Abstract
Purpose: The study sought to compare the effects of Problem Based Learning (PBL) method and Demonstration Teaching Method (DTM) on achievement of students in agriculture subject.
 Methodology: The study used Quasi-Experimental Design which followed a Non-equivalent Control Group Pre-test-Post-test Design, while a Constructivist learning theory guided the study. PBL was the treatment while Demonstration teaching method was used as control. The target population were 7124 students taking agriculture and 52 teachers of agriculture. Accessible population were Form Two Students and 12 schools. Both stratified random sampling and purposive sampling methods were used to obtain a sample size of 575 students and 12 teachers of agriculture. Six schools used Problem Based Learning as treatment, while the other six schools were taught through Demonstration teaching method. Pre-test was administered to PBL and DTM groups before teaching the students and a post-test was also administered to both groups at the end of six weeks of study. Data was collected using Agriculture Achievement Test (AAT) to measure students’ achievement. Data was analysed using ANCOVA and descriptive statistics.
 Findings: Post-test results established that teaching through PBL resulted in higher students’ achievement in agriculture with a mean score of 57.47 compared to DTM mean score of 48.4. There were statistically significant difference in post-intervention scores between the interventions, F (1, 278) = 1170.43, p < .001, partial η2= .800 leading to rejection of null hypothesis. Therefore, PBL teaching method was found to be more effective in teaching agriculture as compared to Demonstration teaching method.
 Unique contribution to theory, practice and policy: The study recommended that teachers of agriculture should embrace and use PBL as a method of instruction in agriculture subject. Likewise, Tertiary institutions and Universities in Kenya should implement the use of PBL method in their training programmes in training students.
Highlights
Problem Based Learning (PBL) has been defined as a teaching method where learning is collaboratively achieved by students as they learn in small teams while analyzing problems using their previous experiences with minimum guidance from the teacher (Azer, 2005)
The analysis presented on teaching methods show the achievement of students in PBL method and Demonstration teaching method (Table 6)
The research further demonstrated that teaching through demonstration method is less effective in teaching agriculture as compared to teaching through PBL
Summary
Problem Based Learning (PBL) has been defined as a teaching method where learning is collaboratively achieved by students as they learn in small teams while analyzing problems using their previous experiences with minimum guidance from the teacher (Azer, 2005). Mabrouk (2007) study established that PBL is handy in improving learners’ performances, especially in topics of biochemistry and bio analytical chemistry. The origin of PBL in McMaster University in Canada in the 1960s (Servant, 2016) spearheaded the global use and application of PBL in medical education and other fields of study (Frenk et al, 2010). DTM are useful for students in learning both physical and mental skills under the guidance of the teacher. This strategy has improved students’ performance in different subjects (Sola & Ojo, 2007). DTM is a widely used teaching method globally and it has been used to improve students learning outcomes through modelling what the teacher expects the learners to investigate (Daluba, 2013). The method emphasizes that people learn by doing (Sola & Ojo, 2007)
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