INFLUENCE OF INSTRUCTIONAL MATERIALS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN AGRICULTURAL SCIENCE IN SECONDARY SCHOOLS IN KWARA STATE, NIGERIA
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- Recommended for : Student Researchers
- NGN 3000
ABSTRACT
The study examined the availability of instructional materials, its adequacy and relevancy; characteristics of instructional materials, importance of instructional materials, and factors affecting the use of instructional materials on students’ academic performance in agricultural science. This study made use of Survey Research Design. Thirty (30) Government and private secondary schools were used. It had the population of 8,142 agricultural science students and 73 agricultural science teachers. Sample of 206 students were randomly selected with 30 agricultural science teachers. The instrument used for collection of data was a questionnaire designed by the researcher for the teachers and students of agricultural science. The instrument used in this study was vetted by the supervisors and experts in the field of measurement and evaluation in the Faculty of Education to determine the face and content validity of the instrument. The data collected for the pilot study was used to calculate the reliability coefficient using split-half method and also Pearson Product Moment Correlation Coefficient (r), which gave 0.87. Four research questions and four null hypotheses (Ho) were formulated to guide the study. Contingency chi-square statistical tool was used in testing the hypotheses at 0.05 level of significance. The analysis yielded the following findings that good and relevant textbooks were the instructional materials available to be used to influence students academic performance in agricultural science. That instructional materials should possess characteristics of visibility, simplicity, attraction, and clarity. That instruction material is important to influence students academic performance in agricultural science. That teachers qualification and experience were the major factors affecting the use of instructional materials to influence students academic performance in agricultural science in secondary schools. Recommendations were made in line with the findings, which include the agricultural science teachers should endeavour to use and try to improvise instructional materials for effective teaching of agricultural science in secondary schools. Government should ensure the adequate employment of dedicated and qualified agricultural science teachers and make funds available and sponsor the teachers attendance at conferences, seminars, and workshops on utilization of agricultural science instructional materials. In conclusion, students perform better when appropriate and improvised materials were made available and utilized in teaching agricultural science. The agricultural science knowledge and subsequent performance of students in both junior and senior secondary schools and agricultural science as a subject becomes more interesting to learn when it was taught by experienced, well committed, dedicated and qualified agricultural science teachers. Teaching of agricultural science will not be completed if the instructional materials needed to facilitate learning are not sourced for, and properly utilized for each agricultural science topic designed to be taught and construct others using available local materials.
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