Abstract: This study examined Instructional Approaches and Academic Performance in Agricultural Science among Secondary School Students. The population of the study comprised 752 S.S1 students in the study area. The quasi- experimental research design was adopted for the study. A sample size of 120 S.S1 students was used for the study. The major instrument for data collection was Agricultural Science Achievement Test (ASAT). The data collected were analyzed using t-test statistics. The results revealed that students taught using demonstration instructional approach performed significant better than their counterparts taught using the lecture instructional approach in Agricultural Science. It was also found out that students taught using the activity instructional approach performed significantly better than their counterparts taught using the discussion instructional approach.
It was concluded that instructional approaches adopted by teachers have a significant effect on students’ academic performance in Agricultural Science. It was recommended among others that demonstration and activity instructional approaches should be adopted by Agricultural Science teachers to facilitate students’ understanding of instruction and improve their academic performance.
Instructional Approaches and Academic Performance in Agricultural Science among Secondary School Students
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The teaching and learning process in school involves a vast array of instructional processes. At the center of the process is the teacher whose role remains pivotal to the success or otherwise of the process. Consequently, the realization of set goals and objectives of the teaching-learning process depends to a large extent on the instructional approaches of the teacher.
There is no doubt that there has been a growing concern about the quantity and quality of learning in schools. The teacher is being looked upon to bring to fruition the attainment of a society backed strongly by future citizens who are conscious and innovatively oriented. It is because of this that the teaching activity of the teacher falls under the search light of the larger society. The National Policy on Education revised (2004) clearly recognizes the role of the teacher when it declares that “no educational system may rise above the quality of its teachers”.
Essentially, the professional goal of all teachers is to enhance their effectiveness in the classroom. Effectiveness in teaching will be an illusion if the methods and approaches involved in the teaching-learning process are inappropriate to the subject matter presented. Any teaching-learning encounter is often geared towards imparting knowledge to the learners by the teacher through appropriate exposure to methods, techniques and approaches. The contention that teaching is an activity presupposes that certain skills, methods and approaches are required for it to be effectively carried out (Akpan, 2007).
The school system is always in a state of crisis over the issue of instructional approaches employed by teachers in instructing the students. This is so because the instructional process is what brings the teacher more often than not into contact with the learners. His/her professional and academic ability determines to a very large extent the success of learning programme. Although, there are an unending list of problems which bedevil our educational system in Nigeria, one should not be tuned off by these shortcomings at the expense of the state of the art of teaching, that is as it concerns what teachers teach, how they teach and when they teach (Briges, 2008).
However, what is important about methods is that they should be carefully utilized to cater for different branches of knowledge. The teachers role as an instructional agent is therefore, a complex one as he/she must master various instructional strategies and their applicability as it affect his/her area of specialization. Although, a thorough grasp of the subject matter is a sin-qua-non for effective teaching, efficient management and approaches in the teaching-learning situation is equally importance. There is therefore the need for teachers to adopt a good instructional approach that will guarantee better understanding of what he intends to teach his learners.
Students; negative attitude towards some school subjects might not be unconnected with the teachers method of institution vis-à-vis his/her instructional strategies not fully appreciated by most teachers is the importance of teaching methods in the instructional process. Although there are teachers with good knowledge of subject matter mastery, the learners ability to comprehend the knowledge imparted by the teacher depends to a greater extent on the method applied by the teacher.
Therefore, for effective teaching to take place, the teacher should stimulate, encourage and maintain active participation of the learners through the section of appropriate teaching approaches (Ekong 2008). This will ensure a balance between what is taught and how it is taught. This research study intends to bring to light instructional approaches and how they affect academic performance in agricultural education.
Instructional Approaches and Academic Performance in Agricultural Science among Secondary School Students
1.2 Statement of the Problem
In recent times, there has been public outcry on the poor performance of students in schools. The abysmal performance of students in schools has become an intractable problem in the nation’s educational system, and it is fast becoming a recurring decimal. Observations and reports from examination bodies revealed that a high percentage of secondary school students continue to perform poorly in many school subjects including Agricultural Science. This development does not anger well for the realization of set goals and objectives in the teaching-learning process. Although, there are a number of factors which affect the teaching-learning process one cannot rule out the fact that the teaching methods, strategies and approaches adopted by the teacher can impede students’ understanding of instruction leading to poor academic performance.
There is no doubt that the Agricultural Science Students may develop negative attitude to studies if the teacher’s instructional approaches, methods and strategies are uninspiring and inappropriate to the teaching-learning situation. Consequently, students may not perform at their best if the teacher’s instructional approaches do not facilitate their understanding of instruction. It is against this background therefore, that the study “Instructional Approaches and Academic Performance in Agricultural Science among Secondary School Students in Obot Akara Local Government Area” became imperative.
