Effect of Computer Based Instruction Module on Students’ Attitude towards Learning Agriculture in Baringo North Sub County, Kenya

Effect of Computer Based Instruction Module on Students’ Attitude towards Learning Agriculture in Baringo North Sub County, Kenya

Evans Cheptirim

Department of Agriculture Education and Extension, Egerton University P. O. Box 536 Egerton, Kenya

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000395

Received: 04 August 2025; Accepted: 12 August 2025; Published: 13 September 2025

ABSTRACT

Computer use in education is vital as it makes learners active and creates a favorable environment for learning. Computer Based Instruction (CBI) is one way of using computer in teaching agriculture. CBI offers much benefit in learning since it aids the learners in self-evaluation and reflection on the learning process. This study sought to find out the effect of CBI module on students’ attitude towards learning agriculture in secondary schools in Baringo North Sub-county, Kenya. The study used Quasi-experimental design specifically the Solomon four non-equivalent control group research design. The target population of the study was all agriculture students in public secondary schools in the Sub-County. Purposive sampling was used to select schools that participated in the study. Simple random sampling was used to assign each school to either treatment or control group. Four sample schools from Extra County schools formed the sample size of the study. The study utilized the agriculture attitude scale (AAS) to gather data from learners. Data obtained was analyzed using both descriptive (mean and standard deviation) and analysis of variance (ANOVA) with the help of Statistical Package for Social Sciences (SPSS) version 25. The study findings revealed that CBI module improved students’ attitude to learn agriculture. It was recommended that teachers of agriculture should embrace the use of CBI since it positively affects students’ attitude towards learning agriculture which in turn leads to improved academic achievement. Additionally, government needs to equip schools with computers to facilitate the use of CBI in teaching.

Key words: Attitude, Agriculture, Learning, Baringo

INTRODUCTION

The use of computers in education is now vital because it creates a more effective learning environment, increases student engagement, and supports a learner-focused setting, leading to higher motivation (Egolum, 2019; Muchiri, Barchok & Kathuri, 2018). Computer Based Instruction (CBI) is one way of using computer in teaching agriculture. According to Almusaed et al. (2023), CBI is a broad term that encompasses virtually all pedagogical applications of computers, ranging from basic skill reinforcement through drill-and-practice programs to sophisticated simulations that model complex real-world systems. The instructional approach includes tutorial systems that provide self-paced learning experiences, learning management platforms that organize and deliver course content, and productivity tools like word processors that support writing instruction (Ifenthaler & Isaías, 2022).

Alqahtani and Mohammad (2022) defined CBI as a delivery of instructional content using a computer to achieve learning goals and desired outcomes while Kamalanehru and Bhavana (2020) noted that CBI is the use of computers in the teaching and learning activities. Hwang and Chang (2023) argued that the present implementations of CBI extend to adaptive learning systems powered by artificial intelligence, virtual laboratories for science education, and gamified applications designed to increase student engagement. The fundamental characteristic unifying these diverse applications is the purposeful use of computer technology to achieve specific learning objectives, whether through direct instruction, supplemental practice, or the development of technological literacy itself (Mayer, 2022).

Koedinger and Aleven (2023) noted that CBI’s versatility allows for implementation across all academic disciplines and educational levels, from elementary classrooms to professional training environments, making it one of the most pervasive and evolving instructional paradigms in modern education. The benefits of CBI include; enabling the students to learn through self-evaluation and reflection on their learning process; motivate the students to learn better by providing immediate feedback and reinforcement and also by creating an exciting and interesting game-like atmosphere and finally its more effective on less successful learners because it enables them to progress at their own pace and provides them with appropriate alternative ways of learning by individualizing the learning process (Anigbo & Orie, 2018; Kamalanehru & Bhavana, 2020).

