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EFFECT OF TEAM-ASSISTED–INDIVIDUALIZATION INSTRUCTIONS ON PERFORMANCE AND RETENTION OF AGRICULTURAL STUDENTS IN FEDERAL COLLEGES OF EDUCATION KATSINA AND ZARIA, NIGERIA
Abstract:
This study investigates the impact of team-assisted-individualization instructions on the performance and retention of agricultural students in Federal Colleges of Education (FCE) in Katsina and Zaria, Nigeria. The aim of the study is to explore the effectiveness of a teaching approach that combines teamwork and individualized instruction in enhancing academic outcomes and student retention in agricultural education.
The study employs a quasi-experimental design with a pre-test/post-test control group. The participants consist of agricultural students enrolled in FCE Katsina and FCE Zaria, who are randomly assigned to either the experimental group or the control group. The experimental group receives team-assisted-individualization instructions, while the control group receives traditional lecture-based instruction.
Performance is measured through students' scores on standardized tests and assessments related to agricultural knowledge and skills. Retention is assessed by comparing the dropout rates between the experimental and control groups over a specific time period.
Data analysis includes descriptive statistics, such as means and standard deviations, as well as inferential statistics, such as t-tests and chi-square tests, to examine the differences in performance and retention between the two groups. Additionally, qualitative data, such as student feedback and observations, are collected to gain insights into students' experiences with the instructional approach.
The findings of this study will contribute to the existing literature on instructional strategies in agricultural education and provide evidence regarding the effectiveness of team-assisted-individualization instructions. It is anticipated that the experimental group, which receives collaborative learning experiences combined with tailored instruction, will exhibit higher performance levels and lower dropout rates compared to the control group.
The outcomes of this research have implications for educational policymakers, curriculum developers, and educators in Nigeria and other similar contexts. By demonstrating the benefits of team-assisted-individualization instructions, this study can inform the design and implementation of effective teaching methods that enhance student learning and retention in agricultural education programs.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
EFFECT OF TEAM-ASSISTED–INDIVIDUALIZATION INSTRUCTIONS ON PERFORMANCE AND RETENTION OF AGRICULTURAL STUDENTS IN FEDERAL COLLEGES OF EDUCATION KATSINA AND ZARIA, NIGERIA. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
