Abstract
The study examined the Effects of Technology-Enhanced Instruction on Agricultural Science Students’ Learning Outcome in Senior Secondary Schools in Ekiti State, Nigeria. Specifically, the study investigated the effectiveness of technology-enhanced instruction over conventional method (demonstration method) on senior secondary school students’ learning outcome in agricultural science. The research design for this study was quasi-experimental using pretest, posttest control group. The population of this study consisted of 14,533 senior secondary school students who were offering Agricultural Science in all the public senior secondary schools II in Ekiti State, Nigeria. The sample for this study comprised 263 senior secondary school class II agricultural science students drawn from the three Senatorial Districts in Ekiti State using intact classes. A research instrument, ‘Agricultural Science Learning Outcome’ (ASLO) was used to collect data for the study. The instrument was validated and the reliability coefficient is 0.85. The data obtained were analysed using descriptive statistics of mean and standard deviation. Inferential statistics of t test, and analysis of covariance (ANCOVA) were used to test the 2 hypotheses at 0.05 level of significance. The study’s findings revealed a significant difference in the post-test mean scores of students in the experimental group. Based on the findings of this study, it was recommended that technology-enhanced instructional method should be used to teach both theory and practicals to foster skills development among Agricultural Science students in Secondary Schools in Ekiti State. Also, it was recommended that technology-enhanced instruction should be employed to improve students’ learning outcomes in agricultural science.
Published Version
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