According to Food and Agriculture organization (2024), Kenya’s agriculture sector is not only a cornerstone of livelihoods and economic growth, but also a key driver of food and nutrition security, contributing over 22% to the country’s gross domestic product (GDP) and supporting more than 70% of rural livelihoods. Despite these important roles, secondary school students’ academic achievement in agriculture in Baringo North Sub County for the years 2017- 2019 has been poor since it is below average. Attitudes towards subjects are the important determinants of academic success and achievement (Bii et al., 2019). Baidoo-Anu (2018) established that students’ attitudes are responsible for their poor academic achievement in Nigeria.

Teachers’ instructional methods significantly influence students’ attitudes toward learning, with diverse, student‑centered strategies such as active learning, interactive engagement, explicit instruction fostering more positive attitudes and higher motivation compared to traditional lecture-based teaching (Zhang et al., 2024). Masters (2020) noted that people remember 20% of what they hear, 40% of what they see and hear and 90% of what they say, see, hear and do.

According to Samikwo (2020), Computer‑assisted learning (CAL) significantly enhances student attitudes by engaging multiple senses such as visual, auditory, tactile and presenting information through varied multimedia formats, which increases motivation and enjoyment while promoting deeper understanding. Ojo (2022) revealed that computer assisted instruction with animation enhanced students’ interest in mathematics. On the other hand, most teachers in secondary schools commonly use the traditional talk-and-chalk approaches, which position teachers as the primary knowledge transmitters and students as passive listeners, frequently results in disengagement, minimal participation, and unfavorable learning attitudes (Morufu, 2021).

MATERIALS AND METHODS

Location of the Study

This study was carried out in Baringo North Sub-county, one of the sub-counties in Baringo county Kenya. Administratively, the sub-county is sub-divided into four divisions, five electoral wards, fourteen locations, forty four sub locations and 355 villages scattered across its length and Breath. It lies at an average altitude that range between 1000 and 2200m above the sea level. The Sub-county covers an area of 1 703.50 square kilometres (Baringo County Government, 2018). The sub-county has a population of 104,871 persons, population density of 64 people square kilometer and 23, 500 households (KNBS, 2019). The main livelihood of the people in the area include agro-pastoral, pastoral, irrigated farming and mixed farming. In terms of weather, temperature ranges between 15 to 32⁰C and rainfall is Bimodal with long rains in March- June and short rains coming in September- November. The soil type was an aggregation of sandy clay loam with alluvial deposits. Land ownership was either communal or individual. Within the sub-county most people were self-employed through Jua kali firms and farming. There were no industries within the sub-county. The means of communication were poor in most places especially feeder roads which were almost impassable during rainy season. The sub-county had thirty registered public secondary schools with a student population of 8, 694. Some schools were single while others were mixed. There existed two tertiary institutions in the sub-county namely, Bartek Institute and Nehema Institute of Science and Technology. There was one vocational training institution in the sub-county. The sub-county was chosen because of poor academic achievement in secondary school agriculture.

Target Population

The target population was the agriculture students in public secondary schools since the schools showed homogeneity in infrastructure depending on the school category. The Sub-county had a student population of 8, 694. In the sub county, there were four Extra county and three county schools that have computers that learners can use for learning. Therefore, form two agriculture students in these schools constituted the accessible population. In Kenya, the selection of optional subjects in Form Two is significantly influenced by students’ attitude and interest, with more positive attitudes toward a subject strongly associated with higher likelihood of choosing it (Kaberia, 2020), hence the choice of form two students.

Sample Size and Sampling Procedures

Sampling as the act, process or technique of selecting a suitable sample for the purpose of determining characteristics of the whole population while a sample is a set of respondents selected from a larger population for the purpose of a survey (Makwana et al., 2023). The unit of Sampling was the secondary schools rather than individual learners because secondary schools operate as intact groups (Orodho & Kombo, 2023). Therefore, in this study each school was considered as one group. Extra County schools were selected to participate in the study as they exhibit homogeneity in terms of students’ entry behavior. Two boys and girls secondary schools in this category in the sub county participated in the study. Simple random sampling was used to assign the schools to either treatment or control group. In schools that had more than one stream, all the streams were taught using similar method of teaching because of ethical reasons (Wambugu & Changeiywo, 2008); thereafter simple random sampling was used to choose one stream for the study. Lakens (2022) recommended a minimum of 30 participants per group to achieve sufficient statistical power and reduce the likelihood of Type II errors in between-group comparisons. Form two students in the four different secondary schools were chosen to form the sample size. The total sample size was 162 students.

