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Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science

Yıl 2021, Cilt: 6 Sayı: 3, 283 - 297, 01.07.2021
https://doi.org/10.24331/ijere.943443

Öz

Constructivist-based approaches to teaching typically make extensive use of problem-based learning (PBL) and learning-by-doing (LBD) which were used to investigate their effects on psycho-productive skills in Agricultural science in secondary school. The research design adopted was a pre-test, post-test, non-randomised control group quasi-experimental. The sample comprised eighty-four students from three schools (intact classes) with thirty-one, twenty-three and thirty in experimental 1, 2 and control groups respectively. The Psycho-productive Skills Performance Test (PSPT) and Psycho-productive Skills Performance Rating Scale (PSPRS) were the two instruments developed by the researchers and administered as pre and post tests. The PSPT was subjected to content validity and item analysis, its reliability test through spilt-half method gave a co-efficient value of 0.74 and for the PSPRS, using Cohen’s Kappa statistic when subjected to inter-rater reliability it gave a value of 0.84. The data collected were analysed with the use of frequency counts, percentages, mean, standard deviation, t-test and ANOVA. The results reveal significant effect of instructional strategy on psycho-productive skills performance in Agricultural Science. Furthermore, it shows no significant effect of parents’ education level on the students’ psycho-productive skills performance in Agricultural Science. Arising from the findings, it was recommended among others that PBL and LBD learning strategies should be incorporated in the teacher education programmes as part of their training.

