EFFECT OF SELF INSTRUCTIONAL PACKAGE ON STUDENTS ACHIEVEMENT AND INTEREST IN AGRICULTURAL SCIENCE IN SECONDARY SCHOOLS IN ENUGU STATE NIGERIA

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.

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CHAPTER ONE

INTRODUCTION

Background of the Study

Agriculture deals with the production of food and fibre for the benefit of man. It involves  several activities that transform the environment for the production of animals and plants for human use. Agriculture embraces health, nutrition and food consumption, the use of conservation of land, water resources and environmental characteristics of food and other fiber systems for man’s use.  Iwena (2008) defined agriculture as a deliberate effort made by man to till the soil, cultivate crops and  rear animals for food and other purposes, for the benefit of man. Agriculture  has  different branches which directly or indirectly help in making food available  for  man. Ekemode (2002) listed the different branches of agriculture  to include; soil  science, crop science, animal science, forestry, horticulture,  fishery,  agricultural  engineering,  agricultural  economics  and  extension among  others.  Agriculture  is  also  studied  as an important  branch  of applied  science relating  to  plants,   animals  and  soil,  which  deal  directly  with  food  production  in agriculture.

Agriculture  is  of  great  importance  to  individuals,  industries  and  for  national development.   Agriculture  supplies  mankind  with the basic necessities  of  life such as food, shelter and clothing. The human body needs food  to stay healthy and productive. Yusuf (2005), stated that lack of food for man means low production in every sector of the economy and every career; be it law, medicine,  engineering,  pharmacy and others, Industries are supplied with raw materials from agriculture for the production of goods utilized by man and   also provides employment opportunities to people, Agriculture is

also important for the technological development of a country.

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Agricultural  knowledge  has  contributed  much  technologically.  According  to Manyong and Ikpi (2005) agricultural knowledge provides scientists with basic nature of each agricultural product and how to handle it. They explained that modern facilities in harvesting,  processing,  grading  and  sorting  some  agricultural  products  which  largely depend on the nature of the product have been invented by agriculturists using different technological means. Agricultural knowledge has also contributed to the development of the  Nation  by tackling  the  problems  of  storage  and  preservation  of  perishable  farm produce  through  processing,  refrigeration,  freezing  and  chemical  treatment  for stored produce, all in a bid to make food  available for man, as the body without food cannot function effectively. Okoruwa (2005) therefore stated that the economic prosperity of a nation depends to a large  extent on its ability to feed the population. The inclusion of agriculture in school curriculum as a school subject in Nigeria was therefore a welcome development  as  it    helps to train and produce   people who   will eventually  take up occupations  in  agriculture,  thereby  producing  more  food  for  the  people  and  more materials for the industries.

Agriculture as a school subject is taught at different levels of education in Nigeria, one of which is Secondary School education level. Secondary school is the third level of formal  education,   after   Pre  –  Primary  and  Primary  School   levels.  The  Federal Government   of  Nigeria  (2004),  explained   that  secondary  school  education  is  the education offered  to children aged 11 to 15 years plus. It is at this level of education that youths are prepared for employment in agriculture and to take up agricultural courses at the tertiary level of education. Agriculture is  taught at the Junior Secondary School as basic agriculture and at senior secondary school as Agricultural Science.

Agricultural Science, according to Worell (2009) deals with the study of science and management of biological systems for the sustainable production of food and fibre.

It  involves  training  of  people  to  teach,  conduct  research  or  provide  information  to advance the field of agriculture and food science. Agricultural Science is taught  at the senior secondary school level with some objectives to achieve. The objectives of teaching Agricultural  Science  at senior  school  level include:  to  stimulate  and  sustain  students interest in agriculture; to inculcate farming skills in students;  to enable students acquire basic  knowledge   and  practical   skills   in  agriculture;   to   enable   students   integrate knowledge and practical skills in agriculture; to prepare students for the future studies in agriculture; to prepare and expose students to occupations and opportunities in the field of agriculture and to produce prospective future farmers (FRN, 2004). According to Obioma (2008) the achievement of the goals of teaching Agricultural Science in schools has not been quite successful as most students show no interest towards agriculture and every activity connected to it in schools. The author stated that if nothing is done to stimulate the interest of  students in agriculture,  it might  spell doom for the country’s  effort  at achieving food security for the citizens.

