INFLUENCE OF DEMONSTRATION AND DISCUSSION TECHNIQUES ON SENIOR SECONDARY SCHOOL PUPILS’ ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE IN KADUNA STATE, NIGERIA.

ABSTRACT

The study was carried out to determine the “Effects of Demonstration and Discussion Methods on Senior Secondary School Students Academic Performance in Agricultural science in Kaduna State”. Five objectives, five research questions and five null hypotheses were raised to guide the study. Relevant literatures were reviewed on the key variables of the study. The study adopted quasi experimental design in which pre-test and post-test were used. The target population for the study was made up of forty-nine thousand five hundred and sixty-one (49,561) public Senior Secondary Schools Two (SSII) students who were offering Agricultural Science in the twelve (12) Educational Zones in Kaduna State. The sample size for the study was one hundred and thirty three (133) from three (3) intact classes of Senior Secondary Schools Two (II) Students offering Agricultural Science in Kafanchan Education Zone. The sample was arrived at using purposive sampling technique. The instrument that was used for data collection in this study was a 40-item “Agricultural Science performance Test” (ASPT) designed by the researcher. The validated ASPT was pilot tested and split half on Statistical Package for Social Science (SPSS) using Spearman Brown Formula and a reliability index of 0.78 was obtained. The data obtained from the study were analysed using descriptive and inferential statistics. At descriptive level, frequency and percentage was used to analyse the bio-data of the respondents while mean and standard deviation was used to answer the research questions. At inferential level, (T-test and ANOVA) were used to analyse the data. Findings from the study among others revealed that; The post-test Academic performance of Agricultural Science Students taught using demonstration method in Senior Secondary Schools in Kaduna State, was significantly higher than the pre-test performance. Similarly the study revealed that there is no significant difference between the academic performance of students taught vegetative propagation in plants using demonstration and discussion methods in senior secondary schools in Kaduna state. The researcher concluded from the findings of the study that, there is significant effect of demonstration method of teaching on academic performance in agricultural science among secondary school students. The researcher also concluded that there is significant differential effect of demonstration, discussion and conventional method on academic performance in digestive system among secondary school students. Recommendations were made to include that Teachers should make use of demonstration method of teaching in senior secondary schools to enhance academic performance of students in Agricultural Science. Preference should not be given to demonstration method of teaching than discussion method in teaching vegetative propagation in secondary schools so as to improve their performances.

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Agriculture is undeniably the mainstay of most developing countries including Nigeria and Kaduna State in particular. Agricultural science deals with the application of scientific principles for successful production of crops and livestock and other uses for man‟s benefit. Iwena (2007) in Peter, Ayorinde and Okeh (2016), defined agriculture as a deliberate effort made by man to till the soil, cultivate crops and rear animals for food and other purposes. Agricultural Education is concerned with the teaching of Agricultural Science and related disciplines within the School system as well as the design and implementation of meaningful teacher training programme for the provision and maintenance of pre-requisite manpower levels for manning these agricultural related disciplines. Fasasi (2013), indicated that Agricultural Science being a subject in Secondary School, seeks to teach students the principles of using scarce resources to produce crops and animals to feed the world‟s population and to service other related uses.

Agricultural Science is one of the core vocational subjects taught at both Primary and Junior Secondary Schools in Nigeria, but a vocational elective in Senior Secondary Schools. This is largely because of its promising role in promoting self reliance through the provision of employment opportunities and production of stable foods for the populace together with raw material supply for agro-allied industries (Federal Republic of Nigeria, 2014).

The method to be used for effective teaching and learning is a matter of great concern to teachers and educators. What students learn in schools in Agricultural Science is greatly influenced by how they are being taught. Teachers teaching Agricultural Science curricula have implemented a wide variety of teaching methods. Educators and researchers have repeatedly acknowledged the drawbacks of teaching with a strict lecture format. This format has been referred to as a method resulting in long periods of uninterrupted teacher centered, expository discourse which relegates students to the role of passive „spectators‟ in the classrooms (Achor and Iloko, 2009). Adeyemi (2013), asserted that lecture method is inappropriate and ineffective for achieving the high objectives of Agricultural Science. This idea stressed further that there is a need to search for alternative strategies more suitable and efficient for promoting the level of achievement and retention in teaching Agricultural Science in Senior Secondary Schools beyond contemporary limits. Seweje (2010), explained that a teacher is expected to be a facilitator whose main function is to help learners to become active participants in their learning and thereby making meaningful connection between prior knowledge, new knowledge and the process involved in learning. Akinleye (2010), confirmed that if the children are been guided and given the opportunity to be listened to and to carry out activities on their own in a non-threatening atmosphere, they would perform wonders in Agricultural Science.

