Assessment of the Impact of CTCA 2.0 in Three Different Instructional Modes on Students’ Achievement in Vectors

This dataset is the first in a series of research collections jointly conducted by Kanteh and Camara. The ongoing project investigates the effectiveness of CTCA 2.0 (Culturo-Techno Contextual Approach) as an innovative pedagogical framework across various disciplines. This particular dataset focuses on the teaching and learning of Vectors, a subtopic in mathematics, and evaluates the impact of CTCA 2.0 when implemented through three distinct instructional modes: monolingual, bilingual, and multilingual. The study explores how these instructional variations influence students’ understanding, participation, and achievement in mathematical problem-solving. The dataset includes: Pre-test and post-test performance data of students exposed to the three instructional modes Lesson implementation plans using CTCA 2.0 methodology Observation notes and reflective journals from instructors Student feedback forms assessing engagement and comprehension Coded quantitative and qualitative data files prepared for analysis All data were collected following ethical research standards. Participant information has been anonymized, and consent was obtained prior to data collection. Purpose of Deposit: To provide baseline data for further comparative studies on the integration of CTCA 2.0 in mathematics education. The dataset contributes to a growing body of work by Kanteh and Camara aimed at evaluating and refining CTCA-based instructional approaches across multiple learning contexts and subject areas. Future datasets in this series will expand upon these findings, examining other mathematical concepts and cross-disciplinary applications of CTCA 2.0.