madu bah pg/m.ed/10/52670 - university of nigeria, nsukka external madu bah.pdf · ii title page...

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EFFECT OF YOUTUBE VIDEO INSTRUCTION ON SECONDARY

SCHOOL STUDENTS’ INTEREST AND ACHIEVEMENT IN

PRACTICAL LAND PREPARATION IN YOBE STATE

Digitally Signed by: Content manager’s Name

DN : CN = Webmaster’s name

O = University of Nigeria, Nsukka

OU = Innovation Centre

Ugboaku, Edith J.

MADU BAH

PG/M.ED/10/52670

FACULTY OF EDUCATION

DEPARTMENT ARTS EDUCATION

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TITLE PAGE




BY

MADU BAH

PG/M.ED/10/52670

A PROJECT PRESENTED TO THE DEPARTMENT OF ARTS EDUCATION

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD

OF MASTERS DEGREE IN EDUCATIONAL TECHNOLOGY (M.ED)

UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISOR: DR. T. O. OFOEGBU

DECEMBER, 2014

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DECLARATION

I declared that this project is original and has not been submitted in part or

for any other Degree of this or any other University. I also declare that as far as

possible all cited works were been acknowledged and referenced.

----------------------------------------

Madu Bah

Student

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APPROVAL PAGE

This project has been approved for the Department of Arts Education, University

Nigeria, Nsukka.

By

…………………………….. ………………………

Dr (Mrs) T. O. Ofeogbu Internal Examiner

Supervisor

……………………..

External Examiner Dr. P.N. Uzoegwu

Head of Department

…………………………..

Prof. C. U. Umo

Dean Faculty of Education

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DEDICATION

This work is dedicated to my late daughters Salamatu Madu Bah, Aisha

Madu Bah (Baiya) and Khadijah Madu Bah (Didiko) who passed away when the

researcher was in need of seeing them.

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ACKNOWLEDGEMENTS

The researcher special thanks go to Almighty God for keeping me alive to

see the successful completion of this work. God has been protecting me from all

sorts of accident/hardship while coming and going back home despite the

distance and the nature of the road. This work would not have been a success

without the wonderful contribution of my supervisor in the person of Dr. (Mrs) T.

O. Ofeogbu who was always taking her time to go through the work whenever it

was made available. It was also her guidance and encouragement that made the

work as it is now. May the Almighty God reward her abundantly. The researcher

special regards goes to my lecturer Prof. F. A. Okwo for taking his time to guide

me before, during and after the defense. The researcher appreciation goes to my

Head of Department in the person of Prof. C. U. Umo, for steering the leadership

of the Department and embracing both staff and students.

The researcher have to sincerely thank Dr. Christopher Ibenegbu for his

guidance when effecting the corrections made during my proposal defense and at

the same time assisted me in running the analysis on the data collected for the

study. The researcher also appreciates the efforts of my friend Nwangwu

Emmanuel for assisting me while developing the instructional package. The

researcher thanks also goes to Sani Ahmed Dahiru who encouraged me to come

for this programme. It is highly imperative to appreciate the effort of the

following persons Prof. Q. J. Nwoji, Prof. O. Nwafor, Prof. Ali and those that

their names are not mentioned in this text for taking their time to guide me on

how to acquire useful knowledge in the field of Educational Technology. Special

thanks to my beloved parents Abdullahi Sheka Atta (Bah Anna) and Aishatu

Fukke (Baiya) for continuously praying for me throughout the period of my

study. My wives are highly commended for taking good care of the family while

I was in school. My children and my sister Altine Bah are not left in this

appreciation. Thanks a lot. Finally, the researcher is indebted to all those that

their names did not appear in this text. Thanks and God bless.

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TABLE OF CONTENTS

Title Page i

Certification ii

Approval Page iii

Dedication iv

Acknowledgements v

Table of Contents vi

List of Table ix

Abstract x

CHAPTER ONE: INTRODUCTION 1

Background of the Study 1

Statement of the Problem 12

Purpose of the Study 13

Significance of the Study 14

Scope of the Study 16

Research Questions 17

CHAPTER TWO: LITERATURE REVIEW 19

Conceptual Framework 19

Concept of Agriculture 20

Concept of Instruction and Instructional Materials 27

Concept of YouTube 29

Concept of Interest and Achievement 34

Concept of Gender 35

Theoretical Framework 36

Brunner’s Theory (1966) 37

Piaget's Theory (1964) 38

B. F. Skinner’s Theory (1971) 39

Review of Empirical Studies 41

Summary of Literature 49

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CHAPTER THREE: RESEARCH METHODS 51

Design of the Study 51

Area of the Study 52

Population of the Study 52

Sample and Sampling Technique 53

Instrument for Data Collection 53

Validation of Instrument 54

Reliability of the Instrument 54

Experimental Procedure 55

Control of Extraneous Variables 57

Method of Data Analysis 58

CHAPTER FOUR: PRESENTATION OF RESULTS 59

Research Question 1: 59






Summary of Results 66

CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATIONS,

AND RECOMMENDATIONS 67

Discussions 67

Conclusion 74

Recommendations 76

Limitations of the Study 77

Suggestions 77

Summary of the Study 78

References 81

Appendices

Appendix A: Request for validation of research instruments 89

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Appendix B: Agricultural achievement test (aat) 92

Appendix C: Agricultural interest inventory (paii) 108

Appendix D: Practical agricultural science training manual for the use of

youtube website to treatment group (ssii students) 112

Appendix E: Practical agricultural science training manual for the

administration of customized video package to control group (ssii students) 114

Appendix F: Reliability test analysis 115

Appendix G: Summary of validators major observations 118

Appendix H: Univariate analysis of variance 119

Appendix I: YouTube web site addresses for harrowing, ridging, polughing,

buring, slashing and raking 120

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LIST OF TABLES

Table I: Mean Χ and Standard Deviation (SD) of students’ achievements

scores in practical land preparation 60

Table 2: Mean Χ and Standard Deviation (SD) of students’ achievements

scores in practical land preparation 61

Table 3: Mean Χ and Standard Deviation (SD) achievements of students’

scores according to Gender 61

Table 4: Mean Χ and Standard Deviation (SD) interest scores of

students according to gender 62

Table 5: Mean Χ and Standard Deviation (SD) achievements scores

by group and Gender 62

Table 6: Mean Χ and Standard Deviation (SD) interest scores by

group and Gender 63

Table 7: Analysis of covariance of students’ practical land

preparation achievement scores by instruction and gender 64

Table 8 Analysis of covariance of students’ practical land

preparation interest scores by instruction and gender 65

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ABSTRACT

The study centered on the effect of YouTube video instruction on secondary

school students’ interest and achievement in practical land preparation in Yobe

State. It also examined the influence of gender on students’ interest and

achievement in the subject. Quasi experimental design, specifically pre-test post-

test control group design was adopted. The sample size was 80 SS11 students

comprising of 52 males and 28 females from intact classes. The two classes were

randomly assigned experimental and control groups. The experimental group

was taught with YouTube video instruction while the control group was taught

with customized video-taped package. The treatment lasted for four weeks. To

guide the study, six research questions and six hypotheses were formulated.

Agricultural Achievement Test (AAT) comprising thirty practical questions and

an interest inventory were developed. The two instruments used for data

collection were face validated by three experts and their reliability index were

.84 and .91 respectively. Analysis of covariance (ANCOVA), mean and standard

deviation were used to analyze the data collected for the study. The results

showed that YouTube video instruction had significant effect both on students’

interest and achievement in practical land preparation; gender had no

significant influence on students’ interest and achievement in practical land

preparation; interaction effect of YouTube video and gender on students’

achievement in practical land preparation was not significant and interaction

effect of YouTube video and gender on students’ interest was not also significant.

Therefore, the major contribution of this study is in the area of enhancing the

students’ interest and achievement in practical land preparation. The study has

shown that teaching practical land preparation using YouTube video instruction

enhance the interest and achievement of students. Finally, the researcher

recommended among others that agricultural science teachers should adopt the

use of YouTube video instruction to facilitate teaching and learning.

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CHAPTER ONE

INTRODUCTION

Background of the Study

Searching for more effective ways to engage students during learning as

well as to increase their learning outcomes is of paramount important to every

educational system. This may lead to an urgent need to improve the quality of

education through the use of appropriate instructional modes that can motivate

interest. It may induce concentration of the learner on what is put forward to be

mastered particularly when it comes to practical oriented subjects like

agricultural science which demands skill acquisition. The knowledge acquired

therefore, will make an individual to undertake any farming operation with a high

sense of professionalism, hence leading to maximum agricultural productions.

Agriculture is the mainstay of economic growth and development of many

developing countries including Nigeria. English adapted the word agriculture

from Latin. Hornby (2012) viewed agriculture as simply a science, art or practice

of farming. Livinus (2008) defined Agriculture as the human activity of

cultivating crops and plantations for production of food and goods such as fibers,

biofuels and animal feed. Osinem (2008) opined that agriculture is a science and

systems which involve the cultivation of crops and rearing of animals for man’s

use. The researcher described agriculture as the science and systems which

involve the cultivation of crops, rearing of animals, raising poultry birds and

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aquatics for both man and industrial use. This science and systems of crop

cultivation can be achieved through agricultural education.

Agricultural practices have been the main activity of Nigerians, employing

about 70 percent of the population before the oil boom. Today, about 60 percent

of the Nigerian population is employed in agriculture in one form or the other

(Alkali, 2010). This fact has influenced the educational policy and practice of the

country. In order to achieve this policy objective, agricultural science has been

made compulsory at senior secondary school level. Federal ministry of education

(FME, 2007) stated that the objectives of agricultural science are to stimulate and

sustain students’ interest, to enable students acquire useful knowledge and

practical skills, to prepare students for studies and occupations in agriculture.

These objectives might not be realized with the current traditional

approach of teaching and learning in operation. Alkali (2010) noted that with the

current approach of teaching and learning which is mainly lecture method; only

3% of those who were trained in agricultural institutions take to agriculture after

leaving school. Alkali attributed this to ill preparation of the products whose

training does not equip them with the necessary skills. In their contributions on

the present state of secondary school in Nigeria, Olaniyan and Ojo (2008)

reported that the increase in students’ enrolment has created large classes that

make it difficult for a single teacher to manage. The overloading of the available

teachers with teaching load, extra curricula activities among others will

invariably affect the coverage of the curriculum content. Effective organization

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of learning experiences, continuity, sequences, integration and the scope of the

curriculum elements affects the ultimate achievement of the educational

objectives.

Mezieobi (2009) reported that traditional classroom has the characteristics

of: teachers’ domination, learners are passive, methods of instructions are largely

expository, the teacher makes little, if any use of curriculum resources and the

classroom setting is neither creative nor congenial for teaching and learning.

Based on the above nature of traditional classroom, the teaching and learning of

practical agricultural science cannot be effective. Samuel (2012) said that in

secondary schools all over Nigeria, students offer Agricultural Science for six

years as part of the curriculum but much of this is geared towards theory or

memorizing the concepts and replicating them in exams. Aroh (2006) reported

that in conventional approach, teacher communicates ideas to learners by direct

verbal discourse. In support, Mabekoje (2006) lamented that the method of

teaching in Nigerian classrooms is talk and chalk and that the teachers parade

themselves as central figure. The author further noted that the implication is that

learners become discouraged and passive, teachers often use questions and

answers technique, read from textbooks, copy notes on the chalkboard for

students to copy when teaching. The above type of approach is a teacher

centered, hence encourages rote learning and fails to motivate students’ interest

and increase academic achievement.

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Anna (2011) defined academic achievement as how well a student is

accomplishing his or her tasks and studies. The author added that the most well-

known indicator of academic achievement, grades is the student's 'score' obtained

after accomplishing a task. In his contribution, Bono (2012) considered academic

achievement as how a student performs in school. The author defines this as a

certain great point average (G.P.A), or ranking in class. In this study, the

researcher defines academic achievement as anything done as a student that is

outstanding in school. The outstanding performance of the students will be

determined through the administration of both internal and external

examinations.

The West African Examination Council (WAEC) Chief Examiner’s

Reports (2006-2010) revealed that the candidates’ achievement in practical

agricultural science for the years 2006-2010 has been impressive. The Chief

examiner’s further observed that there was a wide variation in the range of scores

of the candidates. In the face of these problems identified by the WAEC reports

above, it is necessary that the teachers of practical agricultural science should use

a practical approach to the teaching of the subject in school.

However, the teachers are not adopting appropriate application of

technology in teaching practical agriculture to increase the academic achievement

of the students. In line with this assertion, Muhammed (2010) reported that the

pedagogical skills of teachers have remained unchanged, stagnant or static with

stereotype methods of teaching which does not meet learners need for career

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development and academic achievement. The above situations lead to poor

performance of students in the subject.

Agriculture is a practical oriented subject and therefore requires practical

activities and experiences in the field. Practical can be considered as a physical

activity an individual engages in to master a specific task or to attain a specific

objective. Aggarwal (2007) viewed practical work as a type of work aimed at

providing direct experience to students and equally enable the students to fully

understand principles, phenomena and processes by investigation. These practical

activities include land preparation, planting, weeding, fertilizer application, pests

and diseases control, harvesting, processing, packaging and storage. For the

purpose of this study, only land preparation is considered.

Land preparation is the development of land with potentials for agricultural

use. Olabanji (2008) defined land preparation as the removal of native cover,

including trees, bushes and boulders from the land surface. According to Uguru

(2011), early land preparation in the year is important to enable farmers’ plant

with the first few rains. The students are expected therefore, to identify some

components of practical land preparation such as slashing, raking, burning,

ploughing, harrowing and ridging to prepare the land for planting with the first

rains.

Slashing is the process of cutting down grasses, weeds, shrubs and debris

in order to provide a grass free land for agricultural production (Mamudo, 2012).

According to Peter (2012), raking is the act of moving farmer’s legs; rake leaves

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straight back and move with the rake as he/she walk toward the back to make

heaps. Burning is used to clear available grasses existing in the concerned area by

setting fire on the raked grasses (Peter, 2012). Ogaraku and Ovono (2008) stated

that ploughing is turning over the upper layer of the soil, bringing fresh nutrients

to the surface, while burying weeds, the remains of previous crops with both crop

and weed seeds, allowing them to break down. In a modern system of crop

production, tractor is used to perform primary tillage (ploughing) (Epa, 2012). A

ploughed field is left to dry out, and then harrowed. Harrowing is the breaking up

and smoothening out of the surface of the soil. Harrowing is often carried out on

fields to further break the rough soil particles left by ploughing operations

(Mamudo, 2012). Farmers make ridges with a tractor on the harrowed land which

aids in draining excess water from accumulating at the base of the planted crop.