Interest  is a show of like or dislike  towards something or somebody.   Ezema (2002) referred  to interest as an individual’s  reaction,  feelings and  impressions  about something and its related tasks or situation . According to Okoro (2006) interest simply refers to the act of showing favorable curiosity or concern about something. Worker in Ofoha (2007) defined  interest as a social construction  developing  within the dynamic relationship  between  the  individual  and the  situation.  Students’  interest  in learning is associated with their anxiety to learn. In education, interest means a state of wanting to learn or know something.  It is a  strong desire  for knowledge  or quality that arouses concern, curiosity or power to hold students’ attention. Interest may be in the positive or negative form. Abonyi (2005) explained that when interest is in the positive form, it leads to likeness and curiosity to the learning task while negative interest leads to hatred to the

learning task or subject matter, truancy and total dropout from school. Students’ interest in this study entails a show of like or dislike towards the study of agricultural science demonstrated  through responses on an interest inventory.  Interest is a driving force in education.  Nwangwu  in Ofoha  (2007)  stated  that  in  most  positive  interest  correlates positively with high performance in school subject while negative interest correlates with low  performance.  Similarly,,  high  performance  in  a  subject  could  stimulate  positive interest while low performance produces hatred to learning task. It therefore implies that such teaching strategies which could enhance students’ achievement in school subjects at senior secondary school level should be evolved.

Achievement means to accomplish or attain a level successfully by making some efforts.  Achievement  as defined  by Akale (2001)  is the level of knowledge,  skills or accomplishment in an area of endeavour especially by making an effort for a period of time. Students’ achievement therefore connotes the level of knowledge or skills attained in school subject which is ascertained through the scores on achievement tests. Students’ achievement is defined in this study as the level of knowledge attained or acquired by the students in agricultural science subject, which are ascertained using the students’ scores on achievement tests in agriculture. The students’ achievement in agricultural science has been a matter of great concern to many researchers, parents and educationists. It has been observed that in spite of the importance of agricultural science as the key to food security, students continue to  achieve below expectation  in the subject  in school examinations. Poor students’  achievement  has been observed  in prescribed  examinations  like Senior Secondary School Certificate Examination (SSSCE) of both West African Examination Council  (WAEC)  and National Examination  Council (NECO).  Evidence from WAEC results in Agricultural Science between 2008 and 2014 in Enugu state showed that  the number of students who passed at distinction and credit levels, to enable them proceed for

further studies at the tertiary education level were on the decline; while those that  had ordinary passes and failure were on the increase Appendix A, page 130. Thus, students’ achievement have been unsatisfactory and a source of major concern to schools, parents and public examination bodies.

Many  authors  have  tried  to  give  reasons  for  the  continued  poor  students’ achievement in agricultural science over the years. Olaitan in Ofoha (2007) attributed the poor performance to inadequate competent teachers of agriculture in schools. Obi (2006) stated  that  the  poor  achievement  of  the  student  in  agriculture  is  mainly  due  to  the inadequate equipment and facilities for teaching agriculture in the school while, Ibitoye (2007)  attributed  it  to  the  teachers  who  find  it  difficult  to  teach  some  agricultural concepts. The author further remarked that  ineffective and inefficient way the subject is taught in schools leads to poor students achievement. There are also indications that the conventional  lecture  approach  of  instruction  is  predominantly  used  in  teaching  of Agricultural Science in Secondary Schools (Adah & Ameh, 2002). Students are mostly known to memorize and regurgitate facts and concepts without carrying out the activities on which these  facts and concepts are based. Nwosu (2001) and Musa (2007) observed that  there   is   poor  teaching  of  science  subjects   in  Secondary  Schools,   including agricultural science. The author further indicated that lesson periods are mostly teacher centered and as a result students adopt rote learning, making this approach ineffective in learning   difficult  manipulative  tasks.  It is imperative  for  the  teacher  to  give proper attention in choice of appropriate approaches for the inculcation of facts and concepts in students to facilitate a better understanding of the subject matter (Adah & Ameh, 2002).

