A Comparative Analysis of the Effect of Greeno Problem Solving and Demonstration Teaching Methods on Students' Achievement in Agricultural Science

By Daluba, Noah E.; Mama, Romanus O. | Journal of Emerging Trends in Educational Research and Policy Studies, April 2012 | Go to article overview

A Comparative Analysis of the Effect of Greeno Problem Solving and Demonstration Teaching Methods on Students' Achievement in Agricultural Science


Daluba, Noah E., Mama, Romanus O., Journal of Emerging Trends in Educational Research and Policy Studies


Abstract

The main purpose of the study was to make a comparative analysis of the effects of the greeno problem solving and demonstration teaching methods on students' achievement in agricultural science in Kogi East Education zone of Kogi State. Two each of specific purposes, research questions and hypotheses guided the study. The study adopted a non-equivalent pretest, post-test control group design. This paper is relevant as the result of the study will assist agricultural science teachers in Secondary Schools to embrace the use of Greeno problem solving method (GPSM) in the teaching of agricultural science concepts. This is because, the method will assist to improve student's understanding and achievement when compared with other conventional methods. The study population included all the 18, 225 SSII students from 195 secondary schools for 2010/2011 academic session. 240 (SSII) students in six intact classes in three coeducational schools were purposively sampled for the study. The instrument for data collection was the Agricultural Science Achievement Test (ASAT) which was made up of forty multiple choice items. The internal consistency of the instrument (ASAT) was 0.79 which was determined using Kuder Richardson (K - R20) formular beca-use the items were scored dichotomously. Six (6) agricultural science teachers, two from each school serve as the research assistants for the teaching and administration of the instrument. Descriptive statistics were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the null hypotheses formulated at 0.05 probability level. Students taught agricultural science using the experimental method taught with greeno problem solving method (GPSM) obtained higher mean score than those under the control method taught with demonstration method (DM). Male students performed better than their female counterparts when taught with either the experimental (GPSM) or control method (DM). Based on the findings, useful recommendations were proffered.

Keywords: Comparative, Greeno, Problem-solving, Students' Achievement, Demonstration

INTRODUCTION

Agriculture is taught as one of the course offering referred to as agricultural science at both the junior and senior secondary levels in the Nigerian secondary schools and tertiary institutions. Because of its critical or prominent or important role to the supply of staple food requirements and raw materials for agro-allied industries and provision of employment, it is offered as a compulsory course at the secondary school level. (Federal Republic of Nigeria, (FRN) , 2004). The major goals of inclusion of agricultural science in the secondary school curriculum in Nigeria, include to enable them (students) acquire basic knowledge, skills and to develop positive attitude to agriculture and agricultural occupations.

The teaching of agriculture/agricultural science at this level is also intended to stimulate and sustain students' interest in agriculture; inculcate farming skills in students; enable students to integrate knowledge with skills in agriculture and prepare students for future studies in agriculture. The realization of the objective of secondary school agricultural education will largely depend on the employment of effective teaching method by competent teachers.

The compulsory status of agricultural science in the secondary school curriculum notwithstanding students' performance in senior secondary school certificate examinations like National Examination Council (NECO) and West African Examination Council (WAEC) has not been very impressive. The poor performance of the students has been observed by the Chief Examiners of the school certificate respective examination bodies in their respective reports (Ibitoye, 1998; Egun 2007 and WAEC Office Lokoja, 2007). The students are primarily taught with such conventional teaching methods as demonstration and lecture methods. These methods don't seem to be providing the desired effects on the students' performance. …

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