INSTRUCTIONAL TECHNIQUES AND ACADEMIC ACHIEVEMENTS IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOLS STUDENTS
INSTRUCTIONAL TECHNIQUES AND ACADEMIC ACHIEVEMENTS IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOLS STUDENTS
TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgements
Abstract
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Limitation of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
CHAPTER THREE: RESEARCH METHODS
3.1 Research Design
3.2 Area of the Study
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validation of Instrument
3.7 Administration of Instrument
3.8 Scoring of the Instrument
3.9 Method of Data Analysis
CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION OF FINDINGS
4.1 Results
4.2 Discussion of Findings
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND
CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Indeed, teaching is an interactive process through which knowledge and skills are shared with students, with a view to improve students understanding and ability to manipulate the social, economic, political and physical environment to enhance their survival Brown, (2023). Moreover, Ayot and Patel (2022), noted that, the main objectives of teaching are to bring about desirable learning in students.
Thus, in this regard, students are expected to develop appropriate knowledge and skills, which are necessary for solving problems and improving humanities. However, in most cases, teacher initiates communication and influences students to think in a particular way as guided by the syllables.
However, whether the teacher authoritatively leads communication throughout the instructional process or whether the teacher takes up facilitation role is a matter of choice.
INSTRUCTIONAL TECHNIQUES AND ACADEMIC ACHIEVEMENTS IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOLS STUDENTS
Instructional strategies are decision about organizing people, materials and ideas to provide learning Nwachukon, (2015). Weston and Cranston (2017),viewed instructional techniques as both the teaching method and the materials used in the process of teaching.
Specifically, instructional techniques determine the approach a teacher may take to achieve learning objectives. Some of these instructional techniques include demonstration, discussion, inquiry and lecture among others.
In fact, Saskachewan (2019), opined that instructional skills are the most specific category of procedural purposes and for structuring appropriate learning experience for students. These include such techniques as questioning, discussion, directing, giving, explaining and demonstrating. Hence, students learn by doing, making, writing, designing, creating and solving problems Davis, (2019).
Undeniably, demonstration is the most widely used instructional techniques for the acquisition of practical skills as it involves active participation of the students, Ogwo and Orangu, (2016).
Research findings by Ugwuanyi, (2010) on the effect of instructional approaches on student’s academic achievement indicated that, students taught with demonstration performed significantly better than those taught with inquiry techniques.
Thus, it is a process that students investigate and explain problems. Students collect and test data logically in order to discover why things happen the way they do.
In addition, according to Obodo (2010), it is a method where the teacher could ask leading questions to guide the students to discover concepts. Ncharam, (2015) studied the effects of inquiry and lecture techniques on student’s achievement in Agricultural science and observed the performance in favour of guide require approach. Discussion technique is when two or more people interact verbally with each other.
In time discussion, Udofia, (2014) maintained that the teacher’s contribution are very minimal and are made only when necessary. In any case, lecture method involves a verbal presentation of ideas, concepts, generalization and facts. The practice in this method is that of spoon-feeding the learners with information or facts. The students remain passive and receive information from their teacher Umoren, (2011).
Duch, (2017) defined Problem-Based Instructional Technique as the process that challenges students to “learn-to-learn”, working co-operatively in groups to seek solutions to real world problems.
Problem-based instructional techniques prepares students to think critically and analytically, and find and use appropriate learning resources. It challenges students to look for solutions to real world problems by themselves or in a group rather than learn through lectures or textbooks. Instructional techniques and academic achievements in agricultural science among secondary schools students.
Indeed, teaching effectively demands that the teacher most posses some basic ability to organize, co-ordinate and utilize personal qualities, objectives and competency in lesson preparation, presentation and evaluation. Besides, he must be able to motivate the learners make students active participants in learning, use appropriate techniques and facilities to enhance effectiveness in instructions.
Teachers are also expected to implement a variety of instructional techniques in order to meet the objectives of the programmes as well as to address individual student interest and needs Saskatchewan Education, (2019). In view of the above stated problems of teaching and learning Agricultural Science, this study on the instructional techniques and academic achievements in agricultural science among secondary schools students became necessary.
1.2 Statement of the problem
The techniques used by teachers in sharing knowledge with students is a factor influencing achievement of students at all tiers of the educational system. While appropriate instructional methods are likely to enhance learning achievements, inappropriate approaches are known to stifle knowledge retention and realization of learning objectives.
Consequently, aligning instructional techniques with the needs and preferences of students is considered important for higher learning achievement. Moreso, students who experience a mismatch between instructional techniques used during teaching and their preferred styles often feel that their learning needs are being addressed using an unfamiliar language.
Hence, the mismatch poses a difficulty for some students in internalizing the materials delivered, leading to lower grades. Therefore, this study aimed to examine the instructional techniques and academic achievements in agricultural science among secondary schools students.
1.3 Purpose of the Study
The purpose of the study was to determine the instructional techniques and academic achievements in agricultural science among secondary schools students.
Specifically, the study intended to determine the difference between the effects of:
- Discussion and lecture techniques on the academic achievement of students in Agricultural Science.
- Demonstration and guided inquiry techniques on the academic achievement of students in Agricultural Science.
1.4 Significance of the Study
This study and its findings will be of immense benefits to many agencies of educational system. Firstly, it will provide knowledge base on the concept of instructional techniques to the teacher who are at the centre of teaching and learning process. Secondly, it will be of importance to the teachers in that they will be able to select appropriate instructional strategies and materials to suit different lessons in Agricultural Science.
Furthermore, the findings of this study will be significant benefit to the educational stakeholders and curriculum planners in strategizing appropriate contents and techniques in order to achieve the set educational objectives.
Lastly, the findings itself will serve as a resource material for future researchers and studies in related fields.
1.5 Research Questions
The study attempts to provide answers to the following research questions.
(i) What difference exists between the effects of discussion and lecture techniques on the academic achievement of students in Agricultural Science?
(ii) What difference exists between the effects of demonstration and inquiry techniques on the academic achievement of students in Agricultural Science?
1.6 Research Hypothesis
There is no significant difference between the effect of discussion and lecture techniques on the academic achievement of students in Agricultural Science.
There is no significant difference between the effect of demonstration and inquiry techniques on the academic achievement of students in Agricultural Science.
1.7 Limitations of the Study
This study encountered some forms of limitations during the process of its findings, which includes;
Financial Constraints: The present economic recession in the country possess some financial problems which post serious challenge in assembling facts and materials for the findings of the study.
Poor access Roads to Remote areas: Some of the schools in Ukanafun L.G.A. are located in very interior and remote area where roads are not motorable.
Definition of Terms
Instructional Techniques: It is the means of delivering instruction or lesson by the teacher to the pupils or students.
Academic achievement: In brief, this is the knowledge attained or skills develop in school. It is also the outcome of education, it is a process which a student, teacher or institution has achieved their educational goals.
Conclusion
Based on the data analyzed, findings and discussion made, it is concluded that, instructional techniques differ significantly in their effects on academic achievement of students in agricultural science. The learning outcomes of students are enhanced when they are exposed to activities.
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