Holistic Learning Gains: Combined Effects of Attitudes, Critical Thinking, and Problem-solving on Student Achievement With the Ctca 2.0 Approach

Holistic Learning Gains: Combined Effects of Attitudes, Critical Thinking, and Problem-solving on Student Achievement With the Ctca 2.0 Approach | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Holistic Learning Gains: Combined Effects of Attitudes, Critical Thinking, and Problem-solving on Student Achievement With the Ctca 2.0 Approach MOHAMED AKIM SANKOH, PETER AKINSOLA OKEBUKOLA, MICHAEL ADETUNJI AHOVE, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8197517/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study examines the synergistic relationships among academic achievement, learning attitude, critical thinking, and problem-solving skills in secondary STEM education, drawing on findings from a recent quasi-experimental study of a Culturo-Techno-Contextual Approach (CTCA) 2.0. In that mixed-methods research, 167 Sierra Leonean senior secondary students learnt the most difficult subtopics of Mendelian genetics and entrepreneurship via one of four methods: monolingual CTCA 2.0, two levels of multilingual CTCA 2.0, or a traditional lecture control. Validated instruments measured achievement, attitudes, problem-solving ability, and critical thinking before thinking before and after instruction, and selected students were interviewed. The CTCA 2.0 intervention produced significantly greater gains on all outcomes than the lecture method. Overall, students in the CTCA 2.0 groups exhibited higher test scores, more positive attitudes, better problem-solving, and stronger critical-thinking performance. Notably, multilingual B CTCA led to the highest achievement and attitude gains, while monolingual CTCA maximised critical-thinking improvements. For Mendelian genetics, CTCA yields medium to large effects on achievement (η²≈.12), attitude, problem-solving (η²≈.06) and especially critical thinking (η²≈.305). In contrast, entrepreneurship (business model development) learning saw significant achievement and cognitive gains under CTCA, but student attitudes were uniformly high regardless of method. Qualitative interviews highlighted that CTCA’s use of cultural examples and multimedia (e.g.,(e.g., real-life family analogies, videos, and videos, and group work) made difficult concepts accessible and engaging, fostering motivation and deeper understanding. These results support theories that positive attitudes and metacognitive engagement (through culturally responsive pedagogy and cognitive task analysis) enhance learning outcomes. The Researcher discuss implications for science and entrepreneurship education: specifically, adapting CTCA 2.0 in multicultural STEM classrooms can bridge language gaps and empower diverse learners, thus promoting equity and deep learning. Implications for multilingual pedagogy and educational psychology (e.g.,(e.g., expectancy-value theory) are considered, along with recommendations for teacher training and curriculum design. Full Text Additional Declarations A statement of ethics approval This study involving human participants was reviewed and approved by the Ethics Committee of the African Centre for Excellence Innovation in STEM Education [ACE-ISTE], [MARCH2025]. All procedures performed in this study involving human participants were conducted in accordance with the ethical standards of the institutional research committee and with the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards." A statement on participant consent "Written informed consent for participation was obtained from the School Principals acting in loco parentis on behalf of students under 18 years of age, following approval by the respective schools' ethics committees. Prior to data collection, the School Principals were fully briefed on the study objectives, procedures, potential risks, and benefits. All participating students were also informed about the research purpose and their right to withdraw from the study at any time without consequence. Student assent was obtained from all minor participants." Quoted students in the results are using pseudonyms Names. No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8197517","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":551314042,"identity":"0872c2ed-6d5c-4fb0-834c-5285c9e42ac7","order_by":0,"name":"MOHAMED AKIM SANKOH","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABcUlEQVRIie2SP0vDQBiH3xBIl9OuKdHGLyBcOIhK/PNZQqBdUl07SEgpXBelawr1O3SzbgkH7ZK2ayCLxbUOdRDEIl60jS3N4CiYB+64O37P3b3cAeTk/ElQ0onfneCeLscg8yZM/VUqme5lK5VU4SERbygoW2GwFspWDlu3wUtUN0BtjRie9yfmfQFpT/XFsYOHTWA7fUc9csUgRuAsFT0cW4odVgGHl5bZCWPzoYmINqKyjEPGlZBpXV+yDARspUQ2VmqUAQabsB0amz0mVUoNlyvRlc9XfMEDpCsI/B+FvNc+GKjtWaKME6X65i4SxeKnUOfCg+KrsnaxyNaVWlI1dy2+J1fEgeBKqSKa/BSJK2JaS6gb9qCKcDQjWodahCus1KByqcNrCe4oszxRIiddnNYyvCGxfW2U1bZN5Dk93+9NgsbcXTjF3WFTeHymzplXaE6jWd0pZ/yBTQ7SR/l6Nbyd2EJ1fxHKycnJ+Q98ApyZi6geh3wpAAAAAElFTkSuQmCC","orcid":"","institution":"Lagos State University. 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In that mixed-methods research, 167 Sierra Leonean senior secondary students learnt the most difficult subtopics of Mendelian genetics and entrepreneurship via one of four methods: monolingual CTCA 2.0, two levels of multilingual CTCA 2.0, or a traditional lecture control. Validated instruments measured achievement, attitudes, problem-solving ability, and critical thinking before thinking before and after instruction, and selected students were interviewed. The CTCA 2.0 intervention produced significantly greater gains on all outcomes than the lecture method. Overall, students in the CTCA 2.0 groups exhibited higher test scores, more positive attitudes, better problem-solving, and stronger critical-thinking performance. Notably, multilingual B CTCA led to the highest achievement and attitude gains, while monolingual CTCA maximised critical-thinking improvements. For Mendelian genetics, CTCA yields medium to large effects on achievement (η²≈.12), attitude, problem-solving (η²≈.06) and especially critical thinking (η²≈.305). In contrast, entrepreneurship (business model development) learning saw significant achievement and cognitive gains under CTCA, but student attitudes were uniformly high regardless of method. Qualitative interviews highlighted that CTCA’s use of cultural examples and multimedia (e.g.,(e.g., real-life family analogies, videos, and videos, and group work) made difficult concepts accessible and engaging, fostering motivation and deeper understanding. These results support theories that positive attitudes and metacognitive engagement (through culturally responsive pedagogy and cognitive task analysis) enhance learning outcomes. 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