Culturally Responsive Pedagogy in Cybersecurity Education: Evidence from African Secondary Schools
DOI:
https://doi.org/10.65820/ejes-9vol2-issue1-2026Keywords:
Culturally Responsive Pedagogy, Cybersecurity Education, Culturo-Techno-Contextual Approach, Quasi-experimental design, ICTAbstract
Purpose: This study examines the effectiveness of the Culturo-Techno-Contextual Approach (CTCA) in improving secondary school students’ academic achievement in cybersecurity. The CTCA integrates culture, technology, and context to promote meaningful learning and is grounded in cognitive constructivist, meaningful learning, social constructivist, and eco-cultural theories.
Methods: A quasi-experimental pre-test–post-test control group design was employed with 106 secondary school ICT students in Africa. The experimental group (n = 54) was taught using the CTCA, while the control group (n = 52) received conventional lecture-based instruction. Achievement was measured using the Information Security Achievement Test (ISAT), which demonstrated satisfactory reliability (Cronbach’s α = 0.82; test–retest reliability = 0.79). Analysis of covariance (ANCOVA) was conducted using pretest scores as covariates to control for baseline differences.
Results: Students taught using the CTCA achieved significantly higher post-test scores (M = 26.59, SD = 3.27) than those taught using the lecture method (M = 17.62, SD = 3.06). ANCOVA revealed a significant treatment effect, F(1, 103) = 615.83, p < .05, confirming the effectiveness of the CTCA in enhancing cybersecurity achievement.
Novelty and Contribution: This study extends the application of the CTCA to cybersecurity education, providing empirical evidence for a culturally responsive, technology-enhanced instructional approach that strengthens constructivist learning in African secondary schools.
Social and Practical Implications: The findings support the adoption of the CTCA by educators and policymakers to improve cybersecurity and ICT learning outcomes, strengthen digital competencies, and enhance students’ preparedness for an increasingly digital society.
References
Adeleye, N., & Eboagu, C. (2019). Economic growth and ICT development in Africa. Telecommunications Policy, 43(5), 1–12. https://doi.org/10.1016/j.telpol.2018.12.004
Adeoye, B. F., Oluwole, A. F., & Blessing, O. (2013). ICT and educational development in Nigeria: Prospects and challenges. International Journal of Education and Development using ICT, 9(2), 112–123.
Adeyemi, A. M., & Adeyemi, S. B. (2014). Institutional factors as predictors of students’ academic achievement in Colleges of Education in South Western Nigeria. International Journal of Educational Administration and Policy Studies, 6(8), 141–153. https://doi.org/10.5897/IJEAPS2014.0340
Adeyemo, D. A. (2005). Parental involvement, interest in schooling and school environment as predictors of academic self-efficacy among fresh secondary school students in Oyo State, Nigeria. Electronic Journal of Research in Educational Psychology, 3(1), 163–180.
Akiri, A. A. (2013). Teachers’ effectiveness and students’ academic performance in public secondary schools in Delta State, Nigeria. Journal of Educational and Social Research, 3(3), 105–111. https://doi.org/10.5901/jesr.2013.v4n3p105
Aloul, F. A. (2012). The need for effective information security awareness. Journal of Advances in Information Technology, 3(3), 176–183. https://doi.org/10.4304/jait.3.3.176-183
Campbell, D. T., Stanley, J. C., & Gage, N. L. (2020). Experimental and quasi-experimental designs for research. Houghton Mifflin.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001
Das, K. (2019). The role and impact of ICT in improving the quality of education: An overview. International Journal of Innovative Studies in Sociology and Humanities, 4(6), 97–103. https://doi.org/10.2139/ssrn.3523437
Fan, W. (2012). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 24(1), 1–26. https://doi.org/10.1007/s10648-011-9182-x
Farooq, A., Isoaho, J., Virtanen, S., & Isoaho, J. (2015). Information security awareness in educational institutions: An analysis of students’ individual factors. In 2015 IEEE Trustcom/BigDataSE/ISPA (Vol. 1, pp. 352–359). IEEE. https://doi.org/10.1109/Trustcom.2015.357
Gull, F., & Shehzad, S. (2015). Effects of cooperative learning on students’ academic achievement. Journal of Education and Learning, 9(3), 246–255. https://doi.org/10.11591/edulearn.v9i3.2121
Ikeda, K. (2009). Mixed methods research in education: A case study. Educational Studies in Japan, 4(1), 77–90. https://doi.org/10.7571/esj.4.77
Marks, J. (2007). Students and identity theft: A growing concern. Journal of College Student Development, 48(1), 1–5. https://doi.org/10.1353/csd.2007.0001
McDaniel, D. (1994). Information security management: Policies and procedures. Information Systems Security, 3(1), 1–7. https://doi.org/10.1080/10658989409342585
Nguyen, T. T., Hanafi-Zadeh, R., & Bohlin, E. (2022). ICT and productivity growth: Evidence from developing countries. Telecommunications Policy, 46(2), 102–118. https://doi.org/10.1016/j.telpol.2021.102118
Olufemioladebinu, T., Adediran, A. A., & Oyediran, W. O. (2018). Factors influencing the academic achievement of students in Colleges of Education in Southwest Nigeria. Journal of Education and Human Development, 7(3), 109–115. https://doi.org/10.15640/jehd.v7n3a12
Ross, J. (1999). Computer security: Principles and practice. Information Systems Security, 8(2), 1–7. https://doi.org/10.1080/10658989909342585
Salami, S. O., & Ogundokun, M. O. (2009). Emotional intelligence and academic self-efficacy as predictors of academic performance among senior secondary school students in Oyo State, Nigeria. International Journal of Research in Education, 5(2), 164–172.
Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A review of the relationship between parental involvement and secondary school students’ academic achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326
Stallings, W. (2008). Computer security: Principles and practice. Pearson Education.
Steinmayr, R., Meier, A., Weidinger, A. F., & Wirthwein, L. (2014). Academic achievement. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 467–488). Routledge. https://doi.org/10.1093/oxfordhb/9780199756810.013.0108
Tella, A., Tella, A., & Adeniyi, O. (2011). Locus of control, interest in schooling, and self-efficacy as predictors of academic achievement among secondary school students in Osun State, Nigeria. New Horizons in Education, 59(1), 25–37.
Tikhonova, N., & Tereshkova, N. (2014). ICT in the classroom: Enhancing student learning. Procedia - Social and Behavioral Sciences, 152, 1052–1056. https://doi.org/10.1016/j.sbspro.2014.09.221
Ugwuanyi, C. S., & Okeke, C. I. (2020). Motivation and self-efficacy as predictors of learners’ academic achievement. Journal of Sociology and Social Anthropology, 11(3–4), 215–222. https://doi.org/10.31901/24566764.2020/11.3-4.197
United Nations Development Programme (UNDP). (2006). African Information Society Initiative (AISI) e-strategies. Retrieved from http://www.uneca.org/aisi/nici/
Vu, K., Hanafi-Zadeh, R., & Bohlin, E. (2020). ICT and economic growth: Evidence from cross-country data. Telecommunications Policy, 44(2), 101–118. https://doi.org/10.1016/j.telpol.2019.101872
Vygotsky, L. S. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). MIT Press.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Olasunkanmi A. Gbeleyi, Esther Oluwafunmilayo Peter, Deborah O. Agbanimu, Adekunle I. Oladejo, Franklin U. Onowugbeda, Ibukunolu A. Ademola (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