Farmers equally make ridges with manually-operated hoes or with equipment

(usually mouldboard plough) drawn by draught animals to dig and turn the soil

over, with an effort placed to break the clods and leave a fine tilth (Aina, 2010).

These farm operations cannot be learnt effectively with the use of

traditional approaches of teaching which is mostly lecture method. According to

Shimave (2007) most secondary schools do not have school farms, and where

they exist at all, they fail to meet the standard and are thus ill-prepared to achieve

what school farms are set to achieve. As a result of these inadequacies, the

objective of National Policy on Education (Federal Republic of Nigeria, FGN,

2004) of having trained manpower who can impact necessary skills leading to the

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production of trained young farmers and other skilled personnel who will be

enterprising is defeated. Samuel (2012) lamented that students who participated

in nurturing school farm are bound to appreciate the subject more and even

become stakeholders in agriculture. In secondary schools, the familiarization of

students with up-to-date methods for improved sustainable production of food

that are applicable to their homesteads or farms is a potentially powerful tool for

improving the household food security (Food and Agriculture Organization,

2012). The attainment of improved sustainable agricultural production could be

achieved by direct experience or the use of media.

Aroh (2006) stated that in classrooms, learning could be made easier

through the use of instructional materials like media by both the teachers and the

students to facilitate teaching and learning. Livinus (2008) wrote that

instructional materials could be referred to as the wide varieties of equipment and

materials used to enhance teaching and learning. Isola (2011) viewed them as

didactic materials or things which are supposed to make teaching and learning

possible. Instructional materials are also described as concrete and physical

objects which provide sound, visual or both to the sense organs during teaching

(Agina-Obu, 2005). Ojebisi (2011) in his contribution asserted that these learning

materials refer to objects or devices which the teacher uses to make lesson much

clearer and interesting to the learner.

Classroom resources are in various classes: they are audio or aural, visual

or audio-visual. According to Aggarwal (2007), audio – visual materials are

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educational devices by which the teacher through the utilization of more than one

sensory channel is able to clarify, establish, correlate, interpret and appreciate

concept. The use of instructional materials facilitates retention of what is learnt;

stimulates physical and mental activity by both students and teachers, it

simplifies and gives vividness to explanations than talking; provides a cognitive

bridge between abstraction and reality to students, it helps students to develop

skills, scientific attitude and creativity (Ehimere, Bonjoru, & Tsojon, 2010).

According to Ogbondah (2008), instructional materials are said to be part of the

instructional procedure. This study described instructional materials as any

resource that enhances the effective understanding of concept in teaching and

learning process. The resources that can be used by the teacher to achieve the

effective understanding of concept are the type that can present the content to be

learnt in an organized and sequential manner.

Based on the available literature, video as one of the known instructional

materials has the aforementioned features, thus, can be used to enhance the

effective understanding of concept in teaching and learning. Video is an

electronic device which provides aural and visual stimuli as well as motion

thereby making possible a more realistic presentation of event, situation and

phenomenon. It can be used to demonstrate the process of skill development and

facilitate practical acquisition. Video presentation ensures that the content to be

learnt is organized, sequential and prepackaged in a tape for use in future. It

allows the use of varieties of designs such as the manipulation of instructional

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media which include, replay, mute and pause, close-up, questioning and practice

to facilitate learning (Obinna & Nnenna, 2008). Antonoff, M. (2009). Pointed out that

It took compact disc (CD) players 8 years and VCRs 13 years to achieve that 30-million

milestone. The same size as a CD, a DVD can store enough data to hold a full-length motion

picture with a resolution twice that of a videocassette. The DVD player also offered the digital

surround-sound quality experienced in a state-of-the-art movie theater. Beginning in 2001

some DVD players also offered home recording capability.

Despite the tremendous contributions of video in teaching and learning, it

can only teach the prepared teacher’s package, students cannot access the content

at their own time at home or elsewhere after school hours and it cannot be used

where there is no power supply. Users cannot make comments/observations

where necessary during viewing, hence the information viewed remains as it is

presented (whether understood by the users or not). Information from video

cannot be downloaded for future use by the users thus may make it difficult for

the users to recall what is forgotten after viewing. However, video may not

always be effectively used to teach where the teacher is over loaded. In Video,

teaching and learning is concentrated on “viewing and hearing” method. Learners

do not have opportunity to comment on what is not fully understood or to

download the content taught which can be used at their convenience. There is

insufficient interaction with students in classroom; because more emphasis has

been given on viewing without students’ engagement.

In order to solve the above mentioned problems, YouTube can be

effectively used for instructional purposes. YouTube is defined by Lacy (2008)

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as a video sharing service that allows users to watch videos posted by other users

and upload videos of their own choice over the internet. This website was created

by three former PayPal employees in February 2005 and here users can share

video clips through uploading and viewing. Since the uploaded clips are user

produced; viewer can comment on the clips and at the same time give the

producer feedback. The viewer’s comments can also be commented on by other

users. Students can be directed to produce and upload material in connection to

courses, especially science courses as a tool for learning (Berk, 2009). Growing

up in a digital age with its easy access to the world and flow of information also

give students’ better possibility to learn through connectivism (Siemens, 2005).

YouTube video in this study is considered as a sub-search engine dedicated to

special video clips that a user at his/her convenience can log-in to obtain some

information, upload, view and share information with other people through the

use of recorded events packaged on customized video tape.

Improving on the customized video instructions through the use of

YouTube customized video instructional package may motivate the interest of

students and bridge the existing gap thereby enhancing their performance in

agriculture. This is what this study is yet to find out. To support this assertion,

Hofstetter (2001) and Rozina (2005) stated that the use of multimedia in teaching

and learning is able to maintain students’ interest; make them enjoy learning; that

is highly interactive and engaging. Multimedia brings text to life with sound,

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pictures, music and video. YouTube video as one of the multimedia can be used

to motivate the interest of the students in teaching practical agriculture.

Interest is the feeling of a person whose attention, concern, or curiosity is

particularly engaged by something. Ngwoke (2004) asserts that interest is a

psychological factor that has the tendency to make students participate actively in

practical lesson. Interest is important in education because it engenders active

information seeking character in the learners such as persistence, attention,

conception and feeling of surprises, excitement and enjoyment; and these play a

central role in learning processes. Nnaka and Aneakwe cited in Aroh (2006)

stressed that when a learner has extreme likeness for an activity, object or events;

he/she participates or interacts with it more frequently. Therefore, there is need to

investigate the effect of YouTube video instruction on students interest and

achievement of practical land preparation.

In Yobe State, traditionally, farming especially crop production is

regarded as more of male occupation. The disposition of male and female

students to practical agriculture needs to be empirically investigated. However,

Offorma (2004) asserts that the type of training and exposures giving to male and

female children in a given society depends on the people’s understanding and

belief. Animasahum (2007) added that both boys and girls can perform brilliantly

in learning if they are exposed to the same learning opportunities. Gender in this

study refers to the classification of sex to whether an individual is male or

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female. Therefore, using a new innovation to teach practical agriculture may

enhance both male and female students learning of practical land preparation.

To be knowledgeable in land preparation, the students ought to have a

good knowledge of the activities involved in land preparation. This is so, because

land preparation involves the identification of appropriate farm tools/machineries

to accomplish a particular task, handling of farm tool, positioning and

manipulation of farm tools/farm machineries when performing a specific task. It

is against this background that the researcher embarks on this study to examine

the effect of YouTube video instruction on students’ interest and achievement in

practical land preparation in Yobe state secondary schools?

Statement of the Problem

Educators continually search for more effective ways to engage their

students during learning as well as to increase student learning outcomes. This

has led to an urgent need to improve the quality of education through the use of

appropriate instructional modes. According to Alkali (2010), agricultural science

which is one of the compulsory subjects offered in secondary schools in Nigeria,

seems not to have yielded a positive outcome in the way it is being delivered to

students. In Nigerian educational system, agricultural science is mostly taught

and learned conventionally, using mainly the “talk and chalk” method. Students

offer Agricultural Science for six years as a secondary school subject but much of

this is geared towards theory or memorizing the concepts and duplicating them in

exams which is contrary to the objectives of the curriculum Samuel, 2012).

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These may have led a general poor interest and achievement of students in

both internal and external agricultural science examinations as pointed out by the

WAEC Chief Examiner’s Report (2006-2010) that students were unable to

identify simple farm tools and farm machineries such as matchet, Gunter’s chain,

rake, Theodolite, tractor and its implements. The students are equally unable to

state the farm operations for which these equipment’s are generally used for.

Based on these facts, the researcher decided to determine whether YouTube

video instruction have a positive effect on students’ interest and achievement in

land preparation.

The problem of this study express in question form therefore, is what is the

effect of YouTube video instruction on students’ interest and achievement of

practical land preparation in Yobe State secondary schools?

Purpose of the Study

The general purpose of the study is to investigate the effect of YouTube

video and customizd video instructions on students’ interest and achievement in

practical land preparation. Specifically, the study seeks to:

1. determine the effect of YouTube video instruction on students’

achievement in practical land preparation.

2. find out the effect of YouTube video instruction on students’ interest in

practical land preparation.

3. determine the influence of gender on students’ interest and achievement in

practical land preparation..

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4. determine the interaction effect of YouTube video instruction and gender

on students’ achievement in practical land preparation.

5. Find out the interaction effect of YouTube video instruction and gender on

students’ interest in practical land preparation.

Significance of the Study

The findings of the study will be beneficial to the following: secondary

school students, Ministry of Education, researchers, institutions of learning,

curriculum planners, industries and the society.

The findings of this study will be beneficial to secondary school students

when taught with You Tube video instruction. The acquired knowledge will be

used by the students to be self-reliant and can also contribute their quota in the

field of food production in their societies after the school programme.

The findings of the study will be beneficial to the Ministry of Education

and researchers. The results of the study will be used to guide the ministry in

organizing seminars and training workshops for agricultural education teachers in

order to update their practical skills and knowledge in practical agriculture. The

ministry will also use the findings of the study to employ teachers’ i.e. using the

findings as an interview schedule to select qualified entrepreneurial teachers in

practical agriculture. Similarly, researchers who are working on related study

may use the findings as reference.

The findings of the study will be beneficial to researchers and students

who will have interest to work on a study related to this work and equally serve

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as reference point. However, the work will enrich the students with basic

practical agricultural skills which will allow the students’ manipulate farm tools,

farm implement and materials among others.

The findings of the study will be beneficial to entrepreneurial industries

where secondary school graduate seeks for employment upon graduation.

Agricultural education graduates will be better equipped with practical skills to

perform more effectively in their various jobs and assignment in the industry.

This will also help the industries minimize the huge financial expenditure on

retraining of agricultural education graduate upon employment.

The findings of the study will provide suitable information that will aid in

the objective planning and successful curriculum coverage of practical

agriculture which will also be beneficial to curriculum planners and institutions.

The institutions will be able to incorporate the aspect of teacher entrepreneurial

skills as identified skill in curriculum.

The findings will help the curriculum programmers aimed at persuading

agricultural entrepreneurial teachers to adopt improved practical agriculture;

knowledge and attitudes favorable to change in agricultural practice in the world

today i.e. developed anti obsolete prove.

The society will also benefit from the findings of the study because when

students graduate with expected practical entrepreneurial skills, they will reduce

the problem of quack practical agricultural practitioners thereby offering good

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services to the society. This will go a long way in achieving the much needed

practical agricultural development in Nigeria.

To a large extent, the study will provide some framework for developing

entrepreneurial skills in agricultural education; through the effective utilization of

farm tools, farm implement and materials. The study will also help enhance

teachers’ skills by providing them with the requisite pedagogical engineering

necessary for imparting knowledge to the learners. Therefore, the acquired

knowledge will be used by the students to be self-reliant such that they can also

contribute their quota in the field of food production in their societies after the

school programme. Agricultural education graduates will be better equipped with

practical skills to perform more effectively in their various jobs and assignment

in the Nigerian industries. This will also help the industries minimize the huge

financial expenditure on retraining of agricultural education graduate upon

employment.

Finally, the result of this study will provide the much needed threshold to

improve the present secondary school entrepreneurial education scheme by

incorporating You Tube video instruction as a means of enriching the present

entrepreneurial agricultural education curriculum in order to meet MDGs and

NEEDs goals.

Scope of the Study

The study examined effect of You Tube video instruction on secondary

school students’ interest and achievement in practical land preparation in Yobe

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State. The study is to be conducted in Fika Local Government Area of Yobe State

in north-east geo-political zone of Nigeria. The study will cover different

components in practical land preparation for crop production. The components

are: slashing, raking, burning, ploughing, harrowing and ridging. Gender is

another independent variable that will be discussed in this study.

Research Questions

The following research questions guided the study:

1. What are the mean achievement scores of students taught practical land

preparation using You Tube video instruction and those taught with customized

video instruction?

2. What are the mean interests rating scores of students taught practical land

preparation with You Tube video instruction and those taught with customized

video instruction?

3. What are the mean achievement scores of male and female students in practical

land preparation?

4. What are the mean interest rating scores of male and female students in practical

land preparation?

5. What is the interaction effect of You Tube video instruction and gender on

students’ means achievement scores in practical land preparation?


students’ mean interest rating scores in practical land preparation?

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Hypotheses

The following null hypotheses were formulated for the study and will be

tested at 0.05 level of significance:

Ho1: There is no significant difference in the mean achievement scores of students

taught practical land preparation using You Tube video instruction and those

taught using customized video instructions.

Ho2: There is no significant difference in the mean interest rating scores of students



Ho3: There is no significant difference in the mean achievement scores of male and

female students in practical land preparation.

Ho4: There is no significant difference in the mean interest rating scores of male and


Ho5: There is no significant interaction effect of You Tube video instruction and

gender on students’ achievement in practical land preparation.


gender on students’ interest scores in practical land preparation.

19

CHAPTER TWO

LITERATURE REVIEW

The literature review of this study was organized and presented under three

broad headings: conceptual and theoretical frameworks, review of empirical

studies and summary of literature reviewed.