There are many approaches that a teacher may use in lesson delivery.  According to  Olaitan  in Daluba  (2003)  these  approaches  are  lecture,  demonstration,  discussion, problem solving, explanation and expository approaches.  These approaches used in the

teaching of Agricultural Science in order to bring about a meaningful learning are teacher centered approaches, as the teacher does more of the talking and activities involved in the teaching and learning processes. According to Ogbonna (2003) curricular activity in the lecture  approach  relies  heavily on textbooks  and  workbooks.  Students  are viewed  as “blank slates” unto which information is  entrenched by the teacher. In this setting, the teacher  seeks  the  correct  answer  to  validate  students’  learning  rather  than  assessing processes involved in the learning activities. This approach had failed to recognize the unique  features  of  the  inquiry  based  nature  of  vocational  subjects  and  the  learners’ individuality,  thus failed to  encourage creative thinking in the learners leading to poor achievement  and   interest   of  the  subject  (Awotua-Efebo,   2001).  Most  teachers  in secondary schools in Nigeria predominantly use conventional lecture method in teaching, leading to poor achievement and interest (Freedman, 2002, Omoniyi, 2006). It becomes important to investigate learner centered activity approach  like Self Instructionl Package and its effect on students’ achievement and interest. This calls  for individualization  of instruction.

Individualized instruction means the tailoring of instruction to the particular needs and  ability  of  each  learner,  making  the  learner  work  at  his  or  her   own   pace. Individualized  instruction,  according  to Chauhan  (2004),  is that in  which the teacher attends to the learning needs and problems of each learner separately. In other        words, it means the tailoring of instruction to the particular needs and ability of each learner. The teacher acts more as a facilitator to the students learning and not as the prime provider of instruction  or  knowledge.  The  individualized  instruction  approach  can  be  achieved through different  techniques  such as Programmed  Instruction (PI), Computer  Assisted Instruction  (CAI),  Independent  Study (IS), Audio  Tutorial  Training Models (ATTM), Learner Controlled Instruction (LCI), Personalized System of Instruction (PSI), Protocol

Package  (PP),  Self  Instruction  Package  (SIP),  among  others.  Computer   Assisted Instruction (CAI)  had been so much advocated  and had been established  by research findings to be good for individualized instruction. Its use in Secondary Schools had been hampered  by non-availability of computer  in most public schools  and frequent  power outrage in Nigeria (Eze, 2004). The researcher advocates the trial of other individualized methods of instruction, such as Self Instructional Package (SIP).

Self Instructional  Package  is a student  centered  Activity,  an oriented  teaching strategy where the teacher acts as a facilitator of learning guiding the  students through series of activities  and  problem  solving  for  greater  achievement  (Abu,2001).  In SIP, learning materials are broken into small steps that are arranged sequentially from known to the unknown  and in an increasing order of difficulty.  Abu further noted that each student is expected to work at his own pace, thus accommodating both the fast and slow learners. This suggests that SIP calls for individualized student attention. In solving the students problem of poor  achievement and interest in Agricultural science, there is the need to shift from the conventional approaches in teaching to a more innovative approach

– an approach that seeks a way of making teaching more precise, while at the same time adjusting both the steps and methods of learning to the needs and  characteristics of the individual learners. In this approach, the objectives of the subject matter are spelt out very well that students can arrive at the same objectives independently.

The SIP consists of the following components: Topic and subtopic, Instructional objectives,  Content,  Instructional  strategies,  Instructional  materials,  Evaluation,  Pretest and Post-test. The activities in which learners can acquire experience in agriculture could be in area of (1) crop production such as land preparation, tillage, planting, post-planting and post harvesting operations (2) animal production such as cattle, poultry, goat, sheep, rabbit and pig rearing and (3) agricultural engineering such as surveying, irrigation, farm

machinery and farm power or any other branch of agriculture.  This study focuses on crop production with special reference to cassava, maize and orange. Crop production is used as a result of its activities or practical skill orientedness and as one of the topics in the scheme of work in senior secondary school class one (SS1).

Crop production refers to the cultural practices involved in growing crops in the farm. These practices include;  land preparation, selection of crop varieties, consideration of climatic  and soil requirements,  method of propagation,  planting  date and planting, spacing, supplying, thinning, fertilizer application, weeding, control of pests and diseases, harvesting,  processing,  uses  and  storage.  Different  crops  grown  in  crop  production include groundnut, cassava, cowpea, tomato, okra,  yam, maize, rice, wheat, vegetables and fruits among others.   With reference to this study; cassava, maize and orange were used to expose the students to Self  Instructional  Package  in all the cultural  practices involved, which were evaluated by the researcher at the end of the exposure. Cassava, maize and orange were used  because they embrace almost all the cultural practices or practical  skills  involved  in  crop  production,  and  also  because  of  their  common  and popular use in Secondary Schools in Enugu State, Nigeria. One of the related factors that is  confronting the use of learner centered approaches of learning is its ability to have same impact on both male and female students equally. It is worthy of note that opinions and findings about the issue on gender have been diverse,   According to Okoro (2006) disparities usually exist in the levels of achievement between male and female students’ achievement in vocational education.

