Effect Of Instructional Material On Academic Performance Of Students In Agricultural Science In Secondary Schools
The influence of instructional material on the academic achievement of students in agricultural science within secondary schools is profound. Incorporating diverse teaching aids such as visual aids, models, and multimedia resources enhances students’ comprehension, engagement, and retention of agricultural science concepts. These materials facilitate active learning experiences, enabling students to grasp complex agricultural principles effectively. By catering to various learning styles and preferences, instructional materials promote deeper understanding and critical thinking skills among students. Furthermore, they foster practical application and hands-on learning, reinforcing theoretical knowledge with real-world examples. As a result, students exhibit improved academic performance, as evidenced by higher grades, enhanced problem-solving abilities, and increased interest in agricultural science topics. Effective utilization of instructional materials not only enriches classroom experiences but also cultivates a holistic educational environment conducive to academic excellence in agricultural science education at the secondary level.
The study examined the effect of availability of instructional materials on student’s academic performance in agricultural science in Ilorin West Local Government Area, Kwara State. The population for this study comprised of all Agricultural Science Teachers and all SS II students who offered Agricultural Science in all secondary schools within the study area. A multi-stage sampling technique of stratified, purposive and simple random techniques was used to select 236 respondents for the study. A researcher structured questionnaire of Liker rating scale forma was used to gather information from the respondents. The instrument was validated by three experts in the field of measurement and evaluation in the Faculty of Education, University of Ilorin. The reliability of the study was established through test re-test method using pearson product moment correlation. A correlation of 0.75 was obtained. The instrument was administered by the researcher and four trained research assistants. The data collected were analysed using descriptive statistics of frequency count and percentage for personal data of the respondents while inferential statistics of chi-square X2 was used to test the postulated hypothesis set for the study at 0,05 alpha level. The results of the findings revealed that appropriate utilization of instructional materials have significant effect on student performance in agricultural science, characteristics of instructional materials, importance of instructional materials and factors affecting the use of instructional materials have significant effect on student performance in agricultural science. Based on the findings of this study, the researcher recommends that Agricultural Science Teachers should endeavour to improvise instructional materials so as to enhanced students performance, school management needs to encourage Agricultural Science Teachers to always utilize the use of instructional materials for effective teaching and also to organize seminars and workshops for them in order for them to know the importance of using instructional materials o enhance students performance in Agricultural Science.
Title page
Certification
Dedication
Acknowledgement
Table of Content
Abstract
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research hypothesis
1.6 Scope of the Study
1.7 Significance of Study
1.8 Operational Definition Term
CHAPTER TWO:
REVIEW OF THE RELATED LITERATURE
2.1 Conceptual or Theoretical framework
2.2 Review of the Empirical Studies
2.3 Appraisal of the Review Literature
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Techniques
3.4 Instrument of Data Collection
3.5 Validity of the Instrument
3.6 Reliability of Instrument
3.7 Procedure for scoring
3.8 Procedure for Data Analysis
CHAPTER FOUR:
PRESENTATION, ANALYSIS OF DATA AND DISCUSSION
4.1 Data Analysis
4.2 Answering the research Question(s)
4.3 Hypothesis Testing
4.4 Discussion of Finding
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestion for Further Studies
REFERENCES
APPENDICES
INTRODUCTION
1.1 Background to the Study
The role of Agriculture in the development of the economy cannot be underestimated. It is important to note that with adequate and effective training in agriculture as a field of study, there will be high prospect of sustainable food security and economic advancement in the country. In order to guarantee this goal, there is need to provide top quality education services to the students particular in secondary schools. Hence, there is need for the subject to be taught thoroughly if it is to meet the educational and economic development goals.
The effect of instructional materials in promoting students’ academic performance in teaching and learning in educational development cannot be underestimated. The curriculum content of the senior secondary school levels consists of three major concepts of production, protection and economics. Learning by doing was emphasized in the curriculum so that the students should be able to produce food and other agricultural products for themselves and their community. Therefore, for effective and positive production in any establishment, there must be enough working tools to be used by the personnel (Oyedun 2000).