Destekleyen Kurum

None

Proje Numarası

OOU/FOE/2019/012

Teşekkür

We very grateful

Kaynakça

  • Abdulhamid, A. (2013). Effects of teaching method on retention of agricultural science knowledge in senior secondary schools of Bauchi local government area, Nigeria. International Journal of Science and Technology Education Research, 4(4): 63 – 69
  • Abdullahi, H. A., Mlozi. M. R. S., & Nzalayaimisi, G. K. (2015). Determinants of students’ academic achievement in agricultural science: A case study of secondary schools in Katsina State, Nigeria. African Educational Research Journal, 3 (1): 80 – 88
  • Agbabiaje, J. O. (1998). The place of agricultural education in the Nigerian Economy. Nigerian Journal of Agricultural Education, 1 (1 & 2):69- 74
  • Afolabi, F., & Akinbobola, A. O. (2009). Constructivist Problem-Based Learning technique and the academic achievement of physics students with low ability level in Nigerian secondary schools. Eurasian Journal of Physical and Chemical Education, 1(1): 45 – 51
  • Akani, O. (2017). Effect of guided discovery method of instruction and students’ achievement in chemistry at the secondary school level in Nigeria. International Journal of Scientific Research and Education, 5(2): 6226 -6234
  • Alaribe, M. (2010). The effect of school farm laboratory on the development of Psycho productive skills in students in crop production in secondary schools in Abia State. Unpublished M.Ed Dissertation, University of Nigeria, Nnsukka, Nigeria.
  • Alokan, F. B., Osakinle, E. O., & Onijingin, E. O. (2013). The influence of parents’ educational background and study facilities on academic performance among secondary school students. Ozean Journal of Social Sciences, 6(2): 27 -33
  • Andreasen, R. J. (2004). Integrating experiential learning into college of agriculture capstone courses: Implications and applications for practitioners. NACTA Journal, 48(3):52–57
  • Anyanwu, S. O., Anyanwu, C., & Ansa, J. E. O. (2014). Determinants of academic success in agricultural science subject among secondary school students. Journal of Educational Policy and Entrepreneurial Research, 1(2): 211 - 218
  • Ayoade, A. R. (2012). Attitude of women farmers towards agricultural extension services in Ifelodun local government area, Osun State. American Journal of Social and Management Sciences, 3(4): 125- 131
  • Baker, M. A., Robinson, J. S., & Kolb, D. A. (2012). Aligning Kolb’s experiential learning theory with a comprehensive agricultural education model. Journal of Agricultural Education, 53(4): 1 - 16
  • Cooper. M. (2006). Learning By Doing. retrieved from http://www.dawhois.com/site/rctc.edu.html last accessed 14 June 2015
  • Daluba, N. E. (2013). Effect of demonstration method of teaching on students’ achievement in agricultural science. World Journal of Education, 3(6):1 - 7 Dewey, J. (1938). Education and experience. New York, NY: Simon and Schuster.
  • Egunsola, A. O. E. (2014). Influence of home environment on academic performance of secondary school students in agricultural science in Adamawa state Nigeria. Journal of Research and Method in Education, 494): 46 -50
  • Fatunsin, L. O. (1996). Development and standardization of performance-based test for assessing students in agriculture in secondary schools in Ondo State. Unpublished Ph.D. thesis, Dept. of Vocational Teacher Education, University of Nigeria, Nnsukka, Nigeria.
  • Federal Ministry of Education (2008). Senior Secondary Education Curriculum: Agricultural Science for SS 1 – 3. NERDC
  • Ikelusi, C. O. (2013). Effects of application of ergonomic principles in psycho-productive skills acquisition on students in maize production in senior secondary schools in Abuja. Unpublished Ph. D thesis, University of Nigeria, Nnsukka, Nigeria.
  • Ja’Afar-Furo, M. R., Abdullahi,Y., & Badgal, B. E. (2014). Effects of demonstration and lecture methods of teaching apiculture on performance of Agric students in Adamawa State University. Nigeria. Scientific papers Series Management, Economic Engineering in Agriculture and rural development, 14 (2): 173 – 178
  • Kapinga, O. S. (2014). The impact of parental socio-economic status on students’ academic achievement in secondary schools in Tanzania. International Journal of Education, 6(4): 120 – 132
  • Knobloch, N. A. (2003). Is experiential learning authentic? Journal of Agricultural Education, 44(4), 22–34. doi: 10.5032/jae.2003.04022
