Learning-By-Doing Instructional Strategy and Parents’ Education in Determining Secondary Students’ Attitude in Agricultural Science
Keywords:Learning-By-Doing, Instructional strategy, parents’ education level, Attitude, Agricultural science
The study investigates the effects of Learning-By-Doing Instructional Strategy (LBDIS) and parents’ education in determining secondary school students’ attitude towards Agricultural science. The research design adopted was a pre-test, post test, non-randomised control group quasi-experimental. The sample comprised fifty-three students from two schools (intact classes) with twenty-three and thirty in experimental and control groups respectively. The Agricultural Science Achievement Test (ASAT) and Agricultural Science Attitude Scale (ASAS) were the two instruments developed by the researchers and administered as pre and post tests. The ASAT was subjected to content validity and item analysis, its reliability test through spilt-half method gave a co-efficient value of 0.78 and for the ASAS, using Cronbach co-efficient alpha, it gave a value of 0.82. Three hypotheses were formulated and tested and the data collected were analysed with the use of frequency counts, percentages, mean, standard deviation, ANCOVA, F-ratio and Multiple Classification Analysis (MCA). Results reveal that there is significant difference in the students’ post-test mean attitude towards learning Agricultural science scores after exposure to the experimental and control groups. Additionally, that there is no significant main effect of parents’ education level on the students’ attitude learning in Agricultural science. As part of the recommendations, the provision of instructional strategies like PBL that can assist to build and boost learners’ attitude towards the learning of Agricultural Science should be emphasised and put in use in classroom practices.