Research Instruments

The researcher used the agriculture attitude scale (AAS) and CBI module to obtain data from learners. The AAS used in this study was a five point rating scale. It was used to measure the effect of CBI module on students’ attitude towards learning agriculture. Statements in the AAS were scored in an ascending order that is 1= strongly disagree, 2= disagree, 3= neutral, 4= agree, 5= strongly agree. The researcher trained the agriculture teachers employed by Teachers Service Commission in the experimental groups for one day on the use of CBI module in teaching. Agriculture teachers in the experimental groups taught agriculture using CBI module while those in control groups taught using conventional teaching approaches such as lecture method.

The CBI module was developed by the researcher with an assistance of a computer expert. The module covered the topic livestock health II (Parasites). The topic was organized into 13 lessons (appendix D) each covering 40 minutes. The researcher prepared the power point presentation of each lesson. Then, voice recording was done by the researcher on lesson presentation. Appropriate videos and images were sourced by the researcher in order to enrich the lessons. The computer expert amalgamated the information using a variety of media to form the CBI module and saved in a DVD for use. The learner was in control of the module since it was operated using the keys such as move forward (→); move backward (←) and pause (►). Teacher’s role was to monitor learning and assist where necessary.

Data Collection

The researcher obtained permission to conduct the study from the National Commission for Science, Technology and Innovation (NACOSTI) through the recommendation of the graduate school of Egerton University. Once the research permit has been obtained, the researcher sought permission from the County commissioner Baringo County, County Director of Education, Baringo county and Sub-county Director of Education, Baringo North to carry out the research in the selected schools. Then, request letters were distributed to various school administrators to include their students and teachers in the study. The AAS was administered in order to collect data on students’ attitude towards learning agriculture.

Data Analysis

Descriptive statistics such as mean and standard deviation were used to examine the general characteristics of the sample. The inferential statistical technique used was the Analysis of Variance (ANOVA). All the data was analyzed at significant level of 5 percent or α= 0.05 with the aid of Statistical Package for Social Sciences (SPSS) version 25.

RESULTS

The Effect of CBI Module on Students’ Attitude towards Learning Agriculture

The effect of CBI module on students’ attitudes towards learning agriculture was established by comparing the AAS post-test mean scores of all the four groups E1, E2, C1 and C2. Data on students’ attitude to learn agriculture was obtained by using AAS. The students responded to 25 items on a five point rating scale in the instrument. The students’ responses were summed and the overall mean of each of the four groups; E1, E2, C1 and C2 were computed. The AAS post-test means and standard deviations of the four groups were as shown in Table 1.

Table 1 AAS Post-test Mean Scores and Standard Deviations by group

The results in Table 1 revealed that the AAS post-test mean scores of the experimental groups E1 (M = 4.45, SD = 0.12) and E2 (M= 4.42, SD = 0.38) were higher than those of the control groups C1 (M = 4.14, SD = 0.43) and C2 (M = 3.96, SD = 0.67). The results in the table points out that the students’ attitude to learn agriculture taught using CBI module was more positive than those taught through conventional methods. The ANOVA test was carried to establish whether the mean scores of the groups were significantly different at the 0.05 level. The results were as in Table 2.

Table 2 ANOVA Test Results Comparing Students Attitude towards Learning Agriculture by Learning Group

The results in Table 2 showed that the difference among the mean scores of E1, C1, E2 and C2 were statistically significant, F (3,158) = 2.087, ρ < .05. The ANOVA results in the table do not indicate where the significant differences exists among the groups thus post-hoc analysis deemed necessary to overcome this weakness. The results were as shown in Table 3.