Conceptual Framework

1. Concept of Agriculture

2. Concept of Instruction and Instructional Materials

3. Concept of interest and Achievement

4. Concept of YouTube

5. Concept of Gender

Theoretical Framework

1. Brunner’s Theory (1966)

2. Piaget's Theory (1964)

3. B. F. Skinner’s Theory (1971)

Empirical Studies

1. Effect of Audio-visual Materials in Instruction.

2. Studies on Gender Difference in Practical Agriculture and

Summary of the Literature Reviewed

19

20

Concept of Agriculture

Agriculture is being defined by different experts based on the field of

specialization or understanding. Agriculture therefore, refers to the human

activity of cultivating crops and plantations for production of food and goods

such as fibers, biofuels, animal feed etc. In a broader sense, agriculture also

includes breeding and raising livestock, poultry and dairying (NeoK12, 2011).

Hornby, (2012) defined agriculture as simply a science, art or practice of

farming. The researcher defined Agriculture as the human activity of cultivating

crops and plantations for production of food and goods such as fibers, biofuels,

animal feed among others. In a broader sense, agriculture also includes breeding

and raising livestock, poultry and dairying. Agriculture can also be defined as

the systematic and controlled production and use of living organisms and the

environment to improve human condition.

The importance accorded to agriculture in the school curricular reflects the

recognition of the vital role it plays in the contemporary society. Abdullahi

(2006) stated that agriculture has continued and will continue to play a key role

in Nigeria economy. The sector holds the key to rapid economic transformation,

poverty alleviation, stable democracy and good governance. There is no National

Security without food security. The sector contributes about 41% of the Gross

Domestic Products (GDP), 88% of the non-oil foreign exchange earnings,

employs about 70% of the active labour force as well as provides raw materials

for the agro-industrial sector. Olomola (2007) described agriculture in Nigeria as

21

a major branch of the economy providing employment for 70% of the population.

The sector is being transformed by commercialization at the small, medium and

large-scale enterprise levels. Major crops include beans, sesame, cashew nuts,

cassava, cocoa beans, groundnuts, gum Arabic, kolanut, maize (corn), melon,

millet, palm kernels, palm oil, plantains, rice, rubber, sorghum, soybeans and

yams. Agriculture constitutes a large proportion of gross domestic product (GDP)

in many developing countries, and it is the primary source of income and

subsistence for many of the poorest and most vulnerable individuals and

households. In sub-Saharan Africa (excluding South Africa) 60-80% of the

populations are employed in agriculture, producing 30-40% of GDP (Dembele &

Staatz, 2008). Agriculture contributes 22-28% of GDP in South Asia and

employs around 60% of the labour force. Similarly, 40-50% of the population in

South East Asia and in the Pacific and East Asia, and an estimated 20% in Latin

America and the Caribbean, are employed in agriculture (ILO, 2007).

The production of the above listed crops that made the sector to holds the

key to rapid economic transformation, poverty alleviation, stable democracy and

good governance cannot be possible without agricultural education. Agricultural

education is the activities involve in crop production. Osinem (2008) stated that

agricultural education is a process of imparting knowledge, skills and attitudes in

agriculture to the learner at any level. Nicodemus (2009) viewed agricultural

education as the acquisition of skill knowledge in agricultural science with the

view to imparting these knowledge and skills into prospective farmers for better

22

productivity. Ndagana (2006) is in the opinion that there is no disputing fact that

practical subjects if well-coordinated with the other school subjects of the

curriculum make education more meaningful, more relevant both to the

individual and the society at large. Aggarwal (2007) viewed practical work as a

type of work aimed at providing direct experience to students and equally enable

the students to fully understand principles, phenomena and processes by

investigation. These include the training of boys and girls by means of practical

work so that they may work with their hands as well as their minds for the

promotion of better agricultural processes. In secondary schools in particular, the

familiarization of students with up-to-date methods for improved sustainable

production of food that are applicable to their homesteads or farms is a

potentially powerful tool for improving the household food security (Food and

Agriculture Organization, F.A.O. 2012).

There is no single model of a school garden programme that fits every

situation. School garden programmes must be well adapted to local customs and

needs and to the specific socio-economic, climatic and environmental situation of

the country or region concerned. This is particularly important in countries in

which there is a stigma attached to manual labour. The design of the programme

should involve Ministries of Education, Agriculture and Environment, at central

and decentralized levels, the communities, NGOs and community based

organizations (CBOs) with experience in the field, parent- teacher associations

and the students themselves. School gardens can contribute to increasing the

23

relevance and quality of education, improving the children's and their parents'

knowledge of food production techniques and nutrition, and stimulate the

development of home gardens. These achievements would together lead to an

improvement in the nutritional status of the children and their families and

thereby contribute to improving food security and human capital.

The potential role of school gardens in improving children's practical

agricultural and nutritional knowledge and “life skills” is particularly valuable in

the context of child-headed households as a consequence of the Human Immune

Virus/Acquired Immune Deficiency Syndromes (HIV/AIDS) epidemic (School

Gardens Concept Note). According to School Gardens Concept Note, School

gardens offer a great opportunity for improving the quality of education and for

learning basic life skills. Gardens can serve as a “laboratory” for the teaching of

modern farming skills and nutrition, but they can also be used for practical work

related to biology, environmental studies, mathematics as well as reading, writing

and arts. Ensuring that school gardens achieve a significant educational impact,

however, may require adjustments in the national school curriculum, the

production of training materials, teacher training and the provision of funds to

meet physical and human resources costs for such activity. According to Ndem,

J. U. (2009). School garden activities can include nutrition education, food

preservation techniques, integrated pest management (IPM), integrated soil

fertility management, sustainable natural resource management, recycling and

composting, and environmental awareness rising, especially in urban areas. This

24

can be done by building an interdisciplinary curriculum whereby core subjects

(such as mathematics, social science, and biology) can be linked to practical

activities, such as gardening, establishing a fruit and vegetable stand where

produce is sold, small business planning, food preparation and preservation, etc.

Accordingly, creating an entry point in the curriculum and developing

appropriate lesson plans that link theory and practical action should be a

prerequisite for the successful implementation of school-based and community

gardening and nutrition education programmes. The potential for food production

in school gardens has been overemphasized in the past. Shimave, A. G. (2007).

Noted that school garden will normally supply requirements only for a limited

number of months or even weeks every season. The effect on increased vegetable

and fruit production and on diversification of production is considered to be more

indirect. Some of the school children who have participated in school gardening

activities will also be interested in helping their parents and families in

establishing home gardens. In this way, the multiplier effect on production within

the community is likely to be more important, in terms of production, than the

school garden itself (Mark, 2010)

Our contemporary agricultural science classes in our schools these days are

no more classes but crowd of people performing the same task year in year out.

To support this assertion, Muhammed (2010) reported that the pedagogical skills

of teachers have remained unchanged, stagnant or static with stereotype methods

of teaching which does not meet learners need for career development and

25

academic achievement. The Chief Examiner’s WAEC reports (2006-2010)

showed that the performance presented the below table in percentage revealed

that the candidates achievement in practical agricultural science for the years

2006-2010 has been declined.

A B C ABC D E F NG EFNG

2006 30.05 35.93 22.69 88.68 9.61 1.05 0.20 0.46 1.71

2007 31.60 36.54 22.32 90.46 7.81 1.20 0.38 0.16 1.73

2008 31.11 34.89 23.69 89.69 8.17 1.40 0.45 0.30 2.14

2009 31.92 34.39 22.30 88.61 9.49 1.22 0.36 0.32 1.90

2010 33.48 36.05 19.93 89.46 7.96 1.83 0.35 0.41 2.59

The report further observed that there was a wide variation in the range of

material presented by candidates and in the standard of the material examined. It

was noted, however, that the range of presented topics seems to be narrowing and

that most of the topics are suggested by syllabus headings. Some of the more

popular topics for investigation continue to be dairying and beef production in

the animal section, barley and grass from the crops. Less often encountered

projects dealt with such topics as strawberries, market gardens, ducks,

Miscanthus, and greyhounds. Examples of good practice included: keeping an

annual farming diary; the use of photographs taken by the candidates themselves;

the compiling of weed collections and/or collections of agriculturally relevant

invertebrates from the local environment; the inclusion of samples such as mart

receipts, factory grades, and feed labels. The weakest areas continue to be

26

genetics, ecology, microbiology, and animal physiology, where there is little

evidence of the required practical work being done. Many candidates continue to

cover only one crop instead of the required two. Plant identification is weak, as is

invertebrate identification. There is a noticeable lack of recorded evidence of

work done. There is a continuing incidence of candidates, during interview,

demonstrating poor knowledge of the contents of their own projects. The

percentage of candidates achieving a grade in the ABC range for the practical

coursework component continues to be high. Notwithstanding this, however,

evidence continues to indicate that the practical coursework is not being given

the prominence ascribed to it in the syllabus. It is essential that practical

coursework be regarded as an integral part of the Agricultural Science course of

study and that the work is actually carried out by the students as part of their

learning experience in this subject.

The Chief Examiners further recommended that:-

• Teachers should be fully conversant with the contents of the document

“Agricultural Science – Practical Assessment Guidelines for Teachers” that

issues to schools in April every year.

• Teachers should ensure that their students fully engage in the practical aspect of

Agricultural Science across the full range of topics outlined in the syllabus,

including animal physiology, genetics, ecology, and microbiology.

• Students should report on their own experiences of practical agriculture to the

fullest extent possible.

27

Adamu and Sale (2010) lamented that the availability of adequate facilities

and resources in educational settings couple with their effective utilization is of

paramount importance to educational planners. In Nigeria today, enrollment of

primary, vocational, technical and secondary schools is more than double the

facilities available. Similarly, Adamu and Sale (2010) lamented that the low

performance of students at the National Business and Technical Education

Examination (NABTED) and Senior Secondary School Certificate Examination

(SSCE) have brought about concerns among parents, guardians students,

governments, educational planners and the institutions themselves and causes of

this has been traced to resource provision and utilization.

Concept of Instruction and Instructional Materials

The term instruction has been viewed in an educational circle by scholars

and authors in varying perspectives. Instruction is the facilitation of authors

learning. Hornby (2005) defined instruction as a guide towards the success of an

activity or a programme. Similarly, Haris (2007) affirmed that instruction used in

education parlance refers to the process by which the learner is guided to attain

the stipulated objective through the help of the teacher. Glaxion (2012) asserts

that instructors in primary and secondary schools or instructions are often called

the teachers as they direct the education of the students and draw on many

subjects like reading, writing, mathematics, science and history. Instructors in

post-secondary institutions might call teachers. Instructors, or professors

depending on the type of the institution and primarily teach only their discipline.

28

In relation to this study, instruction refers to the process whereby the

teaching of writing composition (instruction) is facilitated in the school by the

teacher to enhance the permanent change in behavior of the learner. By so doing,

the teachers must be highly qualified coupled with the availability of resources or

materials to attain the feat. The popular way to gauge teaching performance is to

use students’ evaluation of teachers though at a minimal level so as to avert its

counter product effect. It is in the recognition of the importance of teacher in

instructional process in the classroom that Guy (2010) asserts that studies from

the united states of America confirmed that the quality of a teacher is the single

most important factor affecting students’ performance, and that countries which

scores highly on international tests have multiple policies in place to ensure that

the teachers they employ are as effective as possible. This implies that teachers

are central to the instruction given in the classroom to the learners. The teacher

attains the objective by integrating several instructional methods articulated

during teaching and learning interaction in the classroom setting.

Instructional media or materials are vital ingredients used by the teacher

while imparting lesson in the classroom. Aroh (2006) stated that in classroom,

learning could be made easier through the use of instructional technology.

Livinus (2008) stated that instructional materials could be referred to as the wide

variety of equipment and materials used to enhance teaching and learning.

Instructional materials are in various classes: They are audio or aural, visual or

audio-visual. The author further stated that audio instructional materials refer to

29

those devices that make use of the sense of hearing only, like the television,

radio, audio tape recording among others.

Instructional materials therefore, are concrete or physical objects which

provide sound, visual or both to the sense organs during teaching. Difficult and

abstract concepts can be simplified and better explained through the use of audio-

visual materials. (Agina-Obu, 2005). According to Aggarwal (2007), audio –

visual materials are educational devices by which the teacher through the

utilization of more than one sensory channel is able to clarify, establish, correlate,

interpret and appreciate concept in teaching agriculture. Instructional Materials in

its simplest term are those materials that help the teachers to teach with ease and

the learners to learn without stress. Instructional materials appeal to the senses of

seeing, touching, smelling, feeling, and hearing. They include projected, non-

projected, printed and others such as objects/relia, 3-dimensional objects that are

produced through locally sourced materials, program instruction, instruction

package among others (Agina-Obu, 2005).

Concept of You Tube video

YouTube is a video sharing service that allows users to watch videos

posted by other users and upload videos of their own. The service was started as

an independent website in 2005 and was acquired by Google in 2006. Videos that

have been uploaded to YouTube may appear on the YouTube website and can

also be posted on other websites, though the files are hosted on the YouTube

server (Tech Term Search, 2012). Here users can share video clips through

30

uploading and viewing. Since the uploaded clips are user produced and you as

viewer can comment on the clips and though give the producer feedback. The

viewer’s comments can also be commented by other users (Berk, 2009),

For today’s youth, called the Net generation, it is natural to use different

devices to access multimedia, as YouTube, and though they have an experience

suitable for multimodal learning. Growing up in a digital age with its easy access

to the world and flow of information also give students’ better possibility to learn

through connectivism (Siemens, 2005), where the personnel network connects to

other individuals, organizations and institutions and provide learning to the

individuals. This process is not limited to traditional learning institutions as

schools and universities but is active always and anywhere. Teachers have to

relate to this. The future students can be assumed to be even more diverse

learners than today, envisage learning activities based on student control,

responsibility and freedom. Students frequently upload material to You Tube

video and use it for watching.

How the use of videos can support learning, especially in introductory

courses and for introducing complex topics and also be of value for learners that

are helped through visual experiences, and enhance learning outcomes is

documented (Berk, 2009). One obvious use is to deliver lectures (Haase, 2009),

but it has also a value as attention grabber, focus concentrator and part of

instructions (Berk, 2009; Jones & Cuthrell, 2011). YouTube in this study is

considered as search engine like Google and Yahoo that one can log in to obtain

31

information, upload, view and share the information with other people through

the use of customized video packages.

Video is the technology of electronically capturing, recording, processing,

storing, transmitting, and reconstructing a sequence of still images representing

scenes in motion. Okwo and Alasa (2006) stated that video recordings have been

widely used for entertainment, information dissemination and enlightenment.

