EFFECTS OF INSTRUCTIONAL RESOURCES ON STUDENTS‟ ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE IN NIGERIA
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EFFECTS OF
INSTRUCTIONAL RESOURCES ON STUDENTS‟ ACADEMIC PERFORMANCE IN AGRICULTURAL
SCIENCE IN NIGERIA
ABSTRACT
This study
was carried out to determine the effects of instructional resources on
students‘ academic performance in agricultural science in senior secondary
schools in Kaduna State, Nigeria. The desire to embark on the research study
therefore, stemmed from the fact that inadequate andlack of use of
instructional resources was seen as major factors behind the poor academic
performance of students in Kaduna State.
The
objective for this study was thereforeto determine the effects of instructional
resources on students‘ academic performance in agricultural science in senior
secondary schools in Kaduna State, Nigeria.Four specific objectives, four
research questions and four null hypotheses were formulated to guide the study.
The population for the study comprised of 14,241 secondary school students in
Kaduna state who offer agricultural science.
Quasi
experimental design was adopted for the study. Being an experimental design,
the treatment was given to students of GSSManchok purposively selected. The
students were used as intact classes made up of 45 male and 45 female students
as experimental groups A and B. The control group C was constituted and taught
using the traditional (lecture) method while the experimental groups A and B
were taught using the charts and real objects respectively.
The groups
were givenpre testand post test accordingly. Instrument for data collection was
Agricultural Science Achievement Test (ASAT). The period of data collection
lasted for six weeks. Data collected were analyzed using frequency tables,
percentages, means and standard deviation, while t-test statistics was used to
test the null hypotheses at significant level of 0.05. The findings among
others showed that the use of charts had more significant effect, but however
show no significant difference between the performance of male and female
students.
This study
concludes that, the use of instructional resources significantly affects
students‘ academic performance in agricultural science which increased
students‘ retention ability. Based on the findings it was recommended that:
schools inspectors should ensure that teachers are encouraged to improvise and
use instructional resources in teaching agricultural science and othersimilar
subjects.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Agricultural
science is not a new subject in the Nigerian secondaryschool curriculum.Okeh
(2006) reports that agricultural science was introduce as a secondary school
subject in 1967, and since then, teaching of the subject in the schools has
undergone a reform through the Nigerian Policy on Education (NPE). The aim of
teaching agricultural science in secondary schools is to prepare youths to
appreciate and take agriculture as a career (Okeh, 2010).The objectives of
secondary school education in Nigeria as statedby Umar (2011) were to prepare
individuals for useful living within the society and higher education. While
Daluba (2013) asserts that the objectives of agricultural science in secondary
schools can only be attained through effective teaching and motivation of
students by agricultural science teachers through the use of instructional
resources.
Teachers are
expected to use different types of instructional resources(charts, film strips,
survey equipment, models, farm tools, farm machinery, video, television,
projectors, motion pictures etc.) to motivate learning. Charts are cheap and
simple instructional resources which can be available in most secondary schools
in Kaduna state where the needed real objects for teaching agricultural science
may not be found.
Ibe-Bassey,
(2000) describes charts as flat visual materials which may represent diagrams
or a combination of pictorial, graphic, numerical or verbal materials prepared
to give a clear visual summary of vital processes, concepts or a set of
relationships. They are used to present ideas and concepts which may be
difficult to understand if presented using the verbal code only(Ibe-Bassey,
2000).According to Olaitan and Agusiobo(1994) the success in skill and
knowledge acquisition in an instructional situation depends on the suitability,
adequacy and effective utilization of available resources.
Also, the
relevance of instructional resources to the objective of the lesson and the
ease of use of the instructional resources are serious considerations in
instructional resources utilization to better the learners‘ performance.
Literature in methodology of teaching have explained and illustrated the
effectiveness of instructional resources as tools for improving students‘
performance in the learning of difficult concepts (Ibe-Bassey, 1991; Etim,
1998; Awotua-Efebo, 2001;Ikot, 2008).
Ibrahim,
(2010) found that instructional resources are successful in raising examination
scores, improving students‘ attitudes and lowering the amount of time required
to master certain materials. The author further reported that there is
substantial evidence that instructional resources can enhance learning at all
educational levels. Students learn better when most of their senses are
involved through learning by doing or participatory learning (Olaitan and Mama,
2002).According to Nsa, Ikot andUdo (2013), acquisition of basic vocational
knowledge, skills and attitudes to facilitate occupational efficiency requires
skill oriented teaching and learning activities using effective instructional
resources.