Gender is seen as a learned socially constructed conditions ascribed to males and females (Offorma 2004). Expectations  from males and females are dependent  on their cultural milieus. Offorma   further remarked that the type of training and exposure given to  males  and  females  were  dependent  on people’s  understanding  and  beliefs  on the

influence of gender. Gender in relation to achievement has been an issue of concern to researchers in education. The effect of gender on students’ achievement and  interest in agricultural  science  has  been  particularly  an area of focus by  researchers.  There  are divergent opinions on which either male or female achieves better than the other. Ibitoye (2006) had remarked that there were those that claimed  that females achieve higher or better than their male counterparts in sciences. Following Ibitoy’s review of studies on the effects of gender on agricultural science  achievement  in Nigeria, the author concluded that  there  was  no  consensus  on  which  gender  achieved  higher  than  the  other  in agricultural science. Another important concern of this study is the relationship between gender  and learning  outcomes.  In the past, there has been a general  view that males performed  better  than  females  in  sciences  including  agricultural  science  but  Ibitoye (2006) found a high achievement in favour of females in agricultural science. This shows that sex could still be a variable of study in agricultural science using self-instructional package

The issues of gender become pertinent in this present study because the schools in the study area are made up of either males or females; hence, the need to see what effect gender  has  on students’  achievement  in Agricultural  Science  using Self  Instructional Package. Again, in this study, some secondary schools admit single sex female students (all female), single sex male students (all males) or both in form of co-educational school (both males and females). It is therefore, pertinent to determine the effect of school type on the students’ achievement and interest using Self Instructional Package. Also in this study, many secondary schools are located in both the urban and rural areas and may have effect  on students  achievement  and  interest  when  interacted  with SIP.  Urban  area  is characterized  by good and accessible  roads, good drinkable water, health care centres, steady power supply, good schools and churches,while rural area is made up of poor and

inadequate social amenities. There is therefore, the need to see what effect the  school location in combination with SIP has on agricultural science achievement  and interest hence, the need for location variable in the study.

Self  Instructional  Package  will  provide  opportunity  for  students  to  carry  out activities by themselves, permit time to accommodate and assimilate information, present learning materials step by step in an increasing order of difficulties and opportunity for self pace learning. It is against this background that the study is set to determine the effect of Self Instructional Package on students achievement and interest in agricultural science in secondary schools in Enugu State.

Statement of the Problem

Despite the various teaching methods employed in teaching agricultural science in Secondary Schools, the achievement of the students in Agricultural Science has not been encouraging in Enugu state. This is evident by the performance of Enugu state students in the Senior Secondary School Certificate Examination (SSSCE)  conducted by the West African  Examination  Council  (WAEC).  WAEC  results  from  Enugu  state  show  the average percentage passes and total failure for 2008,  2009, 2010   to 2014 as 54.14%,

41.81%, 49.81%, 46.21%, 45.38%, 24.13%, and 35.88%   respectively (Appendix A on Pg.131). The West African Examination Council (WAEC) (2014) chief examiners’ report Appendix N on p. 215 showed a decline in students’ achievement in Agricultural Science. The decline could be traceable to Agricultural Science teachers’ approach to teaching the subject.

The teaching of Agricultural Science requires appropriate instructional methods, as  their  proper  application  is  essential  for  facilitating  the  achievement  of  the  set objectives. The adoption of appropriate teaching approaches in teaching greatly help to promote  effectiveness  and students’  achievement.  The most  commonly used  teaching

approach  presently  is teacher  centered  approach.  This  has  resulted  in students’  poor achievement in examinations, lack of interest in the subject and low enrolment in tertiary institutions to read agriculture and its related courses. The need for teaching and learning of Agricultural Science by exploring the use of some innovative learner centered teaching approaches   is  advocated,   since  meaningful  learning  maybe  as   a  result  of  active participation of the students. There are many approaches that involve active participation of  the  students  but  large  nature  of  class  sizes  has  made  their  practicability  nearly impossible.