However, less attention has been given to it for instructional purposes, let alone

in using its various techniques, such as replay. If effectively utilized, video may

enhance skill acquisition in Slabbing. Obinna and Nnenna (2008) described video

as an electronic device which provides aural and visual stimuli as well as motion

thereby making possible a more realistic presentation of event, situation and

phenomenon. It can be used to demonstrate the process of skill development and

facilitate practical skills acquisition.

Video presentation ensures that the content to be learnt is been organized

in a sequential manner, finished and prepackaged on a tape for use in future. It

allows for the use of varieties of designs variables such as the manipulation of

instructional media which include, replay, mute and pause, close-up, questioning

and practice to facilitate learning. This instructional medium has been found to be

effective in teaching theory and practical courses. Roe (2012) reported that live

and videotaped modeling are more effective than a handout alone for achieving

performance accuracy of a basic exercise program, as measured by immediate

and delayed retention tests. Subjects who received instruction from handout

32

materials alone (handout group) exhibited poorer performance accuracy than

subjects who received live or videotaped modeling and exercise instruction. In

addition, the total number of errors of the handout group was more than twice the

average of the live instruction and videotape instruction groups. No differences

were found between the live instruction group and the two groups that received

videotaped instruction. Kempa and Palmer as cited in Aroh (2006) worked on

the validity of using video recorder demonstration for training in laboratory

manipulative skills. The results that such demonstration produces superior

learning when compared with the use of detailed written laboratory instructions.

They found out that the learning of manipulative skills was dependent on

imitation of an early visualized model.

The use of customized video in teaching and learning emerged due to the global

technology breakthrough. Alasa (2011) wrote that the utility of video machine for

teaching and learning language involve the following:

(a) A programme can be shown when it fits best into the curriculum of the

class.

(b) A programme can be repeated in its entirety.

(c) Parts of the programme may be repeated for any number of times, if this is

important for the learning progress of the pupils or if necessary for needs

of the class.

(d) Experts of programme can be used alone if other part of the programme do

not fits into the teacher’s lesson.

33

(e) Programme may be stopped any time so that pupils may ask questions or

work on individual project.

(f) Video instructions increase the pupils’ control of recorded lesson.

These opinions coincides with the researcher’s assertion that Video is the

technology of electronically capturing, recording, processing, storing,

transmitting, and reconstructing a sequence of still images representing scenes in

motion. The study adopted the following techniques in video presentation in

teaching and learning of practical land preparation. The techniques include:

(a) Provides students with adequate materials and conducive environment for

successful presentation of the practical agricultural activities.

(b) Entertain questions, motivate (by encouraging those that ask questions with

good remarks like- good or thank you) introduce the practical land

preparation to the students and provide appropriate responses.

(c) Review the presentation by playing the videotaped package; then entertain

questions and comments from the students. Where possible, the teacher

response to these questions and comments.

(d) The students will demonstrate the practical land preparation after the video

presentations.

(e) Pause the tape whenever the students have questions to ask or they need

clarifications.

(f) The teacher should replay some abstract parts of the demonstration while

the students are carrying out the practical work.

34

(g) Before the above, teacher ensure that the practical land preparation to be

demonstrated are well recorded and previewed before treatment presenting

to the treatment group.

Finally, the inability of the teachers to use and improve instructional

materials or media while teaching in schools is becoming a problem. For

instance, the teachers find it very difficult to organize practical lesson for the

students in the farm. They prefer theoretical aspect of the course which ends in

the classroom. This singular situation does not allow the students to be armed

with all the necessary skills required in agricultural science practical operation to

enhance entrepreneurial development among the secondary schools students to

ensure self-employment devoid of public sector control. Thus, the above

identified problems account for the poor skills acquisition which is attributed to

the approach adopted by the teachers which does not motivate students’ interest

in practical agriculture.

Concept of Interest and Achievement

Interest is the feeling of a person whose attention, concern, or curiosity is

particularly engaged by something. Ngwoke (2004) asserts that interest is a

psychological factor that has the tendency to make students participate actively in

practical lesson. Interest is important in educational research because when

presented, it engenders active information seeking character in the learners such

as persistence, attention, conception and feeling of surprises, excitement and

enjoyment; and these plays a central role in learning processes. Nnaka and

35

Aneakwe in Aroh (2006) stressed that when a learner has extreme likeness for an

activity, object or events, he/she participates or interacts with it more frequently.

Therefore there is need to investigate the effect of You Tube video instruction on

students interest and performance of practical land preparation.

One of the primary objectives of integrating multimedia in teaching and

learning is that students learnt or master concept taught in a meaningful manner.

Anna (2011) defined academic achievement as how well a student is

accomplishing his or her tasks and studies. The author added that the most well-

known indicator of academic achievement, grades are the student's 'score' for

their classes and overall tenure. In his contribution, Bono (2012) considered

academic achievement as how a student performs in school. The author defines

this as a certain G.P.A, or ranking in class. Academic Achievement is a broad,

generic term used in many scholarship, admissions, and award instances. The

definition can change depending on the institution. In this study, the researcher

defines academic achievement as anything done as a student that is outstanding

in school.

Concept of Gender

Women need adequate specialized training in an attempt to re-brand

Nigeria. They should be encouraged to take up training in accountancy,

electronics, and mechanical technology so that their number in the workforce will

increase in specialized technical occupations that have been monopolized by men

(Okoro, 2007). Animasahum (2007) argued that both boys and girls can perform

36

brilliantly in learning if they are exposed to the same learning opportunities.

Since it has been established that gender factor has positive and negative

contributions to academic achievement.

However, previous studies have showed that gender discrimination can

lead to son preference, expressed in sex selective abortion or female feticide. In

the labour market, unequal pay, occupational exclusion or segregation into low

skill and low paid work limit women’s earnings in comparison to those of men of

similar education levels. Women’s lack of representation and voice in decision

making bodies in the community and the state perpetuates discrimination, in

terms of access to public services, such as schooling and health care, or

discriminatory laws especially in the area of study where culture and religion

does not allow intermingle of opposite sex and consider females to remind in

door will bring about low acquisition of practical agricultural science skills and

productions (Danjuma & Bah, 2010).

Theoretical Framework

The purpose of this section is to review theories that are related to

this study. The theoretical frame work of this study will be based on,

Brunner’s theory (1966) Cognitive theory of learning, Piaget's Stages of

Cognitive Development (1964) and B. F. Skinner’s theory (1971)

Stimulus-Response.

37

Cognitive Theory of Learning (Brunner, 1966).

According to the theory of Brunner (1966), children cognitive structures

mature with age as a result of which the child can think and organize material in

increasingly complex ways. Children are also seen as naturally inquisitive,

thirsty for knowledge and understanding. The child naturally adapts to its

environment and abstract thinking develops through action. With stages the child

would progress from one to the next and then, crucially, leave the old way of

thinking or operating behind. The Modes of representation are the ways (or

format) in which the child manipulates information.

For Brunner, symbols include words (language), music, numbers or

anything used to symbolize something else. The precise timing of this one

depends on the child, particularly its language ability. For the first time the child

can categories, think logically and solve problems. Bruner’s main interest was in

the child’s transition from iconic to symbolic modes. A major implication of

Brunner’s theory is that cognitive development can be speeded up by training

children in the use of symbols. Based on the above fact, the theory can be

adequate to teach SS 11 agricultural science students since the theory is dual ling

much on the child cognitive transition. Hence You Tube video package can

clearly display different skills involve in land preparation for agricultural

productions when viewed.

38

Cognitive Development Theory (Piaget, 1964)

Piaget learning theory also supported the use of instructional materials for

classroom instructions. Piaget believes that learning is a gradual process and that

intellectual behavior results from interplay between two vital and antagonistic

psychological processes known as assimilation and accommodation. Piaget

classified cognitive development into four stages-

Piaget's Stages of Cognitive Development (1964)

Approximate

Age

Stage Major Developments

Birth to 2 years Sensori-motor Infants use sensory and motor capabilities to

explore and gain understanding of their

environments.

2 to 7 years Preoperational Children begin to use symbols. They respond

to objects and events according to how they

appear to be.

7 to 11 years Concrete

operations Children begin to think logically.

11 years and

beyond

Formal operations They begin to think about thinking. Thought

is systematic and abstract.

A child will develop through each of these stages until he or she can reason

logically. The learner is advanced through three mechanisms.

� Assimilation - fitting a new experience into an existing mental structure

(schema)

� Accommodation - revising an existing schema because of a new

experience

� Equilibrium - seeking cognitive stability through assimilation and

accommodation

39

Since Piaget believes that intellectual behavior results from interplay

between two vital and antagonistic psychological processes, then YouTube video

instruction when used will stimulate interest hence increase students’

performance. This is because YouTube video will be viewed and reviewed at the

students’ discretion with or without the guidance of teacher.

Operant Conditioning Theory (Skinner, 1971)

The theory of Skinner (1971) stated that learning is a function of change in

overt behavior. Changes in behavior are the result of an individual's response to

events (stimuli) that occur in the environment. A response produces a

consequence such as defining a word, hitting a ball, or solving a math problem.

When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the

individual is conditioned to respond. The distinctive characteristic of operant

conditioning relative to previous forms of behaviorism (e.g., connectionism,

drive reduction) is that the organism can emit responses instead of only eliciting

response due to external stimulus.

Reinforcement is the key element in Skinner's S-R theory. A reinforcer is

anything that strengthens the desired response. It could be verbal praise, a good

grade or a feeling of increased accomplishment or satisfaction. The theory also

covers negative reinforcers -- any stimulus that results in the increased frequency

of a response when it is withdrawn (different from aversive stimuli -- punishment

-- which result in reduced responses). A great deal of attention was given to

40

schedules of reinforcement (e.g. interval versus ratio) and their effects on

establishing and maintaining behavior.

One of the distinctive aspects of Skinner's theory is that it attempted to

provide behavioral explanations for a broad range of cognitive phenomena. For

example, Skinner explained drive (motivation) in terms of deprivation and

reinforcement schedules. Skinner (1957) tried to account for verbal learning and

language within the operant conditioning paradigm, although this effort was

strongly rejected by linguists and psycholinguists. Skinner (1971) deals with the

issue of free will and social control. By way of example, consider the

implications of reinforcement theory as applied to the development of

programmed instruction (Markle 1969; Skinner 1968). The implications are:

(1) Practice should take the form of question (stimulus) - answer (response)

frames which expose the student to the subject in gradual steps

(2) Require that the learner make a response for every frame and receive

immediate feedback

(3) Try to arrange the difficulty of the questions so the response is always

correct and hence a positive reinforcement

(4) Ensure that good performance in the lesson is paired with secondary

reinforcers such as verbal praise, prizes and good grades.

Three Principles are stated by B. F. Skinner as shown below:

(1) Behavior that is positively reinforced will reoccur; intermittent reinforcement

is particularly effective

41

(2) Information should be presented in small amounts so that responses can be

reinforced ("shaping")

(3) Reinforcements will generalize across similar stimuli ("stimulus

generalization") producing secondary conditioning

Operant conditioning has been widely applied in clinical settings (i.e.,

behavior modification) as well as teaching (i.e., classroom management) and

instructional development (e.g., programmed instruction). In the application, if

practical agricultural teachers will adopt the use of YouTube video as an

instructional medium in teaching practical agricultural skills; it will then imply

that the YouTube video will reforced students acquisition of practical land

preparation for crop productions. Based on the above implications, the researcher

anchored this study to Skinner’s operant conditioning theory.

Review of Empirical Studies

The review of related literature would be based on the studies carried out

by- Onu and Okoye (2012), Oladele, (2011),Ugwoke (2010), Mudasiru (2010),

Adeleke (2010), Tsung and Wei (2010) Russel and Newton (2008), Ogbondahi

(2008),Isreal (2007), Peter (2007), and Aroh (2006).

Onu and Okoye (2012), worked on the effects of commercially produced

computer assisted instruction (CAI) on students’ acquisition of science process

skills and interest in secondary school biology. Biology students exposed to CAI

were compared with their counterparts taught using the traditional lecture

method, to ascertain whether significant difference exist in their mean

42

achievement and interest scores. The study also investigated the impact of gender

on students’ acquisition of science process skills and interest in biology. The

study also sought to determine the interactive effects of teaching process and

gender on students’ acquisition of science process skills and interest in biology.

The result of the analysis showed that CAI had significant effects on students’

acquisition of science process skills and interest in biology. Gender is a

significant factor in acquisition of science process skills and interest in biology.

The research was a quasi-experimental design. Even though the work adopted the

same design; but used different media, different time, different level of

population and different field. Hence there is need for the researcher to conduct

this research to see whether there will be changed in the outcome of the result to

be obtained.

Oladele (2011) conducted a study on Effectiveness of field practical

training for competence acquisition among students of Botswana College of

Agriculture. Field practical training is a requirement for all students who enroll in

any program in the Botswana College of Agriculture, as it has been discovered

that, experiential learning complements theoretical classroom teaching. The

effectiveness of Field Practical Training (FPT) for competence acquisition among

students was examined through a descriptive survey. Students also reported that

they were competent before undergoing the FPT programme in 12 tasks and the

rating was retained as well after FPT. On the other hand, students reported that

they were not competent before and even after undergoing the FPT programme in

43

four of the agricultural practical skills examined. The results of paired t-test

showing comparison before and after FPT among students showed that,

significant differences were found among 32 tasks with students having higher

competence mean score after the FPT raining than the score before the training.

The study recommends that, established farms should be used for the programme

and students should be posted to farms that will enhance their skill development

for the area of the academic programme specialization. This study was carried

out in different geographical location with a different purpose and year, the

methodology of the studies are not the same; because of the above reasons

therefore, the researcher is conducting the current study to see if a change in the

two results will be obtained.

A study on ‘’utilization of school farm for promoting skill acquisition

among secondary school students in Enugu state’’ was conducted by Onu and

Ugwuoke in the year (2010). Three research questions and two null hypotheses

guided the study. The study investigated the impact of school farm for promoting

secondary school students’ skill acquisition. The study also determined the

interactive effects of school farm and gender on students’ acquisition of skills.

The study adopted survey research design. The result of the analysis showed that

school farm had significant effect on students’ skill acquisition in practical

agriculture. The year and the location of the study are not the same with the

present study. Therefore, the researcher wants to conduct the present study to see

44

whether there will be changed in the result to be obtained since students are fully

involved, also the year and the locations are not the same.