A series of
activities were suggested in Nigerian secondary school curriculum to ensure the
development of psychomotor skills by students in agricultural science. It is
also recommended in the curriculum that: each student should be guaranteed
adequate equipment, farm space, regular supply of fertilizers and animal feed.
In addition to having a farm, each school should keep at least two farm
animals.
It is
further stated in the senior secondary school curriculum that students‘
performance should be continuously assessed through various forms of tests and
during field and laboratory class. This is necessary to ascertain the progress
of students‘ academic performance. Academic performance refers to students‘
achievement in the topic taught based on the stated objectives. EdinyangandUbi
(2012) define academic performance as the outcome of education which reveals
the extent to which a student, teacher or institution has achieved the
educational goals.
Catherineand
Brain (2013) also define students‘ academic performance as students‘ achievement
in the topic being taught based on the stated objectives.Gender differences in
academic performance may arise as a result of gender stereotyping and
prejudice, inter alia, in the way students are taught (Ezeudu, 2013). Gender
asdefined by Adesope (2007) is a range of characteristics pertaining to and
differentiating between masculinity and femininity.Ikot, (2008) opines that
poor performance of students irrespective of their genderin agricultural
science examinations may not be unconnected with non-utilization of
suitableinstructional resources.
Recommended
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PERFORMANCE OF SECONDARY SCHOOL CHEMISTRY STUDENTS IN ANAMBRA STATE, NIGERIA
Many
teachers go to classes to teach agricultural science as liberal arts without
any material to assist the learners.Abdullahi(1992) concludes that this does
not promote meaningful learning of agricultural science as it appeals only to
the sense of hearing. Agricultural science is a doing subject, and for
effective learning to take place many senses must be involved. Hearing alone
easily leads to forgetting. Remember the Chinese proverbwhich says:I hear- I
forget, I see- I remember andI do- I understand (Abdullahi, 1992).This study
was therefore carried out to empirically determine the effects of instructional
resources on students‘ academic performance in agricultural sciencein senior
secondary schools in Kaduna State, Nigeria.
PROJECT
TOPIC ON EFFECTS OF INSTRUCTIONAL RESOURCES ON STUDENTS‟ ACADEMIC PERFORMANCE
IN AGRICULTURAL SCIENCE IN NIGERIA
1.2
Statement of the Problem
Agricultural
science is a vital subject for technological development in Nigeria. As such,
its teaching and learning in secondary school students have become a source of
concerns to all stakeholders. Agriculturebeing one of the key sectors of the
Nigerian economy provides the basic needs of people particularly food. A high
proportion of the Nigerian people (over 80%) depend on agriculture for their
livelihood.
According to
Crowder, Lindley, and Doron (1999), agriculture constitutes the major economy
of rural areas, and will remain for many years the major contributor to the
economies of most developing countries. Nwanosike (2007) observes that properly
managed agriculture can make tangible contributions in poverty reduction. Therefore,
the teaching of agricultural science in secondary schools is of paramount
importance in the growth and development of the economy of Nigeria which is
endowed with natural resources that need to be harnessed judiciously for
economic growth and development.
Despite the
job opportunities provided by agricultural sector in Nigeria, the level of is
unemployment is in the increase. It is observed that many youths are leaving
the rural areas to urban centers in search for jobs. This is contrary to the aim
of teaching agricultural science in Nigerian secondary schools as stated by
Okeh, ((2010); to prepare youths to appreciate and take agriculture as a
career.
Also,
theresearcher who has been teaching for over 10 years and having visited some
secondary schools observes poor provision to schools the equipment and
facilities required for effective teaching of agricultural science. As a
result, most teachers of agricultural science in the study area resorted to the
traditional method ofteaching the subject.To make things worse, most teachers
in secondary schools in Kaduna state do not fully make use of even the locally
available instructional resources in teaching of agricultural science.
This
negligence of effective use of instructional facilities and materials in
teaching and learning of agricultural science is common to both the trained and
untrained teachers and affects students‘ academic performance in agricultural
science in secondary schools in Kaduna State. This undoubtedly, is contrary to
the improvement of agricultural science education, which is greatly needed at
this period of our development with emphasis on practical oriented learning
(Nwanosike, 2007)
The desire
to embark on this research study therefore, stems from the fact that there is
poor academic performance of secondary school students in agricultural science
inKaduna State(Kaduna State MOE, 2014). This poor and general backwardness in
agricultural science have been recorded for some years now by the examination
bodies of Senior School Certificate Examination (SSCE)[West African Examination
Council (WAEC) and National Examination Council(NECO)](Kaduna State MOE, 2014).
