A Tripartite Instructional Approach for Demarginalising Biology Classrooms: Impact on Cognitive Achievement and Process Skills

Biology classrooms in Nigeria, especially in under-resourced and culturally diverse settings, are often marginalised due to a persistent disconnect between theoretical knowledge in biology and its practical application. This marginalisation stems from rigid teaching methodologies, limited resources, and a lack of contextual relevance, which hinder meaningful learning. The Culturo-Techno Contextual Approach (CTCA) 2.0 offers a tripartite instructional framework to address these 21st-century challenges, particularly in Africa, hence this study examined the impact of the CTCA2.0 on biology students’ cognitive achievement and process skills acquisition and further investigated the relationship between the two variables. The study sample consisted of 104 students (science = 38, non-science = 66) from two senior secondary schools in Lagos State South-West, Nigeria. Using an explanatory sequential design, quantitative data were collected through the Biology Cognitive Achievement Test (BCAT) and Biology Process Skills Acquisition Test (BPSAT), with reliability coefficients of 0.79 and 0.76, respectively. Qualitative data were obtained using the Biology Students Interview Protocol (BSIP). Data were analysed using mean, SD, ANCOVA formula and Pearson’s correlation. The findings revealed statistically significant differences in cognitive achievement [F (1, 48) = .000; P < .05], process skills acquisition [F (1, 48) = .000; P < .05], and a positive relationship between the two variables (r = 0.24; p =.01) in the experimental group. Despite limitations, the study concluded that CTCA2.0 plays a pivotal role in demarginalising biology classrooms by enhancing students’ cognitive abilities and process skills. Therefore, it was recommended that the approach should be adopted to improve students’ cognitive ability and process skills in challenging biology concepts.