Agricultural Science is not being learnt as it ought to be in Nigeria because of inappropriate teaching methods. Students are mostly known to memorize and regurgitate facts and concepts without carrying out activities on which these goals and concepts are based. The urge to improve Agricultural Science performance through more effective instructional strategies has increased the awareness of the importance of learner-centeredness in teaching. Learners therefore must be assisted to learn and understand concepts very well. Teaching of Agricultural Science at the senior secondary level requires a solid foundation in theory and practical aspects by the teacher of Agriculture. The 9-3-4 system of education which is currently implemented in Nigeria requires that Agricultural Science be taught as a compulsory pre-vocational elective at the Junior Secondary School, and as a vocational elective at the Senior Secondary School level (FRN, 2014).

The methods used in this research are demonstration and discussion methods which serve as the experimental groups and the conventional lecture method which serves as the control group. Demonstration method is generally effective in teaching Sciences, Mathematics and Mechanics as well as subjects within vocational and Technical Education because it can be very effective for illustrating concepts in class.  Demonstration method involves various scientific procedures and processes that are shown or conducted by the teacher for the students to see. The discussion method has been widely accepted and recommended by some Agricultural educators as a good method of teaching Agricultural Science (Abdulhamid, 2010). Discussion, according to Wilkinson (2009), is a method of teaching which involves a group of people in a class who come together to exchange ideas, facts, opinions and expressions orally about a topic of mutual interest and concern under a guide. This implies that in discussion teaching method, the aim is to identify and solve problems collectively. Group discussion may take a variety of forms such as round table, panel discussion, and symposium  (Rahman et al, 2011). Conventional approach to teaching according to Ogbonna (2003) in Ekeyi (2013), is an approach where older methods or ideas are followed rather than modern ones. In this approach, curricular activities rely heavily on textbooks and workbooks. Students are viewed as “blank slates” unto which information is entrenched by the teacher. The focus here is on what is being taught, rather than who is being taught and as such, it is a teacher or subject-centred approach.  In conventional setting, success of students in school has very little to do with true understanding and much to do with coverage of the curriculum.

Academic performance is defined as the measure of what a person has accomplished after exposure to educational programmes. Students‟ performance in Agricultural Science in Secondary Schools depends on many factors and stands out to show how well a student is doing. Festus (2007), contended that performance appears generally to be the fundamental goal behind every life struggle, but the positive platform has consequential effects of improving the worth of the students and can only be achieved through acquisition of positive learning attitudes. The poor performance of Students in Science subjects (Agricultural Science) inclusive has assumed a dangerous dimension. In light of this, Science educators need to seek suitable ways of tackling the current mass failure if they are to halt the drifts of students to Arts and Social Science subjects (West African Examination Council, (WAEC) Reports, 2017). The relevance and importance of Agricultural Science amongst the Science subjects and its importance to economic development cannot be overemphasized. Hence, the need for proper teaching of the subject in Senior Secondary Schools so that students‟ scores in internal and external examinations will be high, thereby, making the candidates‟ entrance into higher institutions easier and practicing some of the Agricultural skills at home for self dependence.

From the foregoing therefore, it becomes imperative to search for appropriate instructional approaches that would assist students to learn Agricultural Science in the Senior Secondary Schools in Kaduna State with ease. Hence the researcher intends to determine the effects of demonstration and discussion methods of teaching on Senior Secondary School Students‟ performance in Agricultural Science in Kaduna State.

1.2 Statement of the Problem

 The persistent poor academic performance of students in Agricultural Science in Senior Secondary Schools in Kaduna State has been a major concern to researchers. However, studies have revealed that, the use of effective instructional methods in Senior Secondary Schools will enhance students‟ academic performance. The teaching of Agricultural Science as a vocational subject cannot be achieved by rote learning or mere chalk and talk method (conventional method). It requires appropriate instructional methods, as their proper application is essential for facilitating the achievement of the set objectives. The instructional methods used by the teachers are inadequate to bring about desired level of academic performance and classroom participation among students. This hampers teacher-students interaction, encourages one-way communication and makes students to be spoon-fed with information which has its attending effects on students‟ performance (Dagnew, 2011).