It is inarguable that the teacher alone cannot provide all the needed condition for an effective teaching and learning process, other supporting materials should be provided. The students learn better when most of the senses are appealed to the instruction and use of instructional materials in agriculture science education has added a new dimension in the positive promotion of the teaching and learning process. It provides the much need sensory experiences needed by the learners for an effective and meaningful behavioural change.
Instructional materials are designed to improve the quality of education for effective academic performance of agricultural science students in schools. It has been observed that teachers normally dodge the use of instructional materials in most of their teaching topics, while they try to do all they could during their practical teaching in their course of study; even though some of these materials are not usually available in the schools for teachers’ use.
Secondary schools are educational institutions below tertiary level established to inculcate in learners the societal needs and values, and make them skillful. These needs, values and teachable skills are designed into bodies of knowledge and taught to learners, such as Agricultural Science. Agricultural science is largely the application of scientific principles for successful production of crops and livestock and other uses for man’s benefit (Talathi, Naik, & Jalgaonkar, 2011; Onu, Ugwoke, Agboeze, & Ikehi, 2014).
Agricultural science, as a subject in secondary schools, seeks to teach the students the principles of using scarce resources to produce crops and animals to feed the world’s population and to service other related uses (Ikehi, Ifeanyieze, & Ugwuoke, 2014). The teaching and learning of vocational studies as well as skilled based sciences such as Agricultural Science, have often called for the use of instructional materials during content delivery to aid learners’ learning pace and retention (Onu & Ikehi, 2013).
1.2 Statement of the Problem
Several school managements have developed lackadaisical attitudes towards the provision of needed tools, equipments, and farm inputs required for effective agricultural science, especially practical in secondary schools. This negative and unconcerned attitude poses great threat to genuine efforts of some teachers of agricultural science in the secondary schools. In spite
of the emphasis being placed on agricultural science as one of the subjects in secondary schools, there is usually not enough time provided in the time-table for a meaningful agricultural science work (Adeyemi, 2000).
It has been observed that most teachers in secondary schools in the state did not fully make use of instructional materials in the teaching of agricultural science to their students. The negligence of the effective use of instructional facilities and materials in teaching and learning of agricultural science is common to both the trained and untrained teachers; this has been affecting the successful academic performance of students in agricultural science in secondary schools.
The desire to embark on this research study therefore, stemmed from the fact that there is problem of poor performance of secondary school students in agricultural science in the state. The appropriate utilization of instructional materials and teaching of agricultural science by experienced and qualified teachers, may probably be the main solution to poor performance in Agricultural Science. It was observed that students usually fail in examinations owing to improper teaching methods and lack of essential teaching aids for instructional delivery (Afolabi, 2009). This study therefore deemed it necessary to look specifically into the effect of instructional materials on academic performance of secondary school students in agricultural science.
1.3 Purpose of the Study
The main purpose of this study was to examine the effect of instructional materials on the academic performance of students in agricultural science in secondary schools in Kwara State, Nigeria.
The specific purposes were to:
1. Discover the types of instructional materials being used for teaching in order to achieve students’ academic performance in agricultural science
2. Ascertain the characteristics of instructional materials that can be used to
influence students academic performance in agricultural science
3. Evaluate the importance of using instructional materials to achieve students academic performance in agricultural science
4. Examine the factors affecting the use of instructional materials and its effect on the academic performance of students in agricultural science.
1.4 Research Questions
The following research questions were answered in the course of this study.
1. To what extent has the type of instructional materials available for use affected the academic performance of agricultural science students in secondary schools in Kwara State?
2. To what extent has the characteristic of instructional materials being used to affect the academic performance of students in agricultural science in secondary schools in Kwara State?
3. Has the importance of instructional materials affected students’ academic performance in agricultural science in secondary schools in Kwara State?
4. What are the factors affecting the use of instructional materials to influence students’ academic performance in agricultural science in secondary schools in Kwara State?
1.5 Research Hypotheses
The following null hypotheses were stated to guide the study.
Ho. There is no significant relationship between the use of available instructional
materials and students academic performance in agricultural science in
secondary schools in Kwara State.
Ho. There is no significant relationship between the use of
instructional materials and academic performance of students in
agricultural science in secondary schools in Kwara State.
