Effect of Complementing the Conventional Method of Teaching Agriculture with Video On Performance of Agriculture Theoretical Tests in Secondary Schools

International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue VI, June 2019 | ISSN 2321–2705

Effect of Complementing the Conventional Method of Teaching Agriculture with Video On Performance of Agriculture Theoretical Tests in Secondary Schools

A Case Study of Molo Sub-County, Kenya

Esther Muthoni Maina^1*, Christopher A. Onyango², Nancy O. Openda^3
1,2,3Department of Agricultural Education and Extension, Graduate School, Egerton University

* Corresponding author

Abstract: – This study aimed to assess the effect of video instruction as a complement to conventional teaching methods on performance in Agriculture theoretical tests by students in secondary schools in Molo Sub-county. The study adopted a pretest-posttest experimental design where four schools were selected purposively from the list of public secondary schools in the Sub-County, and randomly assigned to either the control and intervention group (two schools per group). Form-one agriculture students in the schools that formed the intervention group (n=89) were taught a topic on Water Supply Irrigation and Drainage using a combination of conventional method and video, while form one students in the secondary schools that formed the control group (n=83) were taught using conventional teaching method only. Participants in the two secondary schools were subjected to an achievement test before and after the six lessons for comparison of the test results. The collected data was analyzed using descriptive and inferential statistics at the 0.05 level of significance with the aid of Statistical Package for Social Sciences. Descriptive analysis showed that students in the intervention group had higher mean scores in the post-test. The analysis of t-tests showed that the use of video instruction had a statistically significant effect on students’ performance in the Agriculture theoretical post-tests scores (t=8.981, p=.000) even after controlling the student pretest-scores. The finding led to the conclusion that the incorporation of video instructions improves students’ performance in agriculture theoretical tests. The study recommends that schools within the study area as well as other parts of the country should embrace the use of video instruction in the teaching of Agriculture in order to boost students understanding of theoretical aspects of the subject.

Keywords: Agriculture, Performance, Video Instruction, Theoretical Test, Kenya.

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