ABSTRACT: This study examined Teachers’ Instructional Approaches and Teaching Effectiveness in Agricultural Science in Secondary Schools. Two null hypotheses were formulated to guide the study in line with the specific objectives. Quasi-experimental research design was adopted for the study. The population of the study comprised 522 SS1 students in the study area. A sample size of 150 SS1 students was used for the study. The major instrument for data collection was Agricultural Science Achievement Test (ASAT). The data collected were analyzed using independent t-test statistics.
The results showed that students taught using demonstration instructional approach performed significantly better than those taught using the lecture instructional approach. It was also found that students taught using the activity instructional approach performed significantly better than those taught using the discussion instructional approach. It was concluded that teacher’s instructional approaches significantly influenced teaching effectiveness in Agricultural science. It was recommended among others that Agricultural science teachers should adopt demonstration and activity instructional approaches in teaching the subject in order to facilitate students’ understanding of instruction and improve their academic performance.
Teachers’ Instructional Approaches And Teaching Effectiveness In Agricultural Science In Secondary Schools
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Teaching and learning are part and parcel of human existence. Human beings are constantly involved in the process of teaching and learning, be it consciously or unconsciously, formally or informally or both in everyday living. Before the advent of western Education in Nigeria in the 19th century by the missionaries, there was in existence the traditional system of education in which some form of knowledge of a certain sort had to be imported from one group of people to another. This enterprise had to be carried out by some agents referred to as teachers who were knowledgeable in their various areas of specialization. Teaching invariably involves the passing of knowledge, skills or models of conduct in such a way that the learners are brought to the understanding and evaluation of the underlying rationale of what is being taught to them.
However, the improvement of students’ academic performance is associated with the choice of appropriate instructional approaches by the teacher. There is no doubt therefore, that the attainment of instructional goals and objectives as well as the desired improvement in students’ academic performance will be a mirage if the teaching approaches adopted by the teacher are inappropriate to the teaching- learning situation. Nevertheless, teaching goes beyond mere provision of knowledge to the learner, it involves development of the entire human beings such that individual can contribute his quota to the development of his society.
Many parents find it difficult to teach their children, because they may not be able to translate information into curriculum, syllabus, scheme of work, unit plan and lesson note. Teaching is effectively carried out by a professional teacher who has the background knowledge and proper skill in the presentation of lesson to the learners (Okwilagwe, 2008).
It is increasingly becoming more difficult to be an effective teacher today than ever before, this is because the demands of the learners are more complex and varied than before, early. A teacher was expected to be vast in book, knowledge and impact same to students. Knowledge, but must also know his students capability, be conversant with the complexity of the teaching-learning environment and a good knowledge of the application of methods and techniques. Effective teaching depends to a large extent on the selection of efficient methods, teaching approaches and techniques.
Essentially, the goal of all teachers is to enhance their effectiveness in the classroom. Effectiveness in teaching will be an illusion if appropriate methods and strategies are not adopted by the teacher. Therefore, any teaching –learning encounter is often geared at changing the behavior of the learners through the selection of appropriate instructional approaches, methods and techniques, here the role of the teacher goes beyond a person talking and writing on the chalkboard but an organizer and planner, less preoccupied with what he will teach but more concerned with how he will teach what he has to teach to the learners (Ekanem, 2006).
At this point, the question he will ask himself is “how can I bring about the mass efficient and effective learning in a given situation?” “How can I ensure full understanding of instruction by the students in order to improve their academic performance?” As an educational planner and monitor of the total teaching-learning process, the teacher makes decision about each learner based on his learning history and know ways of presenting content which seem best suited to his individual attitude, interest and background. Thus, the end product of this activity is change in the behavior of the learners and improvement in the level of their academic achievement. Without this change and improvement in their academic performance, the learning cycle is incomplete.
Teachers’ Instructional Approaches And Teaching Effectiveness In Agricultural Science In Secondary Schools
1.2 Statement of the Problems
A number of factors have been identified as militating against the attainment of set goals and objectives in the teaching and learning of Agricultural Science vis-à-vis the performance of students in the subject. The isolated factors among researchers are the inappropriate and uninspiring teaching approaches adopted by teachers of the subject for instructional delivery.
A number of teaching approaches and methods have been employed in teaching the subject for the past two decades. Not much effort seems to have been made towards finding out the effectiveness of these instructional approaches. Apparently, available records still show that there is a trend of poor performance in Agricultural Science among students. It is against this background therefore, that this study “Teachers’ Instructional Approaches and Teaching Effectiveness in Agricultural Science in Secondary Schools.