  • Lawal, O. I., Onipede, O., Oketoobo, E. A., & Famiwole, R. (2014). Competency capacity building needs of Agricultural science teachers in utilization of school farm for skill acquisition among secondary school students. International Journal of Education and Literary Studies, 2 (3):1 – 6
  • Li, Z. Z., Cheng, Y. B., & Liu, C. C. (2003). A constructionism framework for designing game-like learning systems: Its effect on different learners. British Journal of Educational Technology, 44; 208 -224
  • Lombardi, S.M. (2011). Internet activities for a Preschool Technology Education Program Guided by Caregivers. Unpublished Doctoral dissertation, North Carolina State University.
  • Mathews-Aydinli, J. (2007). Problem-Based Learning and adult english language learners. Centre for Adult English Language Acquisition (CAELA) Brief, Washington DC April 2007
  • Merriam Webster (2014). Encyclopaedia Britanica Company.
  • NRC [National Research Council]. (2009). Transforming agricultural education for a changing world. Washington, DC: National Academies Press.
  • Nsa, S. O., Akpan, E. O., & Williams, P. S. (2012). Instructional strategies and students skill acquisition in vegetable production. Pakistan Journal of Business and Economic Review, 3 (1), pp 126 – 141
  • Ogweno, P. O., Nephat, J. K., & Obara, J. (2014). Influence of family characteristics on academic performance of students in secondary agriculture, in Rachuonyo North sub county, Kenya. International Journal of Education and Research, 2 (2):1 -12
  • Okekeokosisi, J. O., & Okeke, C. N. A. (2015). The effect of constructivist teaching approach on students’ academic achievement, gender and interest in junior secondary schools agricultural science. Contemporary Journal of Empirical Research, 1(1): 105 – 125
  • Olaitan, S.O. (1996). Issues and analysis in vocational education. Onitsha: Noble graphic Publisher.
  • Olaitan, S.O., & Ali, A.A. (1997). The making of a curriculum (Theory, Process, Product & Evaluation). Onitsha, Nigeria. Cape Publishers International Limited.
  • Olaitan, S.O. (1999). The theory and practice of vocational education in Africa. Calabar: Centaur Press.
  • Ombugus, D. A., & Umaru, R. I. (2016). Psycho productive skills multiple choice test items for assessing students in mechanical engineering craft in technical colleges. European Journal of Education Studies, 2(2): 78 - 92
  • Osokoya, M. M., & Adegoke, S. P. (2014). Impact of parents’ socio-economic background on students’ achievement in Agricultural science at the senior secondary school level in Ogbomoso South Local Government, Ogbomoso, Oyo State. Journal of Education and Practice, 5(37): 92 - 96
  • Ozioko, C. C. (2015). Effect of guided discovery method on academic achievement and interest of senior secondary school students in foods and nutrition in Nsukka education zone of Enugu State. Unpublished M.Ed project submitted to the Department of Arts Education, Faculty of Education University of Nigeria, Nsukka.
  • Passarelli, A., & Kolb, D. A. (2011). Using experiential learning theory to promote student learning and development in programs of education abroad. ORBH Working paper, WP-11-03
  • Phipps, L., & Osborne, E. (1988). Handbook on agricultural education in public schools (5th ed.). Danville, IL: The Interstate Printers and Publishers, Inc.
  • Roberts, T. G. (2006). A philosophical examination of experiential learning theory for agricultural educators. Journal of Agricultural Education, 47(1), 17–29. doi: 10.5032/jae.2006.01017
  • Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.
  • Splan, R. K., Porr, C. A. S., & Broyles, T. W. (2015). Undergraduate research in agriculture: Constructivism and the scholarship of discovery. Journal of Agricultural Education, 52(4): 56- 64
  • Tatrah, N. (2000). Attitudes and related variables of senior secondary school students on the Central Region of Ghana towards Agricultural careers. Unpublished M.Phil (Agricultural Extension) dissertation, University of Cape Coast, Ghana.
  • Williams. J., & McClure, M. (2010). The effects of teaching methods in leadership knowledge retention: An experimental design of lecture, experiential and public pedagogy. Journal of Leadership Education, 9(1):86- 100
Yıl 2021, Cilt: 6 Sayı: 3, 283 - 297, 01.07.2021
https://doi.org/10.24331/ijere.943443

