The Efficacy Of Ctca In Breaking Barriers To Students’ Learning Of Difficult Concepts In Biology

Studies have shown that science in Africa stemmed from external influence and this has led to the inability of science students in Nigeria and Africa to relate with what is being taught in the classrooms. Most concepts in science are abstract, counter intuitive and not consistent with the students existing knowledge translating into the negative attitude and lack of interest students demonstrate towards science subjects which reflects in poor performance of students in these subjects. The study was carried out to proffer solution to this problem through the use of a teaching method that allows…