According to the WAEC Chief Examiner‟s report 2016/2017, it was revealed that students had inadequate knowledge of the subject, Agricultural Science. The report showed that students lacked knowledge in topics like digestive and reproductive systems in birds, genetics, vegetative propagation in plants, knapsack sprayer, and some soil related experiments (porosity, capillarity and PH) based on the preliminary investigation. These identified problems could have arisen probably due to insufficient knowledge and teaching methods employed on the side of the teachers. Also this could be the reason behind students‟ poor performance as well as drifting away from the subject.

To improve on students‟ academic performance in Agricultural Science, Onimisi (2015) and Ibitoye (2017), suggested that, there is the need for the use of demonstrable, appropriate skill and practically oriented method. Apparently, demonstration and discussion methods are activity centered methods that engage students directly in the teaching-learning process (Orji, 2016 and Olaniyan, 2017). In view of the stated problem therefore, the researcher is prompted to carry out this study to ascertain the effectiveness of demonstration and discussion methods on senior secondary school students‟ performance in Agricultural Science in Kaduna State, Nigeria.

 

 

 

 

1.3 Research Objectives

The objectives of the study are to:

1. determine the pre-test and post-test academic performance of students taught Agricultural Science with the use of demonstration method in Senior Secondary Schools in Kaduna State, Nigeria;
2. assess the pre-test and post-test academic performance of students taught Agricultural Science with the use of discussion method in Senior Secondary Schools in Kaduna State, Nigeria;
3. find out if there is any difference in the academic performance of students taught Agricultural Science with the use of demonstration and discussion methods in Senior Secondary Schools in Kaduna State, Nigeria;
4. compare the academic performance of students taught vegetative propagation in plants with the use of demonstration and discussion methods in Senior Secondary Schools in Kaduna State, Nigeria; and
5. compare the academic performance of students taught digestive and reproductive systems in birds with the use of demonstration, discussion and conventional methods in Senior Secondary Schools in Kaduna state, Nigeria.

1.4 Research Questions

Based on this research, the following questions were formulated to guide the study;

1. What is the pre-test and post-test academic performance of students taught Agricultural Science with the use of demonstration method in Senior Secondary Schools in Kaduna State, Nigeria?
2. What is the pre-test and post-test academic performance of students taught Agricultural Science with the use of discussion method in Senior Secondary Schools in Kaduna State, Nigeria?
3. Is there any difference in the academic performance of students taught Agricultural Science with the use of demonstration and discussion methods in Senior Secondary Schools in Kaduna State, Nigeria?
4. What is the academic performance of students taught vegetative propagation in plants with the use of demonstration and discussion methods in senior Secondary Schools in Kaduna State, Nigeria?
5. What is the academic performance of students taught digestive and reproductive systems in birds with the use of demonstration, discussion and conventional methods in Senior Secondary Schools in Kaduna State, Nigeria?

1.5. Research Hypotheses

The following null hypotheses were raised based on this study;

H0_1. There is no significant difference in the pre-test and post-test academic performance of students taught Agricultural Science with the use of demonstration method in Senior Secondary Schools in Kaduna State, Nigeria.

H0_2. There is no significant difference in the pre-test and post-test academic performance of students taught Agricultural Science with the use of discussion method in Senior Secondary Schools in Kaduna State, Nigeria.

H0_3. There is no significant difference between the academic performance of students taught agricultural science with the use of demonstration and discussion methods in Senior Secondary Schools in Kaduna State, Nigeria.

H0_4.There is no significant difference between the academic performance of students taught vegetative propagation in plants with the use of demonstration and discussion methods in Senior Secondary Schools  in Kaduna State, Nigeria and

H0_5. There is no significant difference between the academic performance of students taught digestive and reproductive systems in birds with the use of demonstration, discussion and conventional methods in Senior Secondary Schools in Kaduna State, Nigeria.  1.6 Significance of the Study

 

The findings of this research will be of great benefit to the following categories of people; to the Agricultural Science teachers, the government of Kaduna State, Ministry of Education, the quality assurance department in the Ministry of Education, principals of Secondary Schools, Senior Secondary Schools examination bodies, curriculum planners, students studying Agricultural Science and to the researchers.

The findings of this research will be of great benefit to the teachers of Agricultural Science as it will enable them to select match able teaching methods and content in the teaching of the subject. With the right teaching method, there will be better academic performance of students in Agricultural Science in Senior Secondary Schools and subsequently in external examinations like WAEC, NECO and Joint Admissions and Matriculation Board (JAMB) examinations. The findings will equally help the teachers to evaluate their performance in the teaching of the various aspects of Agricultural Science curriculum contents. The result of the study will reveal the aspects of Agricultural Science curriculum content that are not properly implemented by teachers. This may lead to improvement in such aspects of the curriculum for greater performance among the students. It is also hoped that through the findings of this study Agricultural science teachers will be encouraged to plan sequence and organize properly, the contents of agricultural science in order to enhance and encourage students to avail themselves to the learning opportunities that are available in demonstration and discussion methods.