Adeleke (2010) carried out a research on the “Assessment of Resources

and Instructional Materials Status in the Teaching of Mathematics in

Southwestern Nigeria’’. Instructional materials are vital to teaching–learning

process. It is potent in reducing abstraction that characterizes Mathematics

concepts. However, research reports have shown that these materials are grossly

unavailable in most schools. Few available ones are either inadequate or

underutilized. This paper is a case study of availability, adequacy and utilization

of Mathematics instructional materials in southwestern Nigeria. The teachers

know little implications of the use of instructional materials. Various means of

improvisations and sourcing for these instructional materials were recommended.

It was also recommended that the teachers should be trained in the appropriate

use of instructional materials. Even though the two studies are all geared towards

uplifting the standard of teaching and learning; but the designs, the years, the

subjects and the locations of the study areas are not the same that is why the

researcher decided to embark on the current study to see the existing changes in

the two results obtained.

Tsung-Yen and Wei-Fan (2010) conducted a research on the ‘’Effect of

Computer-Based Video Games on Children’’. This experimental study

investigated whether computer-based video games facilitate children’s cognitive

learning. In comparison to traditional computer-assisted instruction (CAI), this

45

study explored the impact of the varied types of instructional delivery strategies

on children’s learning achievement. One major research null hypothesis was

tested: there are no statistically significant differences in students’ achievement

when they receive two different instructional treatments: (1) traditional CAI; and

(2) a computer-based video game. One hundred and eight third-graders from a

middle/high socio-economic standard school district in Taiwan participated in the

study. Even though the two studies were carried out to facilitate teaching and

learning, but different medium were used, carried out in different locations and

equally in different years. The above variations intimated the researcher to

conduct the present study whether there will be changed in the results of the two

studies.

Russell and Newton (2008), worked on a project titled “Short-Term

Psychological Effects of Interactive Video Game Technology Exercise on Mood

and Attention’’. The purpose of the study was to examine the short-term

psychological effects of interactive video game exercise in young adults and

whether IVGT participation was capable of improving mood as has been shown

for traditional forms of exercise. In addition, the researchers were interested in

comparing both actual physical exercise output and perceived exertion of that

output across the exercise conditions. Participants in the video-game control had

higher post-activity negative affect immediately and 10- minutes post activity

than either exercise group. In addition, exercise condition participants had higher

positive mood at 10-minutes post activity compared to the video game control

46

participants. Results do not support IVGT mood benefits over other forms of

exercise, but do support immediate affective benefits of exercise compared to

sedentary activity. It is concluded that while there is potential for interactive

video-game based applications to elicit affective benefits, there is a need to

examine circumstances under which these benefits are most likely to occur. The

two studies did not use the same media; the level populations involved in the

study are not the same, different purposes, and different field of studies, different

years and in different countries (location). These reasons prompted the researcher

to conduct the current study to see whether differences exist between the first and

the later results.

Ogbondahi (2008) evaluated the instructional materials in the effective

implementation of migrant fishermen’s children education programme in Rivers

state of Nigeria. Survey research design was adopted. The population for the

study was made up of all the teachers and the pupils. The findings show that

there is a significant relationship between the available instructional materials

and effective implementation of migrant fishermen’s children education. Based

on these findings, recommendations were proffered. Both the researches are for

the facilitation of learning but at different levels, different locations, different

years and different designs. The researcher adopted another design to see whether

there is a change in the two results.

Israel (2007) conducted a study on the Effects of Video-taped Instruction

on Secondary School Students’ Achievement in History Educational

47

technologists as well as curriculum experts have proved that video-taped

instruction has high potential in the teaching and learning situation for it can

multiply and widen the channels of communication between the teacher and the

students. Empirical studies in Nigeria involving videotaped instructional strategy

have been limited to the teaching and learning of the Sciences, Mathematics and

English language. This study, therefore, sought to determine the effect of

videotaped instruction in the teaching of history. The study adopted the quasi-

experimental research design using video-taped instruction & conventional

strategies. A multi-stage sampling technique was employed to select 92 history

students made up of 40 males and 52 females. A validated history achievement

test instrument with a reliability coefficient of 0.75 was administered. The result

showed that students taught with video-taped instruction performed better

(x=25.30) than those taught with the conventional method (x-= 20.12). The result

of the ANCOVA statistical analysis revealed that gender F (2, 91): p >o.o5) was

not a significant factor on students’ achievement in history, when video-taped

instructions are used. The mean achievement scores of both male and female

students were greatly improved on the use of customized video-taped instruction

establishing that the use of customized video-taped instruction is independent of

gender. The implication of this study is discussed. Therefore, this study is found

to be done in different location, the subject area (history) is not the same; the

media used are not directly the same to that of the current study. Therefore, the

48

researcher decided to conduct this research to see whether the media used will the

best to teach agricultural skills in secondary schools.

Aroh (2006) studied the effects of videotaped instruction on secondary

school students’ achievement and interest in mathematics. The study investigated

the effects of customized videotaped instruction on the achievement and interest

of secondary school students in mathematics. A sample of one hundred and

seventy three (173) SS1 students drawn from four out of twenty three (23) co-

educational senior secondary schools in Nsukka Local Government Area was

used. The study sought to determine the effect of video-taped instruction on

secondary school students’ achievement and interest in mathematics. The

findings revealed that students taught with video-taped instruction performed

better than their counter part taught with conventional approach. The study

adopted a quasi-experimental design, especially a non-equivalent control group

involving pretest and posttest design. A Mathematics Achievement Test (MAT)

containing twelve multiple choice test and an interest scales containing twelve

items were used as instrument for both control and experimental groups. The

achievement test covered topics on arc, perimeter of sectors, and length of chord

and perimeter of segments of a circle. Four research questions and six hypotheses

guided the study. ANCOVA was used in testing the hypotheses at P<0.05 level

of significance. The study used different media, different year, different location

and the subject areas involved in the two studies are not the same as well. In this

49

case, the researcher is carrying out this research to asserting the change in the two

results.

Summary of Literature

The review of literature is organized into three sections, namely;

conceptual framework, theoretical framework, empirical studies and summary of

the literature reviewed. The conceptual framework reviewed the concepts of

Agriculture, concept of instruction, concept of achievement, concept of

instructional materials, concept of You Tube video. Other concepts reviewed

include concept of interest and concept of gender. Agricultural science is one of

the subjects offered in secondary schools and it requires practical exercise on the

part of both the teacher and the students to enhance active participation.

Following the definitions given by different authors, the researcher gave his own

operational definitions of the said concepts.

The second section of the review examined the theoretical basis for the

study. Here, Brunner’s theory (1966), Piaget theory (1964) and B. F. Skinner’s

theory (1971) were extensively discussed and related to this study.

The third section reviewed some of the studies that have been carried out

in the past to address the problems associated with teaching and learning among

students in secondary schools. From the literature reviewed, it is clear that none

of the studies have been carried out to address the problems associated with

practical land preparation in agriculture among students. It is however, observed

that none of the studies reviewed or any other one known to the researcher

50

addressed the effect of You Tube video instruction on students interest and

achievement of practical land preparation in Yobe state secondary schools. The

aim of this study therefore, is to investigate the effect of You Tube video

instruction in teaching-learning process with a view to arouse, motivate and

increase the interest and academic achievement of students in practical land

preparation in Yobe state secondary schools.

51

CHAPTER THREE

RESEARCH METHODS

This chapter presented the methods to be adopted in the study under the

following sub-headings: Design of the study, Area of the Study, population of

the study, sample and sampling technique, Instrument for data collection,

validation of the instrument, reliability of the instrument, experimental procedure

and method of data analysis.

Design of the Study

The study adopted quasi-experimental research design. Quasi-experimental

research design according to Nworgu, (2006) is an experiment where random

assignment of subjects to experimental and control groups is not possible.

Specifically, it will utilize non randomize pretest posttest control group design

involving two groups. It is quasi-experimental because the subjects are not to be

randomly assign to groups, rather intact classes will be randomly assign to

treatment and control groups. This is a case when a researcher uses two

groups/streams of a class as experimental and control groups respectively.

The Design is systematically presented as follows:

Group Pre-test

Treatment Post-test

E 01 X 02

C 01 02

E = Experimental group

C = Control/conventional group

01 represent pretest (experimental and control groups)

02 represent posttest (experimental and control groups)

51

52

Area of the Study

The study was conducted in Fika senior secondary school and Gadaka senior

secondary school all in Fika Local Government Area of Yobe State in north-east

zone of Nigeria. Fika local government shares common boundaries with Bauchi

State from the west, Gombe State from the south, Gujba local government in

Yobe State from the east and Potiskum local government of same Yobe State

from the north. Its headquarters are in the town of Fika in the south of the area at

11°17′00″N11°18′29″E. It has an area of 2,208 km² and a population of 136,895

(Census, 2006). The choice was made based on the fact that the area has

sufficient number of schools that use computers in instructional process. Moreso,

the people in the area are predominantly farmers engaged in both crop and

livestock productions.

There are twenty (20) secondary schools in the area of the study. Out of

these twenty (20) secondary schools, five (5) are senior secondary schools,

fifteen (15) are junior day secondary schools and out of the five (5) schools, one

is a girl’s secondary school, two are boy’s secondary schools while the remaining

three (3) are coeducational schools. The two selected schools to be used for the

study are coeducational schools.

Population of the Study

The population for the study was made up of six hundred (600) students of

agricultural science. The target population of the study comprised all the five (5)

53

senior secondary schools in the area of study (Yobe State Ministry of Education

YSME, 2012).

Sample and Sampling Technique

The sample constituted a total of eighty (80) SSII students from the two (2)

schools of the five senior secondary schools in the local government area. To

produce the sample, the schools were purposively selected. One (1) of the

schools was designated experimental while the other one (1) served as a control

group.

The assignment of class to treatment condition was by simple random

sampling. The treatment class was exposed to You Tube video instructional

package while the control class was exposed to the customized video

instructional package. Intact class was used for both the treatment and control

class.

Instrument for Data Collection

The following instruments were used to gather data for the study:

a. Agricultural Achievement Test (AAT).

(i) Pretest (ii) posttest

b. Agricultural Interest Inventory (AII).

(i) Pretest scores (ii) posttest scores

The AAT consisted of thirty (30) practical agricultural science questions

was designed to tap information on the effect of You Tube video instruction on

students interest and achievement of practical agricultural land preparation.

54

These questions were used when administering a pretest (i.e before the treatment

commence). After the treatment, AAT (posttest) was administered using the

thirty (30) items used for the pretest but in a different organization. The thirty

(30) agricultural science questions that were asked in both pretest and posttest

were answered by the students involve in the study. The instruments were

developed by the researcher on the topics to be used in the study. AII with 34

items was also designed to determine the interest of the students on practical

agriculture.

Validation of Instrument

The instruments for the study namely: Agricultural Achievement Tests

(AAT) and Agricultural Interest Inventory (AII) were sent to three (3) experts to

determine their validity. Two (2) experts drawn are Educational Technologists

from Arts Education Department, University of Nigeria Nsukka while one (1)

expert was drawn from Vocational Teacher Education, University of Nigeria

Nsukka. The suggestions were used to modify the instruments (See Appendix G.

pp.96).

Reliability of the Instrument

The internal consistency reliability of AAT was determined from the

responses of 30 secondary school students. An internal consistency reliability

coefficient of .84 was determined for the instrument using Kudder-Richardson

fomula 21 (See Appendix F. pp. 91).

55

The reliability of AII was determined using Cronbach alpha. The inventory was

administered to 30 secondary school students by the researcher. An internal

consistency reliability of 0.91 was determined (See Appendix F. pp.23).

Experimental Procedure

The main treatment for the study was teaching two groups of students (control and

treatment groups) using customized video instruction for control and You Tube video

instruction for the treatment group respectively. The treatment lasted for four weeks.

The regular practical agricultural science teachers of the selected secondary

schools employed as research assistance to assist the researcher in the study. The

teacher guided the experimental group (students) on how to get connected to

YouTube video website so as to assess the topics to be learnt. The students

viewed, reviewed and retrieved information on the topics to be learnt. The

researcher uploaded the topics to the YouTube video website before the

commencement of the treatment. He gave the agricultural science teacher the

topic to be treated for the day and the teacher gave to the students. Each student

went at his/her own phase during the lesson. When logged in to the website, other

related topics uploaded by different people in different areas can also be assessed.

The control group was taught the same topics using customized video

instructional package. Here, the teacher arranged for the lesson by providing and

setting the DVD and the television screen to be used from the beginning of the

lesson up to the end. The students viewed and reviewed the package designed on

the topics to be learnt. The topic presentation to all the groups was done one after

another. The next topic was made known to the students before its time of

56

presentation. Two components of land preparation (for instance slashing and

raking) formed a topic to be taught in one lesson for both experimental and

control groups. A treatment group teacher gave the website address of the topic

to be learnt while a control group teacher operate the DVD player which

contained the customized video package with the same topic to be learnt for the

day. The Agricultural Achievement Test (AAT) which was one of the

instruments for data collection was given to the teachers to administer as pretest

before the treatment commences. Immediately after the treatment, the AAT was

re-administered as a posttest and the scores were recorded. Same number of

questions was used for the pretest and posttest respectively. A class with forty

desktops was used for the experimental group, (One desktop per student). While

for the control group, a video set was provided and handled by the teacher to

show the package to the students in the class. In the class, both the groups can

use 24 inch television size but the treatment group are free to use any size at their

convenient outside the school.

The investigator/researcher trained the teachers on how to be connected to

YouTube video website and how to use the customized video instructional

package as well. This was done a day to the commencement of the study. The

training exercise was based on the purpose of the study, the topics to be taught,

the use of the customized video instructional package, the use of the YouTube

video website and the general conduct of the study. For the experimental group,

the teacher was advised to use the YouTube video website to teach the students

57

while customized video instructional package was to be used to teach the control

group. When conducting the lesson, the researcher went round the school for

effective supervision of the teachers and to ensure smooth conduct of the lessons.

Control of Extraneous Variables

A number of steps were taken to control extraneous variables that would

likely constitute threats to the validity of the study. These includes-

1) Teacher variables

2) Inter group contamination

3) School variables

4) Eclectic nature of the medium

5) Time

Teacher’s Variable

The students’ regular practical agricultural teachers were involved in the

teaching of both the experimental and the control groups as well as administering

the validated instruments while the researcher does the supervision. A uniform

standard in the conduct of the lesson was ensured with the researcher’s prepared

lesson plans and clearly stated objectives to reduce teaching effect.

Inter Group Contamination

In order to control inter group contamination, the two groups were not

designated in the same school so that members of the two groups will not be

taught at a time in one place. Topic to be taught to one group was not made

known to another group.

