Table of Contents
Abstract. 2
CHAPTER ONE.. 5
INTRODUCTION.. 5
1.1 Background to the Study.. 5
1.2 Statement of the Problem... 7
1.3 Objectives of the Study.. 8
1.4 Research Questions. 8
1.5 Research Hypothesis. 9
1.6 Significance of the Study.. 9
1.7 Scope of the Study.. 10
1.8 Limitations of the Study.. 10
1.9 Organization of the Study.. 10
1.10 Definition of Terms. 11
CHAPTER TWO.. 15
REVIEW OF RELATED LITERATURE.. 15
2.1 Introduction.. 15
2.2 Theoretical Review.. 15
2.2.1 Theory of Culturally Responsive Teaching and Student Engagement. 15
2.2.2 Social Constructivist Theory and Collaborative Learning.. 15
2.2.3 The Theory of Relevance and Motivation.. 16
2.2.4 Theory of Cultural Capital and Academic Success. 16
2.3 Conceptual Review.. 16
2.4 Empirical Review.. 20
2.5 Summary of Literature Review.. 23
Chapter Three.. 24
Research Methodology.. 24
3.1 Research Design.. 24
3.2 Population of the Study.. 25
3.3 Sample and Sampling Technique.. 25
3.4 Instrumentation.. 26
3.5 Procedure for Data Collection.. 26
3.6 Method of Data Analysis. 27
3.7 Ethical Considerations. 28
3.8 Limitations of the Study.. 28
CHAPTER FOUR.. 29
DATA ANALYSIS AND INTERPRETATION.. 29
4.1 Preamble.. 29
4.2 Socio-Demographic Characteristics of Respondents. 29
TABLES BASED ON RESEARCH QUESTIONS.. 32
4.3 Analysis of the Respondents’ Views on Research Question one:. 32
4.4 Testing Hypothesis. 44
Discussion of Findings. 47
CHAPTER FIVE.. 49
SUMMARY CONCLUSION AND RECOMMENDATIONS.. 49
5.1 Summary of Findings. 49
5.2 Conclusion.. 50
5.3 Recommendations. 50
REFERENCE.. 52
QUESTIONNAIRE.. 55
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The integration of cultural contextual teaching approaches into educational practices has gained significant attention in recent years, particularly concerning its impact on students' achievement and attitudes. Contextual teaching, which emphasizes the use of students' cultural backgrounds and experiences as a foundation for learning, aligns with the principles of constructivism by fostering a more relatable and engaging learning environment (Brown et al., 1989). This approach contrasts with traditional methods that often overlook cultural diversity, potentially leading to disengagement and diminished educational outcomes (Stein et al., 1996). By incorporating cultural contexts into the curriculum, educators aim to make learning more meaningful and effective for students from diverse backgrounds.
Research indicates that culturally contextualized teaching strategies can enhance students' academic performance by making content more relevant and accessible. For instance, the work of Ladson-Billings (1995) highlighted that students' achievement improves when teaching practices are adapted to reflect their cultural contexts. This approach not only facilitates a deeper understanding of academic material but also promotes higher levels of motivation and engagement. Similarly, research by Gay (2000) underscores the importance of culturally relevant pedagogy in bridging the gap between students' prior knowledge and new concepts, thereby supporting improved academic outcomes.
Beyond academic achievement, cultural contextual teaching also plays a crucial role in shaping students' attitudes toward learning. Studies by Nieto (2000) suggest that when students see their cultural backgrounds reflected in the curriculum, they develop a more positive attitude toward education. This sense of inclusion can increase students' self-esteem and foster a more favorable perception of school. Furthermore, teachers who implement culturally responsive strategies are often seen as more supportive and understanding, which can enhance students' overall learning experience (Banks, 2001).
