Abstract
This study focused on determining the influence of SAEP on knowledge gain in secondary school agricultural education among Form Three students in Migori County, Kenya. It zeroed on analysing the differences in knowledge gained in agriculture between two groups, one taking part in SAEP and the other not taking part. It utilised quasi-experimental design, particularly the pre-test and post-test none-equivalent control group design incorporating a sample of 384 forms three agriculture students in Migori County. A test for measuring learning outcomes was used to collect data before and after the programme. Analysis of data was done using SPSS (Version 22). Descriptive statistics were used to present and describe data while inferential statistics were used test hypotheses at α = 0.05. The study established that there was a statistically significant difference in the acquisition of knowledge of specific agriculture content between secondary school agriculture students exposed to SAEP as opposed to the control group.
Highlights
This study focused on determining the influence of Supervised Agricultural Experience Programme (SAEP) on knowledge gain in secondary school agricultural education among Form Three students in Migori County, Kenya
The control group did not take part in the programme. After this data was collected again from the two independent groups and compressions made with respect to knowledge in agriculture before and after SAEP
The study concluded that when students are taught agriculture through SAEP, they would acquire higher knowledge than those taught through the conventional methods
Summary
Apart from the conventional classroom instruction approaches for agricultural education, some countries have shifted how agriculture is taught. Central to this is the reason that the students’ perception is changing over time the need to move towards modern methods of instruction. Incorporating agricultural programmes in school teaching can change greatly how students view Agriculture and agricultural careers as well as how much they get to know about agricultural processes. Agriculture was offered to the few students that desired career within traditional, production agriculture, but today, agricultural education programmes have been developed as a means to educate the society regarding the centrality of agricultural production outside the classroom setting. School agricultural education programmes should be organised in a way that can make learners see the importance of the subject
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