Statistics
obtained from three senior secondary schools in Kaduna State indicated that
there is progressive decline in the performance of students in agricultural
science subject. Similarly, statistics obtained from examination offices of the
three schools revealed that out of a total of 3,725 students that registered
and sat for agricultural sciencein the WAEC2009-2013, only 1,131 students(30%)
passed while 2,594 students representing 70% failed [School Examination Offices
(SEO), 2014].
It is in
this note that, anything that saves students‘ poor performance is worth
researchable.This will also likely encourage more students‘ enrollment, improve
and renewed interest in agricultural science. This is more so, considering that
thepoor usage of instructional resources in teaching agricultural science has
contributed to the students‘ development of negative attitude to both the subjects
and the teachers (Nwanosike, 2007). More so, most of the secondary schools
cannot meet up with the practical requirements for teaching and learning
agricultural science.These led to this research study to find out the effects
instructional resources on students‘academic performance in agricultural
sciencein senior secondary schools in Kaduna State.
1.3 Objectives of the Study
The major
objective of this study was to determine the effects of instructional resources
on students‘ academic performance in agricultural science in senior secondary
schools in Kaduna State, Nigeria. The specific objectives wereto;
determine
the effects of use of charts on students‘academic performance in agricultural
science
2.determine
the effects of use of real objects onstudents‘ academic performance in
agricultural science.
determine
theeffects of use ofcharts on male and female students‘academic performancein
agricultural science.
determine
the effects of use of real objects on male and female students‘ academic
performance in agricultural science.
1.4 Research
Questions
The
following four (4) research questions were answered in the study;
What is the
effect of use of charts on students‘ academic performance in agricultural
science?
What is the
effect of use of real objects on students‘ academic performance in agricultural
science?
What is the
effect of use of charts onmale and female students‘ academic
performanceinagricultural science?
What is the
effect of use of real objectson male and female students‘ academic performance
in agricultural science?
1.5
ResearchHypotheses
The
following Null (Ho)hypotheses were tested;
There is no
significant effect of use of charts on students‘ academic performance in
agricultural science.
There is no
significant effect of use of real objects on students‘ academic performance in
agricultural science.
There is no
significant effect of use of charts onmale and female students‘ academic
performance inagricultural science.
There is no
significant effect of use of real objects on male and female students‘ academic
performance in agricultural science.
1.6 Significance of the Study
This study
which aimed at determining the effects of instructional resources on students‘
academic performance in agricultural science in senior secondary schools would
be of significance to agricultural science students, agricultural science
teachers and curriculum planners.
The findings
of this work would be beneficial to the students from the general motive that,
when the most appropriate instructional resources are identified and used by
agricultural science teachers, students‘ academic performancewould be improved
and enlist the interest ofstudents in agricultural science.
The study
will benefit agricultural science teachers as the result is expected to
identify the instructional resources most appropriate for the field. This would
help to improve the effectiveness of agricultural science teachers in carrying
out their task.
The result
of this study would also be beneficial to curriculum planners by creating
awareness on the importance of using appropriate instructional resources for
effective teaching and learning, so that, such consideration can be made when
designing the curriculum and relevant facilities indicated.
1.7 Basic
Assumptions of the study
The
researcher made the following assumptionsthat:
the use of
instructional resources would improve students‘ academic performance in
agricultural science
male and
female students taught agricultural science using instructional resources would
perform differently from those taught without instructional resources
the use of
instructional resources in teaching agricultural science would have no gender
biasness.
1.8
Delimitation of the Study
This
research study was delimited to the effects of instructional resources on
students‘ academic performance in agricultural science. It is delimited to use
of charts and real objectstypes of instructional resources. This is because
they are cheap, simple and locally available in most schools. The study was
also delimited to senior secondary schools that offer agricultural science in
Kaduna State. It wasfurther delimited to SS11 students that offer agricultural
science. This is because SS11 students had the background knowledge of
agricultural science from their first year in the school and have taken series
of internal examinations and were about preparing for external examinationsof
WAEC and NECO. It was also delimited to the topic ‗crop production‘ being one
of the topics taught at SS11 level which covered topics on diseases, soiland
ecology.
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