Effect of four teaching strategies on senior secondary students’ achievement in an aspect of agricultural science

Abstract

This study investigated the effect of four teaching strategies; peer-tutoring, demonstration, project-based and lecture teaching strategies on students' achievement in pasture and forage crops which is an aspect of agricultural science. Lecture strategy served both as a teaching strategy as well as control since it is assumed to be a conventional strategy of teaching. A 4×2×2 pre-test, post-test experimental design with a control group was used in which two hundred randomly selected Senior Secondary School II (SSS II) Agricultural Science students were drawn from three schools. The data was analyzed using ANCOVA and Scheffe post-hoc analysis. There was significant main effect of treatment on students' achievement in an aspect of agricultural science that is, pasture and forage crops [F3, 183 = 20.775; p<0.05]. Also, students performed significantly at different levels in the three groups. There was no significant interaction effect of treatment and gender on students' achievement in an aspect of agricultural science that is, pasture and forage crops [F3, 183 =0.404; p>0.05]. Peer-tutoring, demonstration and project-based strategies of teaching are potent in raising students' achievement. Thus, in-service training in form of workshops, seminars and symposia should be organized for teachers regularly to update their knowledge on adoption of appropriate teaching strategies.