Öz

Proje Numarası

OOU/FOE/2019/012

Kaynakça

  • Abdulhamid, A. (2013). Effects of teaching method on retention of agricultural science knowledge in senior secondary schools of Bauchi local government area, Nigeria. International Journal of Science and Technology Education Research, 4(4): 63 – 69
  • Abdullahi, H. A., Mlozi. M. R. S., & Nzalayaimisi, G. K. (2015). Determinants of students’ academic achievement in agricultural science: A case study of secondary schools in Katsina State, Nigeria. African Educational Research Journal, 3 (1): 80 – 88
  • Agbabiaje, J. O. (1998). The place of agricultural education in the Nigerian Economy. Nigerian Journal of Agricultural Education, 1 (1 & 2):69- 74
  • Afolabi, F., & Akinbobola, A. O. (2009). Constructivist Problem-Based Learning technique and the academic achievement of physics students with low ability level in Nigerian secondary schools. Eurasian Journal of Physical and Chemical Education, 1(1): 45 – 51
  • Akani, O. (2017). Effect of guided discovery method of instruction and students’ achievement in chemistry at the secondary school level in Nigeria. International Journal of Scientific Research and Education, 5(2): 6226 -6234
  • Alaribe, M. (2010). The effect of school farm laboratory on the development of Psycho productive skills in students in crop production in secondary schools in Abia State. Unpublished M.Ed Dissertation, University of Nigeria, Nnsukka, Nigeria.
  • Alokan, F. B., Osakinle, E. O., & Onijingin, E. O. (2013). The influence of parents’ educational background and study facilities on academic performance among secondary school students. Ozean Journal of Social Sciences, 6(2): 27 -33
  • Andreasen, R. J. (2004). Integrating experiential learning into college of agriculture capstone courses: Implications and applications for practitioners. NACTA Journal, 48(3):52–57
  • Anyanwu, S. O., Anyanwu, C., & Ansa, J. E. O. (2014). Determinants of academic success in agricultural science subject among secondary school students. Journal of Educational Policy and Entrepreneurial Research, 1(2): 211 - 218
  • Ayoade, A. R. (2012). Attitude of women farmers towards agricultural extension services in Ifelodun local government area, Osun State. American Journal of Social and Management Sciences, 3(4): 125- 131
  • Baker, M. A., Robinson, J. S., & Kolb, D. A. (2012). Aligning Kolb’s experiential learning theory with a comprehensive agricultural education model. Journal of Agricultural Education, 53(4): 1 - 16
  • Cooper. M. (2006). Learning By Doing. retrieved from http://www.dawhois.com/site/rctc.edu.html last accessed 14 June 2015
  • Daluba, N. E. (2013). Effect of demonstration method of teaching on students’ achievement in agricultural science. World Journal of Education, 3(6):1 - 7 Dewey, J. (1938). Education and experience. New York, NY: Simon and Schuster.
  • Egunsola, A. O. E. (2014). Influence of home environment on academic performance of secondary school students in agricultural science in Adamawa state Nigeria. Journal of Research and Method in Education, 494): 46 -50
  • Fatunsin, L. O. (1996). Development and standardization of performance-based test for assessing students in agriculture in secondary schools in Ondo State. Unpublished Ph.D. thesis, Dept. of Vocational Teacher Education, University of Nigeria, Nnsukka, Nigeria.
  • Federal Ministry of Education (2008). Senior Secondary Education Curriculum: Agricultural Science for SS 1 – 3. NERDC
  • Ikelusi, C. O. (2013). Effects of application of ergonomic principles in psycho-productive skills acquisition on students in maize production in senior secondary schools in Abuja. Unpublished Ph. D thesis, University of Nigeria, Nnsukka, Nigeria.
  • Ja’Afar-Furo, M. R., Abdullahi,Y., & Badgal, B. E. (2014). Effects of demonstration and lecture methods of teaching apiculture on performance of Agric students in Adamawa State University. Nigeria. Scientific papers Series Management, Economic Engineering in Agriculture and rural development, 14 (2): 173 – 178
  • Kapinga, O. S. (2014). The impact of parental socio-economic status on students’ academic achievement in secondary schools in Tanzania. International Journal of Education, 6(4): 120 – 132
  • Knobloch, N. A. (2003). Is experiential learning authentic? Journal of Agricultural Education, 44(4), 22–34. doi: 10.5032/jae.2003.04022
  • Lawal, O. I., Onipede, O., Oketoobo, E. A., & Famiwole, R. (2014). Competency capacity building needs of Agricultural science teachers in utilization of school farm for skill acquisition among secondary school students. International Journal of Education and Literary Studies, 2 (3):1 – 6
  • Li, Z. Z., Cheng, Y. B., & Liu, C. C. (2003). A constructionism framework for designing game-like learning systems: Its effect on different learners. British Journal of Educational Technology, 44; 208 -224
  • Lombardi, S.M. (2011). Internet activities for a Preschool Technology Education Program Guided by Caregivers. Unpublished Doctoral dissertation, North Carolina State University.
  • Mathews-Aydinli, J. (2007). Problem-Based Learning and adult english language learners. Centre for Adult English Language Acquisition (CAELA) Brief, Washington DC April 2007
  • Merriam Webster (2014). Encyclopaedia Britanica Company.
  • NRC [National Research Council]. (2009). Transforming agricultural education for a changing world. Washington, DC: National Academies Press.
  • Nsa, S. O., Akpan, E. O., & Williams, P. S. (2012). Instructional strategies and students skill acquisition in vegetable production. Pakistan Journal of Business and Economic Review, 3 (1), pp 126 – 141
  • Ogweno, P. O., Nephat, J. K., & Obara, J. (2014). Influence of family characteristics on academic performance of students in secondary agriculture, in Rachuonyo North sub county, Kenya. International Journal of Education and Research, 2 (2):1 -12
  • Okekeokosisi, J. O., & Okeke, C. N. A. (2015). The effect of constructivist teaching approach on students’ academic achievement, gender and interest in junior secondary schools agricultural science. Contemporary Journal of Empirical Research, 1(1): 105 – 125
  • Olaitan, S.O. (1996). Issues and analysis in vocational education. Onitsha: Noble graphic Publisher.
  • Olaitan, S.O., & Ali, A.A. (1997). The making of a curriculum (Theory, Process, Product & Evaluation). Onitsha, Nigeria. Cape Publishers International Limited.
  • Olaitan, S.O. (1999). The theory and practice of vocational education in Africa. Calabar: Centaur Press.
  • Ombugus, D. A., & Umaru, R. I. (2016). Psycho productive skills multiple choice test items for assessing students in mechanical engineering craft in technical colleges. European Journal of Education Studies, 2(2): 78 - 92
  • Osokoya, M. M., & Adegoke, S. P. (2014). Impact of parents’ socio-economic background on students’ achievement in Agricultural science at the senior secondary school level in Ogbomoso South Local Government, Ogbomoso, Oyo State. Journal of Education and Practice, 5(37): 92 - 96
  • Ozioko, C. C. (2015). Effect of guided discovery method on academic achievement and interest of senior secondary school students in foods and nutrition in Nsukka education zone of Enugu State. Unpublished M.Ed project submitted to the Department of Arts Education, Faculty of Education University of Nigeria, Nsukka.
  • Passarelli, A., & Kolb, D. A. (2011). Using experiential learning theory to promote student learning and development in programs of education abroad. ORBH Working paper, WP-11-03
  • Phipps, L., & Osborne, E. (1988). Handbook on agricultural education in public schools (5th ed.). Danville, IL: The Interstate Printers and Publishers, Inc.
  • Roberts, T. G. (2006). A philosophical examination of experiential learning theory for agricultural educators. Journal of Agricultural Education, 47(1), 17–29. doi: 10.5032/jae.2006.01017
  • Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.
  • Splan, R. K., Porr, C. A. S., & Broyles, T. W. (2015). Undergraduate research in agriculture: Constructivism and the scholarship of discovery. Journal of Agricultural Education, 52(4): 56- 64
  • Tatrah, N. (2000). Attitudes and related variables of senior secondary school students on the Central Region of Ghana towards Agricultural careers. Unpublished M.Phil (Agricultural Extension) dissertation, University of Cape Coast, Ghana.
  • Williams. J., & McClure, M. (2010). The effects of teaching methods in leadership knowledge retention: An experimental design of lecture, experiential and public pedagogy. Journal of Leadership Education, 9(1):86- 100
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Peter Abayomi Onanuga

