Differential Effects of Active Learning and Culturo-Techno-Contextual Approach (CTCA) on Pre-Service Teachers' Achievement and Interest in Business Education

Abstract

This study examined the effects of Active Learning and the Culturo-Techno-Contextual Approach (CTCA) on preservice teachers' achievement and interest in Business Education in Southwest Nigeria's Colleges of Education. Using
a quasi-experimental pretest-posttest design, 107 pre-service teachers and 8 lecturers from three colleges were
assigned to CTCA (n=42), Active Learning (n=31), and Control (n=34) groups. Data from the Business Education
Achievement Test (BEAT) and Interest Inventory (BEII) were analysed using ANCOVA. Lecturers viewed active
learning positively, though challenges with error recovery and pleasantness emerged. CTCA recorded the highest
achievement gain (6.62), followed by Active Learning (4.39) and Control (3.53). For interest, Active Learning led
(3.93), followed by CTCA (3.83) and Control (3.64). Gender showed no significant main effect on achievement, but a
significant treatment-gender interaction existed. CTCA significantly outperformed other groups in achievement, while
both CTCA and Active Learning enhanced interest more than conventional methods. CTCA is recommended for
achievement, Active Learning for interest, alongside targeted professional development.