Activity-based instructional strategy, students’ performance and retention in agricultural Science
Ohaegbulem Amarachi Constance, Baribor Vikoo
The study investigated the effect of activity-based instructional strategy on students’ academic performance and retention in Agricultural Science. Two research questions and two hypotheses guided the study. The study adopted quasi-experimental design. The sample for the study comprised of 118 Senior Secondary School two (SSS II) students that were drawn from two schools in Owerri Zone of Imo State. The instrument used for data collection was titled Agricultural Science Achievement Test (ASAT) and Agricultural Science Retention Test (ASRT). The instruments were validated by two (2) experts in the field of test and measurement. A reliability coefficient of 0.82 and 0.84 through Cronbach alpha method was obtained for ASAT and ASRT respectively. Findings of the study include; students exposed to Activity-Based Instructional Strategy have high mean scores than their counterparts in the control group. Furthermore, there was significant difference in academic performance between senior secondary students taught agricultural science using Activity-Based Instructional Strategy and their counterparts taught same concepts using talk-chalk method. Students exposed to Activity-Based Instructional Strategy have higher mean retention scores than their counterparts in the control group and this difference was also found to be statistically significant. In conclusion, Activity-Based Instructional strategy facilitates effective learning of Agricultural science concepts. Based on these findings, it was recommended among others that, the teaching of Agricultural Science should be conducted in such a way that students effectively learn and retain the concepts presented to them and that the use of the Activity-Based Instructional Strategy seems to be relevant in achieving this goal hence, it should be incorporated into the teaching of Agricultural Science at the secondary school level.