TABLE OF CONTENT
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
ABSTRACT
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.
CHAPTER
ONE
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.
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