices, particularly after school hours. The monolingual was (English only (100%)), and the multilingual was (English-70%, Krio-20%, Kathemne-8%, and Gen Z-2% slang expressions). The Hybridisation Achievement Test and the Hybridisation Attitude Questionnaire, with reliability coefficients of 0.81 and 0.79, respectively, were the instruments used to collect data. The MANCOVA showed that the CTCA 2.0 multilingual group outperformed its monolingual counterpart on measures of achievement (F(1, 67) = 67.74, p < .001, partial η² = .50) and attitude (F(1, 67) = 658.23, p < .001, partial η² = .91). It was concluded that CTCA 2.0 multilingual mode is a viable teaching approach for promoting meaningful learning of hybridisation.
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