Scholarlink

<p>This study examined the effects of four instructional approaches on university students’ achievement and critical-thinking performance in a Mobile and Adaptive Systems course: (a) traditional lecture, (b) Harlybot-supported Culturo-Techno-Contextual Approach (CTCA) delivered in monolingual English, (c) Harlybot-supported CTCA using an 80% English, 10% Nigerian Pidgin, and 10% Yoruba multilingual configuration, and (d) Harlybot-supported CTCA using a 45% English, 35% Yoruba, and 20% Nigerian Pidgin heavy multilingual configuration. A pre-test–post-test quasi-experimental design was employed with 75 s-year undergraduates drawn from four universities in South-Western Nigeria. A prior Cognitive Task Analysis identified the Open Systems Interconnection (OSI) model as a high-difficulty concept, thereby guiding the focus of the instructional intervention. Quantitative data were analysed using Multivariate Analysis of Covariance (MANCOVA), with pre-test scores as covariates. The results revealed a significant multivariate effect of instructional condition on the combined dependent variables, although no statistically significant differences were observed at the univariate level for achievement or critical thinking when considered separately. Despite this, consistent patterns in adjusted means indicated that all CTCA-based conditions outperformed the traditional lecture group, with the 80-10-10 and heavy multilingual groups showing relatively stronger performance trends. Qualitative data from semi-structured interviews provided explanatory insight, indicating that strategically timed, culturally familiar code-switching during peer explanation and instructor-led consolidation enhanced conceptual understanding of abstract OSI processes. However, excessive multilingual use was associated with reduced perceptions of academic rigor, while strictly monolingual delivery sustained conceptual difficulty. The findings extend the Culturo-Techno-Contextual framework by demonstrating that the effectiveness of culturally responsive pedagogy depends not only on its structural implementation but also on the measured integration of multilingual scaffolding. The qualitative findings suggest that participants perceived the 80-10-10 configuration as a balanced instructional approach, although quantitative comparisons did not establish clear superiority over other CTCA variants.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Effects of the 80-10-10 CTCA-Harlybot model on university students’ achievement and critical thinking in mobile and adaptive systems course

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月21日

查看全文
  • Alli Olawale Abdurrazaq,
  • Peter A. Okebukola,
  • Toyin. Enikuomehin,
  • Deborah Agbanimu,
  • Uchenna Ugwuoke,
  • Victoria Abokunwa,
  • Bashir O. Ayinde

摘要

This study examined the effects of four instructional approaches on university students’ achievement and critical-thinking performance in a Mobile and Adaptive Systems course: (a) traditional lecture, (b) Harlybot-supported Culturo-Techno-Contextual Approach (CTCA) delivered in monolingual English, (c) Harlybot-supported CTCA using an 80% English, 10% Nigerian Pidgin, and 10% Yoruba multilingual configuration, and (d) Harlybot-supported CTCA using a 45% English, 35% Yoruba, and 20% Nigerian Pidgin heavy multilingual configuration. A pre-test–post-test quasi-experimental design was employed with 75 s-year undergraduates drawn from four universities in South-Western Nigeria. A prior Cognitive Task Analysis identified the Open Systems Interconnection (OSI) model as a high-difficulty concept, thereby guiding the focus of the instructional intervention. Quantitative data were analysed using Multivariate Analysis of Covariance (MANCOVA), with pre-test scores as covariates. The results revealed a significant multivariate effect of instructional condition on the combined dependent variables, although no statistically significant differences were observed at the univariate level for achievement or critical thinking when considered separately. Despite this, consistent patterns in adjusted means indicated that all CTCA-based conditions outperformed the traditional lecture group, with the 80-10-10 and heavy multilingual groups showing relatively stronger performance trends. Qualitative data from semi-structured interviews provided explanatory insight, indicating that strategically timed, culturally familiar code-switching during peer explanation and instructor-led consolidation enhanced conceptual understanding of abstract OSI processes. However, excessive multilingual use was associated with reduced perceptions of academic rigor, while strictly monolingual delivery sustained conceptual difficulty. The findings extend the Culturo-Techno-Contextual framework by demonstrating that the effectiveness of culturally responsive pedagogy depends not only on its structural implementation but also on the measured integration of multilingual scaffolding. The qualitative findings suggest that participants perceived the 80-10-10 configuration as a balanced instructional approach, although quantitative comparisons did not establish clear superiority over other CTCA variants.