Adebola Ifamuyıwa 0000-0003-0138-1610

Kehinde Alebiosu Bu kişi benim

Proje Numarası OOU/FOE/2019/012
Yayımlanma Tarihi 1 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 3

Kaynak Göster

APA Onanuga, P. A., Ifamuyıwa, A., & Alebiosu, K. (2021). Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science. International Journal of Educational Research Review, 6(3), 283-297. https://doi.org/10.24331/ijere.943443
AMA Onanuga PA, Ifamuyıwa A, Alebiosu K. Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science. IJERE. Temmuz 2021;6(3):283-297. doi:10.24331/ijere.943443
Chicago Onanuga, Peter Abayomi, Adebola Ifamuyıwa, ve Kehinde Alebiosu. “Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science”. International Journal of Educational Research Review 6, sy. 3 (Temmuz 2021): 283-97. https://doi.org/10.24331/ijere.943443.
EndNote Onanuga PA, Ifamuyıwa A, Alebiosu K (01 Temmuz 2021) Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science. International Journal of Educational Research Review 6 3 283–297.
IEEE P. A. Onanuga, A. Ifamuyıwa, ve K. Alebiosu, “Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science”, IJERE, c. 6, sy. 3, ss. 283–297, 2021, doi: 10.24331/ijere.943443.
ISNAD Onanuga, Peter Abayomi vd. “Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science”. International Journal of Educational Research Review 6/3 (Temmuz 2021), 283-297. https://doi.org/10.24331/ijere.943443.
JAMA Onanuga PA, Ifamuyıwa A, Alebiosu K. Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science. IJERE. 2021;6:283–297.
MLA Onanuga, Peter Abayomi vd. “Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science”. International Journal of Educational Research Review, c. 6, sy. 3, 2021, ss. 283-97, doi:10.24331/ijere.943443.
Vancouver Onanuga PA, Ifamuyıwa A, Alebiosu K. Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science. IJERE. 2021;6(3):283-97.

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