Effect of four teaching strategies on senior secondary students’ achievement in an aspect of agricultural science

Y.M Adekoya,R.A Olatoye

doi:10.4314/ajesms.v7i1.61569

Abstract

This study investigated the effect of four teaching strategies; peer-tutoring, demonstration, project-based and lecture teaching strategies on students‘ achievement in pasture and forage crops which is an aspect of agricultural science. Lecture strategy served both as a teaching strategy as well as control since it is assumed to be a conventional strategy of teaching. A 4×2×2 pre-test, post–test experimental design with a control group was used in which two hundred randomly selected Senior Secondary School II (SSS II) Agricultural Science students were drawn from three schools. The data was analyzed using ANCOVA and Scheffe post–hoc analysis. There was significant main effect of treatment on students‘ achievement in an aspect of agricultural science that is, pasture and forage crops [F3, 183 = 20.775; p0.05]. Peer-tutoring, demonstration and project-based strategies of teaching are potent in raising students‘ achievement. Thus, in-service training in form of workshops, seminars and symposia should be organized for teachers regularly to update their knowledge on adoption of appropriate teaching strategies.Keywords: Peer-tutoring, demonstration, project, lecture, teaching strategies, pasture and forage crops.

Highlights

It is being recognized that there are better ways to learn than through the traditional methods (Wood & Gentile, 2003)
Peer-tutoring strategy was used in the first group, demonstration strategy was used in the second group; project-based strategy was used in the third group while the lecture strategy was adopted in the fourth group which served as control
Project-based teaching strategy is an effective mode of instruction for students in the secondary schools

Summary

Introduction

It is being recognized that there are better ways to learn than through the traditional methods (Wood & Gentile, 2003). Educators are beginning to show an increased awareness of the importance of the way students learn. Many of the standard methods of conveying knowledge have been shown to be relatively ineffective on the students‘ ability to master and retain important concepts. Learning through some methods of teaching is passive rather than active. The traditional methods (lecture, laboratory, recitation) do not tend to foster critical thinking, creative thinking, and collaborative problem-solving. With many countries striving to educate all their citizens, education professionals are seeking research-supported practices that are applicable in classrooms and can facilitate students‘ access to the mastering of concepts in agricultural science.

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Discussion

Conclusion