Therefore,   there  is  the  need  to  investigate  other  innovative   child-centered approach that is affordable, readily available as well as flexible, combining both learning instruction and practical activities. Such an approach should enable the teacher to easily diagnose  the  problem  of  the  individual  learner  and  allows  the  learners  to  evaluate themselves, receiving immediate knowledge of result. This calls for the trial of another individualized approach such as Self Instructional Package (SIP), which has been found to be effective  in subject like  Biology (Neboh, 2009). Hence the study is set to find answer to the question. What is the effect of SIP on student achievement and interest in Agricultural Science in secondary schools in Enugu State?

Purpose of the Study

The main purpose of the study was to determine the effect of Self Instructional Package  (SIP)  on  Students’   achievement   and  interest  in   Agricultural   Science   in Secondary Schools in Enugu State. Specifically the study sought to determine:

1           the difference in the mean achievement scores of students taught crop production with SIP and those taught with conventional approach.

2          the influence of gender on mean achievement scores of students taught crop

Production with SIP and those taught with conventional approach.

3           the influence of school location on mean achievement scores of students taught crop production with SIP and those taught with conventional approach.

4          the influence of school type (single sex male, single sex female and co-

educational school) on  mean achievement scores of students taught crop production with SIP and those taught with conventional approach.

5           the  interaction  effect  of  the  method  and  the  school  location  on  students’

achievement in crop production

6           the interaction effect of the method and school type on students’ achievement in crop production

7           the interaction effect of the method and gender on students’ achievement in crop production

8          the difference in mean interest scores of students taught crop production with SIP

and those taught with conventional approach

9           the influence of gender on mean interest scores of students taught crop production with SIP and those taught with conventional approach.

10          the influence of school location (urban and rural) on mean interest scores  of students  taught  crop  production  with  SIP  and  those  taught  with  conventional approach.

11       the influence of school type (single sex male, single sex female and co- educational school) on mean interest scores of students taught crop production with SIP and those taught with conventional approach.

12       the interaction effect of the method and school location on students’ interest in crop production.

13       the interaction effect of the method and school type on students’ interest in crop

Production.

14       the interaction effect of the method and gender on students’ interest in crop

Production.

Significance of the Study

The results of this study have both theoretical  and practical  significance.  This study is theoretically justified by the fact that cognitive development takes place from the active interaction of the child with his environment. This means that the basis of learning is the child’s  own ability as  he  interacts  with  physical  and  social environment.  The Piagetian theory of intellectual development holds that cognitive development takes place from  active  interaction  of  the  child  with  the  environment.  This  theory  has  a  close relationship with the Self Instructional Package (SIP), which is student-centered. In other words, the SIP as a teaching  approach in conformity with the theory emphasize active interaction of the learner with his environment while the teacher guides to facilitate the interaction. The result of this study therefore has helped in authenticating the tenets of Piagets theory in the use of SIP.

Apart from the theoretical  significance, the result of this study also has practical benefits. The findings of this study will be of immense benefit to teachers of Agricultural Science, students, authors of text books curriculum planners, government and the society at large.

The  findings  would    reveal  the  efficacy  of  SIP  to  the  Agricultural  Science teachers, based on which they would see it as a more effective approach of teaching the subject. In line with this, it is hoped that the teaching and learning of Agricultural Science would become more interesting,  effective,  meaningful and less  tedious on part of the teachers. The study would reveal to the students all the step by step activities they should be involved in while studying Agricultural Science. This would stimulate their interest in the subject.

The findings of the study would also equip the students of Agricultural Science with better and adequate knowledge of how best to study Agricultural  Science better. From the findings of the study the students would learn to make better use of their leisure times by engaging in useful Agricultural Science activities. It would also provide them with self-assessment  guides. The study will provide information to Curriculum Planners on the best choice of expository teaching approach as the technique used in teaching.

The findings of this study would hopefully furnish authors of secondary school Agricultural Science textbooks with vital information that would enable the  textbooks appeal to the interest, experience and abilities of the students. Specifically, the findings of the study would among other things, specify the type of  approaches  that are learner- centered and of interest to students and which if included in the texts they use, will make such texts more beneficial to them.

