EFFECT OF SELF INSTRUCTIONAL PACKAGE ONSTUDENTS ACHIEVEMENT AND INTEREST INAGRICULTURAL SCIENCE IN SECONDARY SCHOOLS, IN ENUGU STATE, NIGERIA
TABLE OF CONTENTS
TITLE PAGE I
APPROVAL PAGE II
CERTIFICATION PAGE III
DEDICATION IV
ACKNOWLEDGEMENTS V
TABLE OF CONTENTS VI
LIST OF TABLES XI
LIST OF FIGURES XIV
ABSTRACT XV
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 10
Purpose of the Study 11
Significance of the Study 13
Research Questions 15
Hypotheses 16
Scope of the Study 17
CHAPTER TWO : REVIEW OF RELATED LITERATURE
Conceptual Framework 19
Agricultural science teaching in secondary schools 20
Individualized Instruction 23
Students’ achievement 26
Students’ interest in agriculture 34
Self instructional package 39
Theoretical Framework of the study 47
Piaget Theory of Intellectual Development 47
Ausubel Learning Theory 49
Jerome Bruner Cognitive Theory 49
B.F. Skinner Theory of Learning 49
Review of Related Empirical Studies 51
Summary of the Review of Related Literature 61
CHAPTER THREE : METHODOLOGY
Design of the Study 63
Area of the Study 64
Population of the Study 65
Sample and Sampling Technique 65
Instrument for Data Collection 66
Validation of the Instrument 69
Reliability of the Instrument 70
Method of Data Collection 71
Method of Data Analysis 75
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question 1 76
Hypothesis 1 77
Research Question 2 78
Hypothesis 2 79
Research Question 3 80
Hypothesis 3 81
Research Question 4
Hypothesis 4 83
Research Question 5 84
Hypothesis 5 85
Research Question 6 86
Hypothesis 6 87
Research Question 7 88
Hypothesis 7 89
Research Question 8 90
Hypothesis 8 91
Research Question 9 90
Hypothesis 9 92
Research Question10 93
Hypothesis 10 94
Research Question 11 95
Hypothesis 11 96
Research Question 12 97 Hypothesis 12 99
Research Question 13 99
Hypothesis 13 101
Research Question 14 102
Hypothesis 14 103
Findings of the Study 104
Discussions of the Findings 106
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re- statement of the Problem 113
Summary of Procedure Used 114
Principal Findings of the Study 116
Conclusion 117
Implications of the Study 118
Recommendations 120
Suggestion for Further Studies 120
REFERENCES 122
LIST OF APPENDICES
A WAEC Result from 2008 to 2011 131
B1 Schools in Nsukka Education Zone 132
B2 Distribution of Schools and Students in Nsukka Education Zone 135
C1 Distribution of Sample by Gender, Location and School Type 136
C2 List of Sampled School on Location Basis 137
D1 Agricultural Science Achievement Test (ASAT) (Pre Test) 138
D2 Agricultural Science Achievement Test (ASAT) (Post Test) 140
E1 Marking Scheme (Pre Test) 142
E2 Marking Scheme (Post Test) 143
F Lesson plan on Self Instructional Package (SIP) 144
G1 Table of Specification of Pre-ASAT 164
G 2 Table of Specification of Post-ASAT 165
H Conventional Lesson Plans 166
I Agricultural Science Interest Inventory Test 184
J Computation of Reliability Tests 186
K Data Analysis Output 191
L Estimated Sample Sizes 218
M Request for Validation of Instrument 219
N Chief Examiner’s Reports 228
O WAEC Statistics Results 238
P NERDC 2008, Agricultural Science Curriculum 242
LIST OF TABLES
1: Mean of Pretest and Posttest Achievement Scores of Students Taught 76
Crop Production with Self-instructional Package and Conventional Lecture approach.
2: Analysis of Covariance (ANCOVA) of the Significant Difference in 77
the Mean Achievement Scores of Students Taught Crop Production
with Self-instructional Package and Conventional Lecture approach.
3: Mean of Male and Female Students Taught Crop Production with 78
Self- Instruction package and conventional lecture approach
4 Analysis of Covariance (ANCOVA) of the Significant Difference in 79
the Mean Achievement Scores of Male and Female Students Taught
Crop Production with Self-instructional Package and Conventional
Lecture approach.
5: Mean of Students in Urban and Rural Areas Taught Crop Production 80
with Self-Instructional Package and Conventional Lecture approach
6: Analysis of Covariance (ANCOVA) of the Significant Difference in 81
the Mean Achievement Scores of Rural and Urban Students Taught
Crop Production with Self-instructional Package and Conventional
Lecture approach.
7: Mean of Respondents on the Effects of School type on the Mean 82
achievement Scores of Students Taught Crop Production with
Self-instructional Package and Conventional Lecture approach
8: Analysis of Covariance (ANCOVA) of the Significant Difference in 83
the Mean Achievement Scores of Among the Students of Different
School Types Taught Crop Production with Self-instructional Package
and Conventional Lecture approach.