58

School Variables

Schools that were used for the study are all urban schools that provided

similar environmental condition and homogeneous learning background to the

subjects.

Eclectic Nature of the Medium

The medium for the instruction was used for a certain number of weeks

(four weeks) for the students to become use to it. This prevented the newness of

the instructional medium to have an influence on learning.

Time

The agricultural science teachers used morning hours throughout the

period of the study since it was the usual time of most practical agricultural

activities. Thus, same hour was used so that the variation in the timing did not

influence learning.

Method of Data Analysis

The research questions were answered using Mean and Standard deviation.

The hypotheses were tested at 0.05 level of significance, using Analysis of

Covariance (ANCOVA).

59

CHAPTER FOUR

PRESENTATION OF RESULTS

This chapter presented the results of the findings. These were presented on

individual tables for research questions and hypotheses.

Research Question 1: What are the mean achievement scores of students taught

practical land preparation using You Tube video instruction and those taught with

customized video instruction?

Table I: Mean Χ and Standard Deviation (SD) of students’ achievements scores

in practical land preparation

Instruction S/N Pre-test Post-test Gain Score

Χ1 SD1 Χ2

SD2 Χ

Treatment 43 8.21 2.42 19.88 3.58 11.69

Control 40 10.55 4.95 17.73 7.32 7.18

Table 1 revealed that the gain score for students taught practical land preparation

with You Tube video was 11.67 while that of students taught with customized

video instruction was 7.18. Students taught practical land preparation with You

Tube video therefore, performed better than students taught with customized

video instruction.

Research Question 2: What are the mean interest rating scores of students

taught practical land preparation with You Tube video instruction and those

taught with customized video instruction

59

60

Table 2: Mean Χ and Standard Deviation (SD) of students’ achievements scores

in practical land preparation


Χ1 SD1 Χ2

SD2 Χ

Treatment 43 35.81 13.57 63.51 17.36 27.7

Control 40 37.45 14.25 59.33 16.32 21.88

The results in Table 2 indicated that students taught practical land preparation

using You Tube video had interest gain score of 27.7 while that of students

taught with customized video instruction was 21.88. The students taught practical

land preparation with You Tube video therefore, had higher interest mean score

than that of students taught with customized video instruction.

Research Question 3: What are the mean achievement scores of male and

female students in practical land preparation?

Table 3: Mean Χ and Standard Deviation (SD) achievements of students’ scores

according to Gender


Χ1 SD1 Χ2

SD2 Χ

Treatment 27 17.96 8.82 6.39 3.58 9.14

Control 16 20.57 10.36 3.82 7.32 10.21

Table 3 revealed gain mean score of 9.14 for male students, while the female

students had gain mean score of 10.21. Female students therefore, performed

slightly better than their male counterparts in practical land preparation.

61

Research Question 4: What are the mean interest scores of male and female

students in practical land preparation?

Table 4: Mean Χ and Standard Deviation (SD) interest scores of students

according to gender


Χ1 SD1 Χ2

SD2 Χ

Treatment 27 37.60 13.95 63.81 17.63 26.21

Control 16 34.64 11.92 59.82 16.52 22.81

Table 4 showed interest gain score of 26.21 for male students, while the female

students had gain score of 22.18. Male students therefore, had higher interest gain

score than their female counterparts in practical land preparation.

Research Question 5: What is the interaction effect of You Tube video

instruction and gender on students mean achievement scores in practical land

preparation?

Table 5: Mean Χ and Standard Deviation (SD) achievements scores by group

and Gender

Variables YouTube video Video

N Χ SD N Χ SD

Pretest

Male 27 7.81 2.53 28 9.79 5.14

Female 16 8.88 2.13 12 12.33 4.10

Posttest

Male 27 19.78 (11.97) 3.58 28 16.21 (6.42) 7.93

Female 16 20.06 (11.18) 2.62 12 21.25 (8.92) 4.03

Total

Observed mean 19.88 3.22 17.73 7.32

Gain score 27.7 21.88

Note: gain scores are in parentheses

62

Table 5 revealed a higher gain score of 11.97 for male students who were taught

with You Tube instruction, while their female counterparts had gain score of

11.18. Male students 6.42 while their female counterparts had gain score of 8.92.

the results do not suggest ordinal interaction effect between group and gender on

students’ achievement in practical land preparation. This was because at all levels

of gender, the gain score were higher for the treatment group than for control.

The difference in the gain scores of male and female students in each group was

negligible.

Research Question 6: What is the interaction effect of You Tube video

instructions and gender on students mean interest scores in practical land

preparation?

Table 6: Mean Χ and Standard Deviation (SD) interest scores by group and

Gender

Variables YouTube video Video

N Χ SD N Χ SD

Pretest

Male 27 38.19 13.57 28 37.04 14.15

Female 16 31.81 9.45 12 38.42 14.15

Posttest

Male 27 66.67 (28.42) 17.81 28 61.18 (24.14) 17.34

Female 16 58.19 (26.38) 15.66 12 55.00 (20.91) 13.31

Total

Observed mean 63.51 17.36 59.33 16.32

Gain score 27.7 21.88

Note: Gain scores are in parentheses

Table 6 showed a higher interest gain score of 28.42 for male students who were

taught with You Tube video instruction, while their female counterparts had gain

score of 26.38. Male students who were taught with customized video instruction

63

had interest gain score of 24.14 while their female counterpart had interest gain

score of 20.91. The results do not suggest ordinal interaction effect between

group and gender on students interest in practical land preparation. This was

because at all levels of gender, the interest gain score were higher for the

treatment group than for control.

The six hypotheses were tested using Analysis of covariance summary of the

analysis for the six null hypotheses were shown in table seven and eight.

Table 7: Analysis of covariance of students’ practical land preparation

achievement scores by instruction and gender

Sources of Variation Sum of squares DF Mean Square F SIG

Corrected model 1790.976a 4 447.744 41.977 .000

Intercept 701.271 1 701.271 6.5.745 .000

Pretest 1480.580 1 1480.580 138.806 .000

Instruction 301.099 1 301.99 28.228 .000

Gender 6.223 1 6.223 .583 .447

Instruction x Gender 42.203 1 42.203 3.957 .050

Error 831.988 78

Total 32094.000 83

Corrected Total 2622.964 82

HO1: There is no significant difference in the mean achievement scores of

students taught land preparation using You Tube video instruction and those

taught using customized video instruction.

Data in Table 7 showed a statistical main effect for group F (1, 82) = 28.228,

P=.000 or P<0.05. The null hypothesis therefore, was rejected, indicating that

there was significant difference in the mean scores of students taught using You

Tube video and those taught using customized video instruction. The gain score

64

for You Tube video instruction was 11.67 while that for customized video

instruction was 7.18. The difference was in favour of You Tube video instruction.

You Tube customized video instruction therefore, was superior to customized

video instruction in practical land preparation.

Table 8: Analysis of covariance of students’ practical land preparation interest

scores by instruction and gender

Sources Sum of squares DF Mean Square F SIG

Corrected model 8014.614 4 2003.654 10.156 .000

Intercept 11550.042 1 11550.042 58.545 .000

Preinterest 6608.412 1 6608.412 33.497 .000

Instruction 698.829 1 698.829 3.542 .064

Gender 572.498 1 572.498 2.902 .092

Group x Gender 40.942 1 40.942 .208 .650

Error 15388.133 78 197.284

Total 337268.000 83

Corrected Total 23402.747 82

HO2: There is no significant difference in the mean interest rating of students

taught practical land preparation using You Tube video instruction and

those taught using customized video instruction.

Table 8 indicated a non-statistical main effect for group F (1,82) = 3.542, P=.064

or P<0.05. The null hypothesis therefore, was not rejected, showing that

there was no significant difference in the mean interest scores of students

taught using You Tube video and those taught using customized video

instruction.

65

HO3: There is no significant difference in the mean achievement scores of male

and female students in practical land preparation.

Data in Table 7 showed non-significant main effect of gender F(1,82) = .583,

P=.447 or P>0.05. The null hypothesis was not rejected, indicating that

there was no significant difference in the mean achievement scores of male


HO4: There is no significant difference in the mean interest rating scores of male


Table 8 revealed non-significant main effect of gender F(1, 82) = 2.902, P =.092

or P>0.05 The null hypothesis was not rejected, indicating that there was

no significant difference in the mean interest scores of male and female

students in practical land preparation.

HO5: There is no significant interaction effect of You Tube video instruction and

gender on students’ achievement in the data.

Data in Table 7 indicated no significant interaction effect of instruction and

gender F(1,82) = 3.957, P=.050 or P>0.05. The null hypothesis was

rejected. The interaction effect of instruction and gender was therefore,

statistically not significant.

HO6: There is no significant interaction effect of instruction and gender on

students interest scores in practical land preparation.

Table 8 revealed non - significant interaction effect of instruction and gender

F(1,82) = .208, P<. 650. The null hypothesis was not rejected. The

66

interaction effect of instruction and gender was therefore, not statistically

significant.

Summary of Results

a. Students taught practical land preparation with You Tube video performed

better than students taught with customized video instruction.

b. Students taught practical land preparation with You Tube video had higher

interest mean score than that of students taught with customized video

instruction; however no significant difference was established.

c. Female students performed slightly better than their male counterparts in


d. Male students had higher interest gain score than their counterparts in


e. There was no interaction effect of instruction and gender on students’


f. There was interaction effect of instruction and gender on students’ interest in


67

CHAPTER FIVE

DISCUSSION, CONCLUSION, IMPLICATIONS,

AND RECOMMENDATIONS

In this chapter, the findings of the study based on the six research questions

and six null hypotheses that guided the study are discussed. The conclusion,

education al implications, recommendations, limitation of the study, suggestions

for further research and summary of the whole study are also presented.

Discussions

Discussion of the findings is presented under the following sub-headings:

(a) Effect of You Tube video on students’ achievement in practical land

preparation;

(b) Effect of You Tube video on students’ Interest in practical land preparation

(c) Influence of gender on students’ interest and achievement in practical land

preparation;

(d) Interaction effect of You Tube video and gender on students’ achievement in

practical land preparation;

(e) Interaction effect of You Tube video and Gender of students’ interest in


Effect of You Tube video on students’ Achievement in practical land

preparation

The use of You Tube video instruction is more superior to the use of

customized video instruction in facilitating the achievement of the learners in

practical land preparation. The difference in the performance might have been as

67

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a result of the type of the method of presenting instructions to the learners. You

Tube video instructions entails that the method is students’ centered with learners

actively involved in the learning process. This is against the use of customized

video instructions that is to say that the method is teacher-centered. In You Tube

video instructions, students are highly involved in the learning process. The

teachers’ activity is to coordinate and facilitate while students do the work

themselves through operation the medium, posting comments where necessary,

commenting on other viewers’ comments among others. Through this practice,

students retain what they have learnt. However, in customized video instructions,

teacher operates the video for the students to watch the activities. Learners’

works together own their own to solve problem with the assistance of the teacher.

This enables them to understand any concept or issues appropriately because it

gives them room for exchange of ideas. In contrast with video instructions which

is teacher-centered; the students are just viewing and to the medium.

It should be noted that in You Tube video students are self-initiated and

self-directed type of learning. Learners determinations of how they learn are

expected to be critical to the achievement of the lesson more than the customized

video instruction by which the medium dishes out the instructions not minding

whether the students learnt or not, not minding whether the students may some

clarifications or not. Students therefore, benefited more from YouTube

instruction than customized video instruction in learning practical land

preparation.

69

This finding is in conformity with the finding of Onu and Okoye (2012),

which revealed that the use of commercially produced Computer Assisted

Instruction (CAI) had positive effect on students’ interest and achievement in

biology. Tsung-Yen and Wei-Fan (2010) who all agreed with computer-based

video game playing not only improves participants’ fact/recall processes, but also

promotes problem-solving skills by recognizing multiple solutions for problems.

On the other hand, the customized video instruction used for the control

group in this study did not produce a high mean score. Therefore, the method has

proved to be ineffective. It is possible that the passive manner of teaching

practical land preparation using customized video instruction does not stimulate

the students.

The customized video instructional method of teaching practical land

preparation at senior secondary classes did not enhance students’ achievement.

This finding is contrary to that of Israel (2007). In his study on the effects of

customized video-taped instruction on secondary school students’ achievement in

history, it was observed that students taught with customized video-taped

instruction performed better. However, in this study, the students’ taught with

You Tube video achieved significantly higher than those taught with the

customized video instructional package. The latter did not appear to stimulate or

awaken the students’ active participation in the topics they were taught. YouTube

on the other hand provided a basis for the improvement of learner’s achievement

in practical land preparation.

70

Effect of YouTube video on students’ Interest in Practical Land Preparation

The result of this findings indicates that You Tube video instruction

stimulates students hence increase their likeness toward teaching of practical land

preparation than customized video instruction. This might have been as a result

of the students’ high interactions and freedom of manipulation of the medium..

The result of this study is in line with Ezeoba’s (2008) who found out that the

activity- based technique stimulate and sustain students’ interest and promote

factual learning. Ezeoba further stated that good teachers use activities because

they know that children learn best by doing and finding interest and enjoyment in

the activities. Laluba, (2006) advised that teaching should be made interesting

and exciting, and that should be related to real life situations. This means that it

should be adjusted to suit the students’ age and level of understanding. The use of

You Tube video in this study responded favorably to this advice. The observed

difference between the gain interest scores cannot be attributed to chance factor.

At senior secondary level, students’ like to visualized, demonstrate, listen and

interact at home, in the school or anywhere else. Therefore, the used of You Tube

video in this study at SS 11 had promoted interesting real life activities and had

statistically significant effect on students’ interest in practical land preparation.

Influence of Gender on Students’ Achievement in Practical Preparation

The findings of this study revealed that the female students achieved

higher than their male counterparts both in the experimental and control groups

but when pooled together their gender (male/female) gap in the mean

71

achievement scores drastically reduced. The You Tube video favoured both sexes

(male and female students) in this study. The difference in their achievement may

be attributed to the level of interactions during teaching and learning process.

You Tube video did not discriminate between boys and girls even though the

female students had higher mean achievement scores than their male counterparts

in practical land preparation. This result is in variance with Animasahum (2007)

who argued that both boys and girls can perform brilliantly in learning if they are

exposed to the same learning opportunities, since it has been established that

gender factor has positive and negative contributions to academic achievement.

Okoro (2007) stated that women should be encouraged to take up training in

accountancy, electronics, and mechanical technology so that their number in the

workforce will increase in specialized technical occupations that have been

monopolized by men.

