Effects of Use of Instructional Materials on Students Cognitive Achievement in Agricultural Science

Authors

  • Matthew C. Nwike Federal College of Education(Technical), Umunze-Anambra State, Nigeria
  • Onyejegbu Catherine Department of Natural Science School of General Studies Federal Polytechnic, Oko-Anambra State, Nigeria

Abstract

The study to find out the effects of use of instructional material on students cognitive achievement in agricultural science in secondary schools of Orumba South Local Government Area. Quasi experimental design was used. The sample comprised of 256 JS II students randomly sampled from 5 schools drawn from 5 towns in the local Government Area. The students were divided into two groups (experimental and control, group). An Agricultural Achievement Test (AAT) of reliability 0.82 was used for the study. The experimental group was taught using instructional materials while the control group was taught without instructional materials. Data collected was analyzed using mean, standard deviation and z-test statistics. The findings revealed that students taught with instructional materials performed better than those taught without instructional materials. Also there is no significant difference in the mean achievement scores of male and female students. The null hypothesis tested at 0.05 level of significance indicated that there is significant difference between the achievement scores of those taught with instructional materials and those taught without instructional materials. It was therefore recommended that instructional materials be used in teaching in secondary schools because it has positive impact on student’s performance.

DOI: 10.5901/jesr.2013.v3n5p103

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Published

2013-09-20

How to Cite

Nwike, M. C., & Catherine, O. (2013). Effects of Use of Instructional Materials on Students Cognitive Achievement in Agricultural Science. Journal of Educational and Social Research, 3(5), 103. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/645