Table 3: Post- hoc Analysis of Students’ Attitude towards Learning Agriculture

The multiple comparison test results in Table 3 indicate that the difference between the attitudes mean scores of pairs E1 – C1 (p <.05), E1 – C2 (p <.05), E2 – C1 (p <.05), and E2 – C2 (p <.05) were statistically significant. The results further indicate that the difference between pairs E1 and E2 (p >.05), and C1 and C2 (p >.05) were not statistically significant. The results revealed that the students in the experimental groups E1 and E2 had more positive attitudes towards learning agriculture than those in groups C1 and C2 that were taught using the conventional teaching methods.

DISCUSSION

The study established that CBI module improved students’ attitude to learn agriculture. The study findings agreed with the findings of Eze et al. (2023) that established that computer-assisted instruction significantly enhanced students’ positive attitudes toward learning agricultural science compared to traditional methods. Also, study findings of Khanal and Pandey (2022) that revealed that computer assisted learning were found to increase motivation and attitude scores among agriculture students conforms with study findings.

The findings were in agreement with that of Cheruiyot (2019) who found out that integration of CAT strategy positively influence student motivation in biology. In addition, the findings conforms with that of Ojo (2022) who found out that CBI with animations enhanced students’ interest towards mathematics. The study findings auger well with study of Chebotib and Kering (2021) on students’ attitudes towards computer-assisted learning in biology subject in selected public secondary schools. The study indicated that computer assisted learning influenced positively students’ attitude towards the Biology subject.

Findings of the study concur with the study of Yusuf and Afolabi (2023) which revealed that CAI creates a more interactive and engaging learning environment, which enhances motivation and improves the attitudes of low-achievers toward learning tasks. The findings of the study support the findings of Samikwo (2020) which established that computer assisted learning (CAL) was effective in enhancing the students’ positive attitude towards biological knowledge. Ma et al. (2023) revealed that exposing students to computer-supported cooperative learning (CSCL) strategies has been shown to enhance their attitudes toward physics by fostering engagement, collaboration, and positive learning experiences resonates with the findings of the present study. A study of Hillmayr et al. (2020) who revealed that technology-supported learning positively impacts student attitudes concurs with the findings of this study.

The findings of the study agrees with the findings of Wang et al. (2022) who established that augmented reality instruction significantly increased students’ motivation to learn and reduced their cognitive load. Byukusenge et al. (2022) revealed that virtual laboratories are effective as they improve students’ motivation and attitudes towards biology supports the findings of the current study.

However, the findings of the study disagreed with the findings of Kareem (2015) that found out that there was no significant difference in students’ attitude towards biology when taught using CAI and traditional method. In addition, the study findings disagreed with the findings of Alhassan, (2023) who found out that there was no significant difference in students’ attitudes toward biology when taught using computer-assisted instruction (CAI) and the traditional method.

CONCLUSSION

The study revealed that CBI module positively improved students’ attitude to learn agriculture as students’ attitude to learn agriculture taught using CBI module was more positive than those taught through conventional methods. Therefore, when teachers select learner centred approaches like CBI, students’ attitude improve which in turn improves their academic achievement.

RECOMMENDATION

• Agriculture teachers should embrace the use of CBI since it positively affects students’ attitude towards learning agriculture which in turn leads to improved academic achievement.
• The government through the ministry of education needs to equip schools with computers to facilitate the use of CBI in teaching.

ACKNOWLEDGEMENT

The author gratefully acknowledges the support provided by all the schools where the study was conducted. The author sincerely thanks the Principals for granting permission to conduct the study in their schools, as well as all the agriculture teachers and students who participated. Additionally, the author extends appreciation to the Baringo County Commissioner and the Baringo County education administration for approving the study to be carried out in the county.

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