Also the establishment of the efficacy of SIP in enhancing students’ achievement in Agricultural Science    could trigger off more researches and  innovations in teaching. Based on findings, workshops and seminars on how to use the Self Instructional Package (SIP) in teaching different topics in Agricultural Science to enhance better performance in the subject could then be sponsored  and  organized by relevant  governments and such professional bodies like Science Teacher Association of Nigeria (STAN).

The benefits of effective teaching and learning of Agricultural Science in schools manifest  in  the  society  in  a  number  of  ways.  For  instance,  the  application  of  the knowledge  of  the  subject  would  boost  interest  of  the  students  towards  agricultural activities.. The students can apply the knowledge only when they learn the subject well due to better teaching approach like SIP being used to teach them.

Research Questions

The following research questions guided the study:

1         What are the mean achievement scores of students taught crop production  with self instructional package and conventional lecture approach?

2          What are the mean differences in the students’ achievement of male and female students taught crop production with self instructional package and conventional lecture approach?

3          What are the mean differences in the achievement scores of students in different locations (rural and urban) when taught crop production with self  instructional package and conventional lecture approach?

4         What are the effects of school type (single sex male, single sex female and  co- educational) on the mean achievement scores of students taught crop production with self instructional package and conventional lecture approach?

5         What is the interaction effect of the approach and school location on  students’

achievements?

6          what  is  the  interaction  effect  of  the  approach  and  school  type  on  students achievement?

7         What   is  the   interaction   effect   of  the  approach   and   gender   on   students’

achievement?

8         What are the mean interest scores of students’ taught crop production with SIP

and conventional teaching approaches?

9         What is the effect of gender on students’ interest taught crop production using SIP

and conventional teaching approaches?

10       What is the effect of location on students interest taught crop production with SIP

and conventional teaching approaches?

11       What is the effect of school type on students’ interest taught crop production with

SIP and conventional teaching approaches?

12       What is the interaction effect of the method and school type on students’ interest?

13       What  is the interaction  effect  of the method  and school location on  students’

interest?

14       What is the interaction effect of the method and gender on students’ interest?

Hypotheses

The following hypotheses were formulated and tested at.05 level of significance:

Ho 1:  There is no significant  difference  in the mean achievement  scores  of  students taught crop production with self instructional package and  conventional  lecture approaches.

Ho 2:  There is no significant difference in the mean achievement scores of male and Female  students’  taught  crop  production  with  self  instructional  package  and conventional lecture approaches.

Ho 3:  There is no significant difference between the mean achievement scores of rural and urban students taught  crop production  with self instructional  package  and conventional lecture approaches.

Ho 4:  There  is  no  significant  difference  in the mean achievement  scores  among  the students of different  school type taught crop production with self  instructional package and conventional lecture approaches.

Ho 5:  There is no significant  interaction  effect of approaches  and school location  on students’ achievement in crop production.

Ho6:  There is no significant interaction effect of approaches and school type on students’

achievement in crop production.

Ho7:   There is no significant interaction effect of approaches and gender on students’

achievement in crop production.

Ho8:  There is no significant difference on the mean interest scores of students’ taught crop production with SIP and conventional lecture approach.

Ho9:   There is no significant mean difference between the effect of gender (male  and female) on students’ interest in crop production.

Ho10: There is no significant difference on the mean interest scores on the urban and rural students’ taught crop production with SIP and conventional lecture approach.

Ho11: There is no significant mean different effect among the school type (single  sex male, single sex female, coeducational) on students’ interest in crop production.

Ho12: There is no significant interaction effect of approaches and gender on students’

mean interest in crop production.

Ho13: There is no significant  interaction  effect of approaches  and school location  on students’ mean interest in crop production.

Ho14: There is no significant interaction effect of approaches and school type on students mean   interest in crop production.

Scope of the Study

The study is concerned with determining the effect of Self Instructional Package on students’  achievement  and  interest  in Agricultural  Science.  The  investigation  was restricted only to cassava, maize and orange production as found in the Senior Secondary School  Agricultural  Science  curriculum  for  SSI  students  Appendix  P  on  page  242. Students were exposed to the activities required in growing of cassava, maize and orange. Any other crop is not covered in this study.

The study was carried out with only SSI Agricultural Science students in two co- educational,  two single sex female and two single sex male secondary schools  drawn

from three Local Government Areas (Nsukka, Igbo-Etiti and Uzo-Uwani), all from public schools of Nsukka education zone of Enugu State.

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