INSTRUCTIONAL TECHNIQUES AND ACADEMIC ACHIEVEMENTS IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOLS STUDENTS
Abstract: The study was conducted to investigate the effects of instructional techniques on academic achievement of students in Agricultural Science in secondary schools in Ukanafun Local Government Area. Two (2) research questions and hypotheses were formulated to guide the study. Quasi experimental design was adopted for the findings of the study. Four (4) intact classes from four (4) secondary schools were selected to give a sample size of 120 students. Agricultural Science Achievement Test (ASAT) was used to generate data for the study. The test scores were analyzed using t-test method; and the results showed that all the calculated t-values were greater than the critical t-values. This resulted in the nullification of the null hypotheses, which revealed that there were significant difference between academic performance of students in Agricultural Science taught with discussion and lecture techniques; demonstration and guided inquiry techniques. It was recommended among others that, variety of instructional techniques should be employed to enhance effective teaching and learning process.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
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, (2010). Ayot and Patel (2004), noted that, the main objectives of teaching are to bring about desirable learning in students. In this regard, students are expected to develop appropriate knowledge and skills, which are necessary for solving problems and improving humanities. 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. Teachers’ training makes specific recommendations in favour of participatory exploratory approaches, the teacher’s efforts are often influenced by cognitive orientation in conjunction with the objectives of teaching learning process Flanders, (2011).
Instructional strategies are decision about organizing people, materials and ideas to provide learning Nwachukon, (2005). Weston and Cranston,(2007),viewed instructional techniques as both the teaching method and the materials used in the process of teaching. 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. According to Saskachewan (2009), 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, 2009)
Skills in the selection and utilization of appropriate instructional techniques are required by the teacher for effective teaching. There is no best approach to instruction. 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, 2009). In view of the above stated problems of teaching and learning Agricultural Science, this study became necessary in Secondary Schools in Ukanafun L.G.A., and thus, makes appropriate recommendations on better instructional techniques and skills for teaching Agricultural Science.
INSTRUCTIONAL TECHNIQUES AND ACADEMIC ACHIEVEMENTS IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOLS STUDENTS
1.2 Statement of the Problem
The technique 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. The mismatch poses a difficulty for some students in internalizing the materials delivered, leading to lower grades.
Similarly, it is indicated that students whose styles are not matched with instructional techniques that are chosen by teachers are less likely to develop interest in a subject, concentration level drops and learning achievement is greatly impaired.
Moreover, lack of proper approaches in most cases when students cannot easily follow the instructions, the lesson become boring and engender negative attitude and low interest to the students toward the course being taught. This eventually results in low academic achievement by the students. It was noted that differences in the achievement of students has been attributed to teacher’s techniques of lesson presentation, whenever any individual is determined to succeed and is properly guided using effective strategy.
1.3 Purpose of the Study
The purpose of the study was to determine the effect of instructional techniques on academic achievement in Agricultural science among secondary school students in Ukanafun Local Government Area.
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. It will provide knowledge base on the concept of instructional techniques to the teacher who are at the centre of teaching and learning process. 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.
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.
The findings itself will serve as a resource material for future researchers and studies in related fields.
INSTRUCTIONAL TECHNIQUES AND ACADEMIC ACHIEVEMENTS IN AGRICULTURAL SCIENCE AMONG SECONDARY SCHOOLS STUDENTS
Originally posted on May 17, 2021 @ 11:46 am
