Reclaiming Numeracy: Evaluating the Impact of the Culturo -Techno-Contextual Approach (CTCA) on Mathematical Perception in Sierra Leonean Higher Education
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Negative perception is a significant barrier to mathematical proficiency among tertiary students in West Africa. This study evaluates the impact of the Culturo-Techno-Contextual Approach (CTCA) on the cognitive and affective dispositions of 376 first-year students at the University of Makeni (UNIMAK), Sierra Leone. Findings from a quasi-experimental analysis demonstrate that CTCA significantly enhances student confidence, participation, and conceptual clarity. The study concludes that by centering instruction on the "Culturo-Techno" axis, educators can effectively dismantle "math anxiety" and improve academic performance.
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