The findings from this research will be of great significance to the government of Kaduna State because it will point out their responsibilities in providing funds for the establishment of school farms and Agricultural Science laboratories in schools. This will enable the schools to have enough instructional materials for practical agriculture when teaching concepts that need to be practicalized on and in turn will enhance students‟ participation in practical Agricultural Science concepts.

The ministry of education will benefit from the findings of this research in that, the findings will excite them to provide a means of re-orienting the Agricultural Science teachers through organization of conferences, seminars and workshops on the effective use of demonstration and discussion methods in the teaching of some practical agricultural science concepts. This will enhance the quality of teaching and learning at the senior secondary school level.

The quality assurance department in the Ministry of Education will ensure that quality and standard in education is maintained through adequate monitoring, supervision, assessment and evaluation of all aspects of Agricultural Science curriculum in Senior Secondary Schools in Kaduna State. Similarly the supervisors and inspectors in the Ministry of Education will see the need and the importance of regular visits to schools to ensure teachers are up to date in carrying out their tasks. This will help in check-mating teachers in order to make them more active in their teaching performance and equally lead to improved academic performance of senior secondary school students in Agricultural Science.

The results from the study will help the principals of Secondary Schools to identify the relevance of practical demonstration in teaching Agricultural Science, hence try to encourage the Agricultural Science teachers to use the established school farms and laboratories for all the practical concepts in Agricultural Science.

The examination bodies like WAEC and NECO will also benefit from this findings, as the low academic performance of the students will be enough to trigger worry in the boards to begin to seek for remedies based on the sources of the prevailing situations. The boards may decide to redesign the curriculum if they discovered that the curriculum is actually voluminous.

Bodies like the Nigerian Educational Research and Development Council (NERDC) that carry out researches, discuss and disseminate research findings can use the result of this research to facilitate effective teaching and learning of Agricultural Science curriculum. This will lead to better way of improving the implementation by the teachers for greater academic performance among Agricultural Science students‟ performance.

The study will provide information for educational planners and curriculum designers, in that, they will support the use of demonstration and discussion methods in Agricultural Science in senior secondary schools by carrying out effective quality assurance for teachers so as to improve teaching/learning situations currently existing in senior secondary schools in Kaduna state.

Students at the Senior Secondary School (SSS) level in Kaduna state and other states can be encouraged and motivated based on the results from this research. The interest of students will be stimulated in Agricultural Science, because demonstration and discussion methods turns the students from passive information recipient to active, free-self learner and problem solver. This will therefore increase the chances of the students to choose Agricultural Science as a future career. It is hoped that the knowledge of the practical skills that the students will gain from the subject will make them find Agricultural Science very interesting as it will equip them for job opportunities in agro-allied industries in both private and public sectors. By means of demonstration and discussion methods, the attitudes of students will be affected positively in terms of problem solving, thinking, group works, communication, information acquisition and information sharing with others.

Finally, the findings of the study might serve as a source of reference materials to other researchers who may embark on similar or related phenomena.

1.7 Scope of the Study

The study is concerned with determining the effect of demonstration and discussion methods on Senior Secondary School Students‟ academic performance in Agricultural Science in Kaduna State, Nigeria. Three methods were used in this study which are; demonstration, discussion and conventional lecture methods. The study covered three Senior Secondary School (SSII) students drawn from Kafanchan Educational Zone of Kaduna State. Kafanchan Educational Zone was chosen to serve as the sample zone because in Kaduna State, all the 12 Education Zones make use of the same curriculum, syllabus, schemes of work, examination questions and marking schemes. SS11 was specifically chosen because they are more stable in terms of statistical sampling than SS1 and SS111.  Five content areas in Agricultural Science were selected for the study. Vegetative propagation in plants (budding, grafting process and layering), Digestive and reproductive systems in birds, genetics, knapsack sprayer (uses, operation, maintenance), and some soil related experiments (porosity, PH and capillarity). These were the content areas identified to be difficult as contained in the WAEC Chief Examiner‟s report (2017).

INFLUENCE OF DEMONSTRATION AND DISCUSSION TECHNIQUES ON SENIOR SECONDARY SCHOOL PUPILS’ ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE IN KADUNA STATE, NIGERIA.

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