In this study, both male and female students almost maintained the same

level of mean interest and achievement scores. The use of You Tube video had

promoted gender equality in the interest and achievement of students in practical

land preparation lesson. Generally, it is clearly demonstrated here that gender had

no significant difference on students’ interest and achievement in practical land

preparation.

Influence of Gender on Students’ Interest in Practical Land Preparation

The result showed that the male students had higher interest gain scores

than the female students. The differences in the interest gain scores may be

72

attributed to the frequent interaction with medium. The findings of this study is

in consonance with finding of Nnaka and Aneakwe as cited in Aroh (2006) who

stated that when a learner has extreme likeness for an activity, object or events,

he/she participates or interacts with it more frequently. Learners develop interest

and sustain when he/she interact frequently. In his contribution, Ngwoke (2004)

reported that interest is a psychological factor that has the tendency to make

students participate actively in practical lesson. The researcher further stated that

interest when presented, engenders active information seeking character in the

learners such as persistence, attention, conception and feeling of surprises,

excitement and enjoyment; and these play a central role in the learning processes.

Roe (2012) conducted an investigation on the effects of live, videotaped, or

written instruction on learning an upper-extremity exercise program. The result

of the researcher’s findings revealed that Subjects who received instruction from

handout materials alone (handout group) exhibited poorer performance accuracy

than subjects who received live or videotaped modeling and exercise instruction.

In addition, the total number of errors of the handout group was more than twice

the average of the live instruction and videotape instruction groups.

In this study, students taught using You Tube video instruction interact more

frequently with the medium than those students taught with customized video

instructional package. That is to say that those taught with You Tube video

instruction more participate actively than their counterparts taught with

customized video instruction during teaching practical land preparation. The

73

participation of those taught with customized video instructional package was

relatively low, so the approach could not stimulate the students to develop

interest.

Interaction Effect of You Tube and Gender on Students’ Achievement in

Practical Land Preparation

The result of this findings revealed that male students had mean

achievement gain scores higher than the female student in same the experimental

group so also in the control group. The differences in the mean achievement gain

scores of male and female students in each group were negligible. The

negligibility of the difference in the achievement might have been attributed to

the uniform exposer to the same treatment at the same time of both male and

female. Therefore, You Tube video favoured both male and female students in

this study. You Tube video did not discriminate between boys and girls even

though male students’ had higher mean achievement scores than their female

counterparts. This study is in line with Adeyemi (2012) who investigated the

effects of Computer Assisted Instruction (CAI) on Students’ Achievement in

Social Studies. The findings revealed that there is no significant interaction effect

of treatment on students’ academic ability in their achievement.

Interaction Effect of You Tube And Gender On Students’ Interest In

Practical Land Preparation

The result showed that there was no significant interaction effect of You

Tube video and gender on students’ interest in practical land preparation. This

74

finding is in variance with Israel (2007) who conducted a study on the effects of

Video-taped Instruction on Secondary School Students’ Achievement in History.

The result revealed that the mean achievement scores of both male and female

students were greatly improved on the use of video-taped instruction establishing

that the use of video-taped instruction is independent of gender.

In this study, the male students’ achieved higher interest gain scores in

practical land preparation than their female counterparts both in experimental and

control groups even when pooled together. Even though there was difference, it

was not significant. Both male and female students benefited from the use of You

Tube video in teaching and learning. An insignificant effect between You Tube

video and gender implies that You Tube video package favoured both male and

female students in practical land preparation. Thus, You Tube video should be

adopted in teaching both male and female students.

Conclusion

Based on the aforementioned findings of this study, it can be concluded that

You Tube video instruction has facilitative effect on students’ interest and

achievement in practical land preparation by significantly increasing learners’

participations in the classroom. Students taught practical land preparation using

You Tube video achieved significantly higher than those taught with customized

video instruction. This means that You Tube video proved superior to the

customized video instruction in promoting students’ interest and achievement in

practical land preparation. Gender had no significant influence on students’

75

achievement in practical land preparation. The male and female students’

maintained the same level of interest in practical land preparation.

Finally, the interaction effect of You Tube video and gender were not

significant for both interest and achievement of students’ in practical land

preparation. This result indicated that You Tube video which was more

significant than customized video did not favoured either males or females

interest or achievement in practical land preparation. You Tube video does not

discriminate between boys and girls settings in interest and achievement.

Educational Implications

The findings of this study have the following educational implications:

(1) The mode of You Tube video instruction affects the achievement test of the

students in practical land preparation. That is to say that the use of You Tube

video instruction in teaching and learning should be emphasized.

(2) Male and female performed equally the same in practical land preparation.

Therefore, both sexes should be left to work together as a team whenever the

time for the practical land preparation.

(3) One of the implications is that an effective and efficient use of You Tube

video presentation in practical land preparation as mode of instruction could

influence teaching and facilitate acquisition of knowledge. This could be used

not only to present learning experiences but also to motivate the students to

participate actively in the classroom. Therefore, the use of You Tube video

76

instruction in teaching practical land preparation should be made compulsory

on the agricultural teachers when teaching.

Recommendations

(1) The use of You Tube video that synchronizes text and motion pictures and

equally create a forum for students’ interactions through posting

comments/observations where necessary should be employed by the

agricultural teachers in secondary schools.

(2) Federal, states and local governments should provide adequate, fast and

uninterruptible internet services for use by secondary schools students in

facilitating the execution of the online You Tube video instruction.

(3) Federal government, state governments, national education center and various

institutions of learning such as universities, polytechnics, colleges of

education, government resource centers, research centers and alike should

organize workshops, in-service training programme and refresher courses,

conferences, teaching materials and equipment for exhibition in respect of

You Tube video instruction so that teachers should be equip with the

necessary skills needed for the utilization of You Tube video in teaching


(4) Resource centers should provide internet facilities where secondary schools

tudents will be taken for teaching practical land preparation.

77

Limitations of the Study

The conclusions made with respect to this study are however subject to the

following limitations:

The subjects are exposed to You Tube video instruction over a 2 day period

per week for four weeks. This may not have been sufficient time to observe a

change in the student’s ability to acquire skills in practical land preparation for

crop production. The contents covered were only three practical topics (slashing

and raking, burning and ploughing and harrowing and ridging) which are just

small portions of the syllabus of practical agriculture for crop production.

Similarly, the number of lesson allocated is also insufficient for the students to

master the processes of logging in to YouTube video website.

The frequency of students’ interaction with the internet will variably make it

part of them. Thus, the possibility of acquiring skills and manipulation of the

computer will be on high expectation. Hence increasing the students interest and

achievement.

Suggestions

Areas for further research based on the findings and the limitations of the study

are:

The study may be conducted in other states of Nigeria not covered by this

study. It may be necessary after a period of about five years to compare

WAEC results in practical land preparation of those students who have been

exposed to YouTube video instruction and those students who have not. A

78

study should be carried out on the effect of YouTube video instruction on

students’ interest and achievement at SS level. Apart from these areas of

future study, there is a need to conduct study on subjects or various age levels

in order to determine whether the impact of YouTube video instruction is

greatest at any particular developmental period.

Summary of the Study

The study investigated the effect of You Tube video instruction on students’

interest and achievement and gender on immediate post-test and achievement

scores in practical land preparation. Six research questions and six hypotheses

guided the study.

Thirty research questions were posed and six (6) null hypotheses were

formulated for the study. The study adopted quasi-experimental research design.

A sample of 80 SS11 agricultural students from government coeducational senior

secondary school in Fika local government of Yobe state, Nigeria was

purposively drawn for the study. Fika education zone was purposively selected

because it is one of the senior secondary schools that have computer and internet

services available in the state. Using stratified random sampling, two classrooms

from the two selected schools were selected for the study. From two of the

selected classrooms, one was designated experimental group while another was

designated control group. The experimental group was taught with You Tube

video instruction while the control group was taught with customized video

package. Students were taught by their regular teachers and teaching was done

79

during the practical agriculture as on the school time table. Video package for

control group and You Tube video website address for the experimental group by

the researcher were used for the lessons. The treatment last for four weeks.

Two instruments for data collection were developed and used. Agricultural

Achievement Test (AAT) and Agricultural Interest Inventory (AII). The

instruments were validated by experts in the department of Arts Education,

University of Nigeria, The instruments were administered as pretest before

treatment and as post-test after treatment.

The research questions were answered by calculating the mean scores and

using them as the basis for comparison between the experiment and the control

group data. The major findings were: You Tube video had significant influence

on students’ interest and achievement in practical land preparation; gender had no

significant effect on students’ interest and achievement; interaction effect of You

Tube video and gender on students’ interest and achievement in practical land

preparation was equally not significant.

(1) These findings provided a basis for certain related conclusions such as the fact

that You Tube video instruction has a facilitative effect on students’ interest and

achievement in practical land preparation. Based on the findings and

implications, some recommendations were made. Teachers of agriculture should

be familiarized with You Tube video through the organization of conferences,

seminars and workshops by government and relevant professional body.

Similarly, emphasis should be placed on the use of You Tube video as teaching

80

technique in teaching practical land preparation in secondary schools curriculum.

Another recommendation is that agricultural science teachers’ should strive to

create conducive atmosphere for learning which can give students’ frequent

opportunities to be stimulated and participate actively in the classroom activities.

Suggestions for further research were made as ‘’he increasing number of schools

which include the heterogeneous samples calls for the use of YouTube video

instructions. These include both schools in rural and urban areas and both

government and private owned schools across the area of the study. The study

will be replicated in rural and urban schools’’.

81

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Skinner, B. F. (1968). The technology of teaching. New York: Appleton-Century-

Crofts. Retrieved September 5, 2012 from

http://www2.una.edu/education/Skinner.html.

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Skinner, B. F. (1971). Beyond freedom and dignity. New York: Knopf. Retrieved

September 5, 2012 from http://www.gwu.edu/-tip/skinner.html.

Tech Term Search, (2012). YouTube definition. Retrieved September 20, 2012

from http://www.techterms.com.

The chief examiners WAEC reports (2010). Leaving certificate examination:

higher level. Chief Examiner’s Report. Retrieved May 1, 2012 from

http://www.examinations.ie.

Tsung-Yen, C. & Wei-Fan, C. (2010). Effect of computer-based video games on

children: information and learning technology, National Information

Sciences and Technology, The Pennsylvania State University.

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Fulladu publishing Company, pp. 15-17.

Ugwu, A. M. (2010). Curriculum reforms in entrepreneurship skills acquisition

for adult learners: curriculum and media technology. Journal of

CUDIMAC, 2(1), 305-316

Uko-Aviomoh, E. E., Okoh, E. & Omatseye, B. O. J. (2007). Universal Basic

Education (UBE) in Nigeria Education, Retrieved February 13, 2012 from

http://www.projectinnovation.biz/education.html.

Van der Bank T. N. (2010). Skills acquisition and process in Odupatoas. New

York: University Press.

Yar’adua, U. M., (2007). Inaugural Address of 27th

May, 2007. Retrieved on

15/10/2011 from http//www.nigerianmus.com/important-decument.

YSME (2012). Yobe State Ministry of Education: secondary school enrolment

record. Damaturu: Jaye Publishers.

89

APPENDIX A

Department of Arts Education

University of Nigeria

Nsukka.

Date…………………………

Dear Sir/madam,

REQUEST FOR VALIDATION OF RESEARCH INSTRUMENTS

I am a post graduate student of educational technology at masters’ level

from the above named department conducting a research on the Effect of You

Tube video Instruction on Students Interest and Achievement of Land

Preparation in Yobe State Secondary Schools. Thus, I am soliciting for your

assistance in going through the instruments attached for face validation so that

the instruments will be useful in generating pertinent data for the said study. The

instruments to be used for the study are – Achievement test questions, You Tube

video instructional package for the treatment group and customized video

instructional package for the control group respectively.

Purpose of the Study

The major purpose of the study is to investigate the effect of You Tube

video and customized video instructions on students’ interest and achievement in

practical land preparation. Specifically, the study seeks to:

1. determine the effect of You Tube video instruction on students’


2. find out the effect of You Tube video instruction on students’ interest in


90

3. determine the influence of gender on students’ achievement in practical

land preparation.

4. determine the influence of gender on students’ interest in practical land

preparation.

5. determine the interaction effect of You Tube video instruction and gender

on students’ achievement in practical land preparation.

6. Find out the interaction effect of You Tube video instruction and gender on

students’ interest in practical land preparation.

Research Questions

What are the mean achievement scores of students taught practical land

preparation using You Tube video instruction and those taught with customized

video instruction?

2. What are the mean interests rating scores of students taught practical land

preparation with You Tube video instruction and those taught with customized

video instruction?

3. What are the mean achievement scores of male and female students in practical

land preparation?

4. What are the mean interest rating scores of male and female students in practical

land preparation?


students’ means achievement scores in practical land preparation?

91


students’ mean interest rating scores in practical land preparation?

Hypotheses

The following null hypotheses were formulated for the study and will be

tested at 0.05 level of significance:

Ho1: There is no significant difference in the mean achievement scores of students



Ho2: There is no significant difference in the mean interest rating scores of students



Ho3: There is no significant difference in the mean achievement scores of male and


Ho4: There is no significant difference in the mean interest rating scores of male and



gender on students’ achievement in practical land preparation.


gender on students’ interest scores in practical land preparation.

Thank you in anticipation for your cooperation.

Madu Bah

Validated by………………………………………………………………………

92

APPENDIX B

AGRICULTURAL ACHIEVEMENT TEST (AAT)

PRE-TEST

CLASS: SS11

INSTRUCTIONS: Tick the correct answer from the below options. Each question

carries one (1) mark.

1. The main aim of mechanize agriculture is……………

(a) To reduce the maturation period of crops

(b) To decrease the number of crop pests

(c) To have large area of land for cultivation and to have high

yield

(d) To reduce the cost of production

2. An important farm machine used for coupling different implement for cultivation

purposes is a………..

(a) disc harrow

(b) ridger

(c) tractor

(d) plough

3. Which of the following is not an effect of bush burning on the soil?

(a) Make the land grass free

(b) Increase the soil nutrients

(c) Increase the acidity of the soil

93

(d) Expose the soil to erosion

4. The cutting edge of a mouldboard plough is called…………….

(a) Bolt

(b) Furrow slice

(c) Land slice

(d) Share

5. The following simple farm tools are used for slashing grasses and weeds in the

farm except………

(a) Hoe

(b) Cutlass

(c) Rake

(d) matchet

6. All of the following are simple farm tools are used for burning slashed grasses

and weeds except…………..