Ho. There is no significant relationship between the importance of using
instructional materials and the academic performance of students in
agricultural science in secondary schools in Kwara State.
Ho. There is no significant relationship between the factors affecting the use of
instructional materials and students’ academic performance in agricultural
science in secondary schools in Kwara State.
1.6 Scope of the Study
This study is focused on examining the effect of the use of instructional materials on the academic performance in agricultural science of secondary school students in Ilorin West Local Government Area. It was carried in senior secondary school two (SSII) class public and private schools in Ilorin West Local Government Area. The students in this class were selected because they have covered some topics in SS1 and are heading to examination class. The study was delimited to thirty government and private secondary schools in Ilorin West Local Government Area of Kwara State.
1.7 Significance of the Study
The significance of this study would useful in the teaching and learning of
agricultural science. Findings from this study will also be useful in assessing the effectiveness of the stated objectives of secondary school agricultural science curriculum. It would motivate agricultural science teachers to develop interest towards utilizing suitable teaching materials that will be a possible means towards reducing failure in the teaching and learning of agricultural science.
1.8 Operational Definition of Terms
Effect: a change which is as a result of an action
Use: it is the value or advantage of something
Instructional materials: these are tools used in educational lessons which include active learning and assessment.
Performance: it is a process carrying out a task
Academic Performance: this refers to the level of grade or scores that a student obtains in class test or internal and external examination after due process of evaluation
Agricultural Science: one of the subjects offer in Junior and Senior Secondary School which focuses on the arts and science of growing crops and rearing of animals
Secondary Schools: this refers to the formal academic programmes meant for children who have completed their primary school course and are between the age of eleven to seventeen years and above.
SHARE PROJECT MATERIALS ON:
Effect Of Instructional Material On Academic Performance Of Students In Agricultural Science:
The use of instructional materials in teaching Agricultural Science can have a significant impact on the academic performance of students. These materials can enhance the learning experience, improve understanding, and ultimately lead to better academic outcomes. Here are some of the effects of instructional materials on the academic performance of students in Agricultural Science:
- Improved Understanding: Instructional materials such as diagrams, charts, models, and multimedia presentations can make abstract concepts in Agricultural Science more concrete and easier to understand. Visual aids, in particular, can help students grasp complex ideas and processes.
- Engagement: Interactive and hands-on instructional materials can engage students more actively in the learning process. Activities such as laboratory experiments, field trips, and practical demonstrations can make learning Agricultural Science more interesting and relevant, which can lead to better retention of information.
- Increased Retention: Instructional materials can aid in memory retention. When students see, touch, or interact with materials related to Agricultural Science concepts, they are more likely to remember the information for a longer time.
- Catering to Different Learning Styles: Students have different learning styles—some are visual learners, while others are auditory or kinesthetic learners. Using a variety of instructional materials allows teachers to cater to these different learning preferences, helping each student grasp the material more effectively.
- Concept Reinforcement: Instructional materials can reinforce key concepts. For example, a 3D model of a plant’s growth stages can help students understand the concept better than just reading about it in a textbook.
- Motivation: The use of instructional materials can boost students’ motivation to learn Agricultural Science. When they can see the real-world applications of what they are learning, they may become more motivated to excel in the subject.
- Real-Life Application: Agricultural Science often involves practical knowledge and skills. Instructional materials such as farming equipment, plant specimens, and soil samples can help students connect theory with real-life applications, preparing them for future careers in agriculture.
- Assessment and Evaluation: Instructional materials can also be used for assessment purposes. Teachers can create quizzes, assignments, or projects that require students to apply their knowledge using these materials, which can provide a more holistic evaluation of their understanding.
- Conceptual Clarity: Clear and well-designed instructional materials can help students understand the fundamental concepts of Agricultural Science. This clarity can serve as a foundation for more advanced topics and future learning.
- Inclusive Learning: Instructional materials can make learning more inclusive by accommodating students with various learning disabilities or language barriers. Materials like Braille books, sign language videos, or translated resources can ensure that all students have access to the content.
In conclusion, the use of instructional materials in Agricultural Science education can positively impact the academic performance of students by improving their understanding, engagement, retention, and motivation. Teachers should consider incorporating a variety of instructional materials to create a dynamic and effective learning environment.