The impact of cultural contextual teaching on student attitudes and achievement has been examined in various contexts. For example, research conducted by Culturally Relevant Pedagogy (2003) demonstrated that students from diverse cultural backgrounds showed improved attitudes and performance in subjects like mathematics and science when instructional methods incorporated cultural elements. Similarly, a study by Lee (2007) found that culturally responsive teaching practices led to better engagement and higher achievement levels among minority students.
1.2 Statement of the Problem
The problem under investigation is the effectiveness of culturally contextual teaching approaches on students' achievement and attitudes in the study of vectors, a fundamental topic in mathematics and physics. Traditional instructional methods often neglect the diverse cultural backgrounds of students, potentially leading to disengagement and suboptimal learning outcomes (Stein et al., 1996). This issue is particularly pronounced in subjects like vectors, which may be abstract and challenging for students who do not see the relevance of the material to their cultural contexts. Thus, there is a need to explore how integrating cultural contexts into vector instruction can influence both students' academic performance and their attitudes toward learning.
Research suggests that culturally contextual teaching methods can positively impact students' achievement by making learning more relevant and engaging (Gay, 2000). However, there is limited evidence specifically addressing how these approaches affect understanding and performance in technical subjects like vectors. For instance, while studies have demonstrated the benefits of culturally responsive pedagogy in general education settings (Ladson-Billings, 1995), there is a gap in understanding how these principles apply to the teaching of complex mathematical concepts. Addressing this gap could provide valuable insights into how cultural relevance influences learning outcomes in specific subject areas.
1.3 Objectives of the Study
The main objective of the study is to examine Effects of culture contextual teaching approach on students achievement and attitude in vectors. Specific objectives of the study are:
- To investigate the impact of culture contextual teaching approach on students' achievement in vectors.
- To examine the influence of culture contextual teaching approach on students' attitude towards learning vectors.
- To explore the relationship between students' cultural backgrounds and their academic performance and attitude towards vectors when taught using the culture contextual teaching approach.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- Does the culture contextual teaching approach significantly improve students' academic achievement in vectors compared to traditional teaching methods?
- Does the culture contextual teaching approach enhance students' positive attitudes towards learning vectors compared to traditional teaching methods?
- Is there a significant correlation between students' cultural backgrounds and their academic achievement and attitude towards vectors when taught using the culture contextual teaching approach?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant difference in students' achievement in vector-related tasks between those taught using a culturally contextual teaching approach and those taught using a traditional teaching approach.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Warri Metropolis sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Mathematics Education. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
1. Culture Contextual Teaching Approach
A pedagogical strategy that integrates students' cultural backgrounds and real-life experiences into the learning process. This approach aims to make learning more relevant and engaging by connecting academic content, such as vectors in mathematics, to the students' cultural contexts and everyday experiences.
2. Achievement
The measurable performance or proficiency that students demonstrate in their academic work, often assessed through tests, assignments, and other evaluations. In this context, it specifically refers to students' understanding and application of vector concepts and skills.
3. Attitude
The students' feelings, beliefs, and dispositions towards learning, which can influence their motivation and engagement in the subject matter. This includes their interest in, enthusiasm for, and perceived relevance of studying vectors.
4. Vectors
Mathematical entities that have both magnitude and direction, used to represent quantities such as force, velocity, and displacement. In educational settings, vectors are a fundamental concept in geometry and physics that students need to understand and apply.
5. Cultural Relevance
The extent to which educational content and teaching methods align with and reflect the cultural backgrounds, experiences, and values of students. This concept emphasizes the importance of making learning materials and activities pertinent to students' cultural contexts to enhance understanding and engagement.
6. Contextual Learning
An instructional approach that connects academic content to real-world situations and students' prior knowledge and experiences. By situating learning in meaningful contexts, it helps students see the practical application of theoretical concepts, such as vectors.
7. Student Engagement
The level of active participation, interest, and investment that students demonstrate in their learning activities. Higher engagement typically leads to better academic outcomes and a more positive attitude towards the subject matter, such as vectors, when the learning approach is culturally contextualized.