(a) Cutlass

(b) Axe

(c) Sickle

(d) None of the above

7. Using machete, hoe or cutlass to cut down existing grasses and weeds in the farm

is known as………………

(a) Ridging

(b) Slashing

94

(c) Ploughing

(d) Burning

8. Tractor can be used for the following farm operations.

(a) Harrowing

(b) Ploughing

(c) All of the above


9. Ridging can be performed with the following implements except…………..

(a) Disc harrow

(b) Disc plough

(c) Rake


10. Putting the slashed grasses and weeds in heaps helps in……………..

(a) Destroying the farm

(b) Prevent rain from falling into the farm

(c) Prevent fire from spreading to other parts of the area that is not put under

cultivation


11. Slashing in crop production aids in………….

(a) Destroying the existing grasses and weeds

(b) Maintaining the grasses and weeds in the farm

(c) Making ridging in the farm look straight

95

(d) Making grasses and weeds in farm very greenish

12. Using mouldboard plough in the cultivation of crop is considered

as……………………….

(a) Mix cropping system

(b) Subsistence system of farming

(c) Mechanize system of farming

(d) Mono cropping system

13. Which of the implements below used for ploughing operation in the farm

(a) Disc plough

(b) Mouldboard plough

(c) Disc harrow

(d) Ridger

14. Which of the implements below used for harrowing operation in the farm

(a) Mouldboard plough

(b) Disc harrow

(c) Disc plough

(d) Ridger

15. Which of the implements can be attached to a tractor for ridging exercise

(a) Disc plough

(b) Disc harrow

(c) Ridger

(d) Mouldboard plough

96

16. Which of the implements can be attached to tractor for harrowing exercise

(a) Ridger

(b) Disc plough

(c) Mouldboard plough

(d) Disc harrow

17. Which of the implements can be attached to a tractor for ploughing exercise

(a) Disc harrow

(b) Disc plough


(d) Ridger

18. The main difference between ploughing and harrowing is that…..

(a) The soil sizes are all the same

(b) The soil clods left after harrowing are bigger than that of the ploughing

(c) The soil clods left after ploughing are bigger than that of harrowing


19. The main difference between harrowing and ridging is that…..

(a) The land left after harrowing looks zig-zag while the land left after ridging looks

flat

(b) The land left after ridging is having bigger clods while the land left after

harrowing look flat

(c) The land left after harrowing looks flat while that of ridging is having straight

lines

97


20. The following are involve in ploughing under subsistence system of farming

except……………………..

(a) Tractor, oxen and chain

(b) Oxen, mouldboard plough and tractor

(c) Disc plough, mouldboard plough and disc harrow

(d) Oxen, two persons and mouldboard plough

21. Which of the following are materials used in burning exercise

(a) Cutlass and rake

(b) Hoe and matchet

(c) Mouldboard plough and matches

(d) Bunch of grass and matches

22. In what position farmer perform burning exercise

(a) Standing position

(b) Bending position

(c) Sleeping

(d) Running

23. In what position farmer perform raking exercise

(a) Bending position

(b) Standing position

(c) Running

(d) Jumping

98

24. In what position farmer perform slashing exercise



(c) Jumping position

(d) All of the above

25. Both slashing and raking under mechanize system of farming are done at a time

using


(b) Ddisc plough

(c) Disc harrow

(d) Tractor

26. The following farm tools are used by farmers when embarking on subsistence

system of farming except……………………

(a) Tractor

(b) Hoe

(c) Cutlass

(d) Rake

27. The following are the farm machineries used in the farm for cultivation purposes

except……………

(a) Rake

(b) Hoe

(c) Matchet

99


28. When performing raking in the farm, farmer holds the rake with……………

(a) One hand

(b) Two hands

(c) One hand one leg

(d) Two hands two legs

29. When performing slashing with a cutlass in the farm, farmer holds the farm tool

with…………………….

(a) One hand

(b) Two hands



30. When burning, farmer spread fire to the respective heaps in the farm

with………………….

(a) Matches

(b) A bunch of grass

(c) Rake

(d) Cutlass

100

AGRICULTURAL ACHIEVEMENT TEST (AAT)

POST-TEST

CLASS: SS11

INSTRUCTIONS: Tick the correct answer from the below options. Each

question carries one (1) mark.

1. When performing slashing with a cutlass in the farm, farmer holds the farm tool

with …………….

(a) One hand

(b) Two hands



2. When burning, farmer spread fire to the respective heaps in the farm with

the……….

(a) Matches

(b) A bunch of grass

(c) Rake

(d) Hoe

3. The main aim of mechanize agriculture is……………

(a) To reduce the maturation period of crops

(b) To decrease the number of crop pests

(c) To have large area of land for cultivation and to get high yield

(d) To reduce the cost of production

101

4. An important farm machine used for coupling different implements for

cultivation purposes is called………..

(a) disc harrow

(b) ridger

(c) tractor

(d) plough

5. In what position farmer perform slashing exercise



(c) Jumping position

(d) All of the above

6. Both slashing and raking under mechanize system of farming are done at a time

using………………………………


(b) disc plough

(c) Disc harrow

(d) Tractor

7. The following farm tools are used by farmers when embarking on subsistence

system of farming except………………………………..

(a) Tractor

(b) Hoe

(c) Cutlass

102

(d) Rake

8. The following are the farm machineries used in the farm for cultivation

purposes except…………………….

(a) Rake

(b) Hoe

(c) Matchet


9. When performing raking in the farm, farmer holds the rake with

(a) One hand

(b) Two hands

(c) One hand one leg

(d) Two hands two legs

10. Which of the following is not an effect of bush burning on the soil?

(a) Make the land grass free

(b) Increase the soil nutrients

(c) Increase the acidity of the soil

(d) Expose the soil to erosion

11. The cutting edge of a mouldboard plough is called…………….

(a) Bolt

(b) Furrow slice

(c) Land slice

(d) Share

103

12. The following simple farm tools are used for slashing grasses and weeds in the

farm except………

(a) Hoe

(b) Cutlass

(c) Rake

(d) matchet

13. The following are simple farm tools used for raking slashed grasses and weeds

except……………………...

(a) Cutlass

(b) Axe

(c) Sickle


14. Using machete, hoe or cutlass to cut down existing grasses and weeds in the farm

is known as….

(a) Ridging

(b) Slashing

(c) Ploughing

(d) Burning

15. Tractor can be used for the following farm operations except…………….

(a) Harrowing

(b) Ploughing


104


16. Ridging can be performed with the following implements except……………..

(a) Disc harrow

(b) Disc plough

(c) Rake


17. Putting the slashed grasses and weeds in heaps helps in……..

(a) Destroying the farm

(b) Prevent rain from falling into the farm

(c) Prevent fire from spreading to other parts of the area that is not put under

cultivation


18. Slashing in crop production aids in………….

(a) Destroying the existing grasses and weeds

(b) Maintaining the grasses and weeds in the farm

(c) Making ridging in the farm look straight

(d) Making grasses and weeds in farm very greenish

19. Using mouldboard plough in the cultivation of crop is considered as…………..

(a) Mix cropping system

(b) Subsistence system of farming

(c) Mechanize system of farming

(d) Mono cropping system

105

20. Which of the implements used for ploughing operation in the farm

(a) Disc plough

(b) Mouldboard plough

(c) Disc harrow

(d) Ridger

21. Which of the implements used for harrowing operation in the farm


(b) Disc harrow

(c) Disc plough

(d) Ridger

22. Which of the implements used for ridging operation in the farm

(a) Disc plough

(b) Disc harrow

(c) Ridger

(d) Mouldboard plough

23. Which of the implements used harrowing operation in the farm

(a) Ridger

(b) Disc plough


(d) Disc harrow

24. To what can implements 20, 21, 22 and 23 above can be attached before the

operations can be successful when cultivating a land

106

(a) Disc harrow

(b) Disc plough

(c) Tractor

(d) Ridger

25. The main difference between ploughing and harrowing is that…..

(a) The soil sizes are all the same

(b) The soil clods left after harrowing are bigger than that of the ploughing

(c) The soil clods left after ploughing are bigger than that of harrowing


26. The main difference between harrowing and ridging is that…..

(a) The land left after harrowing looks zig-zag while the land left after ridging looks

flat

(b) The land left after ridging is having bigger clods while the land left after

harrowing look flat

(c) The land left after harrowing looks flat while that of ridging is having straight

lines


27. The following are involve in ploughing under subsistence system of farming

except…………………………….

(a) Tractor, oxen and chain

(b) Oxen, mouldboard plough and tractor

(c) Disc plough, mouldboard plough and disc harrow

107

(d) Oxen, two persons and mouldboard plough

28. Which of the following are materials used in burning exercise

(a) Cutlass and rake

(b) Hoe and matchet

(c) Mouldboard plough and matches

(d) Bunch of grass and matches

29. In what position farmer perform burning exercise

(a) Standing position

(b) Bending position

(c) Sleeping

(d) Running

30. In what position farmer perform raking exercise



(c) Running

(d) Jumping

108

APPENDIX C

AGRICULTURAL INTEREST INVENTORY (PAII)

FACULTY OF EDUCATION


Below is the list of items made to investigate the degree of student’s

interest in practical agriculture. You are requested to rate yourself to indicate the

degree to which you agree or disagree with the items. Be as sincere as possible in

your rating. This is not an examination and has nothing to do with your result. All

information you will provide will be regarded as highly confidential and will be

treated as such.

Name of School…………………………………………………………………

Number…………………………………………………………………………

Sex: Male

Female

Note:

SA means Strongly Agree

A means Agree

D means Disagree

SD means Strongly Disagree

109

S/N ITEMS SA A D SD

1. I like being taught practical agriculture very often

2. I don’t want to be taught practical agriculture at all

3. I will like to pursue practical agriculture after my

secondary education

4. I do not like participating in agricultural practical lesson

5. I like having my practical agricultural lessons in the

class using customized video instruction

6. I do not like have my practical agricultural lessons using

customized video instruction at all

7. You Tube video is the best medium for teaching

practical agriculture

8. You Tube video is not the best medium for teaching

practical agriculture

9. Slashing, raking , burning, ploughing, harrowing and

ridging are the components of land preparation

10. I have the urge to visit You Tube video website to watch

the above components of land preparation

11. I like to spend my free time watching YouTube video

clips based on practical agricultural issues

12. I like to work in agricultural research institute after my

schooling

13. To work as an agriculturalist will be boring

14. I will like to discuss the usefulness of agriculture during

this year’s career day of my school

15. I so much like discussing the components of land

preparation when discussing with my friends

16. I dislike participating in workshops organized on

practical agricultural issues

110

17. During the holiday, I always like to teach practical

agriculture in adult education programme if invited

18. I so much enjoy solving past practical agricultural

questions on my own

19. I usually complete my practical agricultural assignment

in time

20. Practical agricultural notes are too voluminous for my

liking

21. I dislike practical agriculture because it involves

physical participation

22, I am eager to call our practical agricultural teacher

whenever it is time for the subject

23. I rejoice whenever our practical agricultural teacher is

away from class

24. I keep myself busy coping notes of other subjects during

practical agricultural lessons

25. I enjoy reading practical agriculture frequently

26. I advise my friends against choosing practical

agriculture as a subject for external examinations

27. Practical agriculture is difficult to understand

28. I offer practical agriculture because I must offer one

science subject in the senior secondary certificate

examination

29. Practical agriculture does not contribute much to our

existence

30. I like practical agriculture because it help me to know

more about practical aspect of crop production

31. Watching different farm implements working on the

farm land make me unhappy

111

32. I dislike practical agriculture because it most of the farm

implements look alike

33. I dislike being taught practical agriculture because of the

double period of seventy minutes each

34. I dislike practical agriculture because of the direct

contact with different farm implements like matchet,

hoe, tractor and rake

112

APPENDIX D

PRACTICAL AGRICULTURAL SCIENCE TRAINING MANUAL FOR THE

USE OF YOU TUBE VIDEO WEBSITE TO TREATMENT GROUP (SSII

STUDENTS)

INSTRUCTIONS: FOLLOW THE BELOW STEPS TO ALLOW YOU

EFFECTIVELY USE THE PACKAGE AS REQUIRED.

1 Put on the computer.

2. Allow it to boot.

3. A dialog box appears, insert your password.

4. Click the start button, the startup menu will be displayed.

5. Move the mouse pointer to the Run option in the start up menu and click on to

internet explorer.

6. Wait for some seconds to get connected to Google Search.

7. Select out the web application (You Tube video) available on the tool bar.

8. Wait for some seconds to get connected to YouTube website.

9. When connected to YouTube website, Type in “YouTube video” plus the

“specific skill” you intend to teach.

10. After viewing, type in another skill.

11. Follow it up to the end of the skill you intend to teach.

12. When you get to the end of the lesson, you click on to the X on top of the

right hand side to disconnect.

13. Click on to the start button, dialog box appears then click on to shut down.

113

APPENDIX E

PRACTICAL AGRICULTURAL SCIENCE TRAINING MANUAL FOR

THE ADMINISTRATION OF CUSTOMIZED VIDEO PACKAGE TO

CONTROL

GROUP (SSII STUDENTS)

1. Uncover the DVD and Television sets.

2. Put the television where every student can see it very well.

3. Connects all the codes from DVD player to the television.

4. Connection power cables to the power source.

5. Make sure all the connections are done properly.

6. Press On from the switch of the power source.

7. Press START bottom to on the television and do same on the DVD player to on

it.

8. Press OPEN on the DVD player to bring out the DVD plate container.

9. Slot the DVD plate.

10. Press CLOSE to close/take in the plate.

11. Wait for a moment to get the plate loaded into the DVD player.

12. After viewing, press the START bottom to off the television and do same on the

DVD player to off it.

13. Disconnect the codes linking the DVD player and television set.

14. Put the codes in the container and cover it.

15. Cover both the DVD player and the television with their covers.

114

APPENDIX G

SUMMARY OF VALIDATORS MAJOR OBSERVATIONS

The below observations of the validators were used to modify the instruments:

1. The quality of the audio should be improved.

2. VIDEO writing on the viewing column should be replaced with VISUAL.

3. The definition of slashing appears twice.

4. The objectives of the lesson should be customized to an individual.

115




BY

MADU BAH

PG/M.ED/10/52670

DEPARTMENT OF ARTS EDUCATION


DECEMBER, 2014

madu bah pg/m.ed/10/52670 - university of nigeria, nsukka external madu bah.pdf · ii title page...

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