9: Mean of Respondents on the Interaction Effect of Method and 84 School Location on Students’ Achievement in Crop Production
10: Analysis of Covariance (ANCOVA) of the Significant Interraction 85
Effect of Method and School Location on Students’ Achievement
in Crop Production.
11: Mean of Respondents on the Interaction Effect of Method and 86
School Type on Students’ Achievement in Crop Production
12: Analysis of Covariance (ANCOVA) of the Significant Interraction 87
Effect of Method and School Type on Students’ Achievement in Crop
Production
13: Mean of Respondents on the Interaction Effect of Method and Gender
on Students’ Achievement in Crop Production 88
14: Analysis of Covariance (ANCOVA) of the Significant Interraction 89
Effect of Method and Gender on Students’ Achievement in Crop
Production.
15: Mean of Pretest and Posttest Interest Scores of Students Taught Crop 90
Production with Self-instructional Package and Conventional Lecture
approach.
16: Analysis of Covariance (ANCOVA) of the Significant Difference 91
in the Mean Interest Scores of Students Taught Crop Production with
Self-instructional Package and Conventional Lecture Approaches.
17: Mean of Respondents on the Effect of Gender on Students’ Interest 92
When Taught Crop Production with Self-instructional Package and
Conventional Lecture Approach
18: Analysis of Covariance (ANCOVA) of the Significant Difference 93
in the Mean Interest Scores of Male and Female Students
Taught Crop Production with Self-instructional Package and
Conventional Lecture Approaches.
19: Mean of Respondents on the Effect of Location on Students’ 94
Interest When Taught Crop Production with Self-instructional
Package and Conventional Lecture approach
20: Analysis of Covariance (ANCOVA) of the Significant Difference 95
in the Mean Interest Scores of Rural and Urban Students Taught
Crop Production with Self-instructional Package and Conventional
Lecture Approaches.
21: Mean of Respondents on the Effects of School Type on Students’ 95
Interest Taught Crop Production with Self-instructional Package and
Conventional Lecture Approach
22: Analysis of Covariance (ANCOVA) of the Significant Difference in the 97
Mean Interest Scores Among the Students of Different School Types
Taught Crop Production with Self-instructional Package and
Conventional Lecture Approaches.
23: Mean of Respondents on the Interaction Effect of Method and 98
School Location On Students’ Interest.
24: Analysis of Covariance (ANCOVA) of the Significant Interraction 99
Effect of Method and School Location on Students’ Interest in Crop
Production.
25: Mean of Respondents on the Interaction Effect of Method and School 100
type On Students’ Interest.
26: Analysis of Covariance (ANCOVA) of the Significant Interraction 101
Effect of Method and School Type on Students’ Interest in Crop
Production.
27: Mean of Respondents on the Interaction Effect of Method and 102
Gender on Students’ Interest.
28: Analysis of Covariance (ANCOVA) of the Significant Interraction 103
Effect of Method and Gender on Students’ Interest in Crop Production.
LIST OF FIGURES
- Conceptual Framework of Study Variables 45
Abstract
This study was designed to determine the effect of self instructional package in students’ achievement and interest in agricultural science in Senior Secondary Schools. The study adopted a pre-test, post test, non –equivalent control group, quasi experimental design which involved groups of students in their intact classes assigned to experimental and control groups. The population for the study was 6,014 senior secondary one students in Nsukka Education Zone of Enugu State; out of which 376 students were sampled using purposive sampling technique. 14 research questions and 14 null hypotheses guided the study. The instruments used for data collection were Agricultural Science Achievement Test (ASAT) and Interest Inventory Test (IIT). To ensure content validity of the ASAT, a table of specification was built for the test. The lesson plans, ASAT and IIT were subjected to face validation by five experts. The ASAT and IIT were trial tested to determine their reliability co-efficients. The trial test for determining coefficient of stability of the ASAT was carried out using test re-test reliability method. Pearson product moment correlation coefficient of the ASAT was found to be 0.80. Interest Inventory reliability index of 0.76 was obtained using Cronbach’s alpha. Data were analyzed using mean to answer the research questions, while Analysis of Covariance was used to test the null hypotheses. The study found out that self instructional package is more effective in improving students’ achievement and interest in Agricultural science than conventional lecture approach. The study also found out that self-instructional package is effective in improving students’ achievement and interest in Agricultural science in schools located in both rural and urban areas. There was an effect of gender on the students’ achievement and interest in crop production favouring boys. However, the effect on interest was not found significant at 0.05 level. The study also found out that there was a significant difference among school types in favour of coeducational schools, but the effect on interest was not significant. The study found out that there was significant interaction effect of method and gender on students’ achievement and interest in crop production in favour of male students. Furthermore, there was a significant interaction effect of the approach and school types and locations, but effect on interest was not found significant in both school types and locations. Consequently, it was recommended that curriculum planners should include self instructional package in the school curriculum. Ministry of Education should provide teaching materials and qualified teachers to both rural and urban schools and that policies that enforce academic standard and discipline should be implemented by the School Administrators in all school types for improvement of students’ achievement and interest in Agricultural science in Enugu state.