EFFECT OF MEDIA USAGE IN TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN SECONDARY SCHOOL IN BAYELSA STATE
ABSTRACT
 This study is titled‘effect of media usage in teaching and learning of agricultural science in secondary school in bayelsa state’. The   study aimed at finding out if Media when utilized in teaching will improve students’ academic performance. Related literatures were reviewed based on the issues raised in the objectives. The research designed used was Quasi experimental design. A total of One Hundred(100) SSS I students were tested out of the population of Eighteen Thousand One Hundred and Thirty Eight (18,138) Students, in Twenty Four Government Secondary Schools in Bayelsa Educational Zone, Bayelsa State. Four schools were selected in which two served as experimental and other two schools as control group. Twenty-five students were selected in each school in which fifty students fall on the experimental group and the other fifty on control group. The samples were tested on simple farm tools, farm machinery and implements, survey and planning of farm stead, using academic performance test (APT) as test instrument. Four null hypotheses were formulated, tested and analyzed using Statistical Package for Social Sciences (SPSS) and paired sample t-test. The findings from the study shows that null hypotheses one and two were rejected on the experimental group at 5% level of significance, while the null hypotheses three and four were accepted on control group of rural and urban students in the study area. Result from the findings revealed that there was significant difference between the test- re -test result of the experimental group with higher mean score of 62.5,66.2 and 47.0,53.9 while the control groups result taught with conventional method shows no difference in their mean score of 31.0,31.0in hypotheses three and 40.0,40.2 in hypotheses four respectively. The Media were found to be effective in teaching Agricultural Science. It is, therefore, recommended that efforts need to be made by government, curriculum planners, teachers, parents and all stakeholders involved in providing and improvising instructional media in teaching.
CHAPTER ONE
INTRODUCTION
1.1 Â Â Â Background to the study
It is a pertinent fact that agriculture has played a very significant role in man‟s civilization. Products such as food, fiber, fuel, raw materials for drugs and many assorted product come from agriculture. Many nations‟ economy has depended on agriculture. For instance, Nigeria in the early 1960s before the „Oil boom‟ depended on agriculture for her economic sustenance. It is the invaluable contributions of the agriculture to our nation that engendered our educationists and government to make provision in the National Policy on
Education for practical agriculture in the curriculum of the Senior and Junior Secondary Schools as a core subject (FGN, 2000). Inspite of efforts made to promote agriculture in this wise, its impact is yet to be felt in total. The West African Examination Council and the National Examinations Council, the major examination bodies in Nigeria have been recording poor results from candidates who sit for the examinations on agricultural science. Besides, the enrollment for the examination in agricultural science is on the decline (Bassey,2011). The stakeholders and many more could attribute this to poor methods of teaching, poor implementation of Educational Policies.
According to Ezewu (2007), asserted that government, manufacturers and parents have exhibited concern about the quality of Education that have been acquired by their wards. It is the level and quality of an individual‟s education that is used as parameter to measure and predict the contribution that the individual makes to the society. The effect of what one learns should be seen in the individual, his environment and the society at large.
Learning agricultural science, techniques and acquiring skills through various practicalscarried out in the class and school farms are the basis for this knowledge gained. According to Isangedighi (2007), exposure to training is important if learning must take place.
Learning is refer to as any relatively permanent change in behavior, interpretation or emotional response because of previous experience. Similarly, learning can be defined as a change in behavior or performance which is as a result of experience and practice and which makes individual face later situations differently (Danga,2002). Furthermore, the true test of learning can be seen in the positive improvement of the learner towards a given task. Thus, an individual is assuming to have learnt techniques and skills if there is a remarkable change in his academic performance during and after the course of his study.It can be said  that the success of an educational programme can be measured about degree with which its beneficiaries perform academically. Myriad of factors have been known to influence the academic achievement of students in their various school endeavors (Bassey,2011). These factors can either be personal (poor self-concept, motives, readiness, emotions, attitudes and maturational level of the students) or environmental. Studies have identified allied factors such as students‟ individual differences (personal causal factors), teaching learning strategy (system causal factors), family causal factors and the teacher (academic causal factors) to interfere with the performance level of the students. This research work will focus mostly on the teaching / learning strategy (system causal factors). The rate of failure in the public examinations has persistently increased and this has attracted the attention of many stakeholders involved. The belief is that no nation can develop scientifically and technologically without quantitative and qualitative educational system (Alao, 2000).
According to Ogogan (2007), Sight and hearing are the two senses used in most human teaching and learning activities. These senses receive primary consideration in the selection and development of instructional media. The five senses used in teaching and learning include kinesthetic (touch), gestulatory (taste), olfactory (smell), auditory (hearing) and optical (seeing), Aliyu (2001) in Awolola (2004). When these senses are integrated or employed during classroom teaching and learning process, the communication becomes effective. The use of educational media in teaching and learning process is aimed at maximizing the employment of these five senses in classroom communication. Instructional media also promotes effective understanding of the message that is being communicated.The National Policy on Education (NPE,2004), under educational service section 10, has objectives among others to improve learning and the competence of teachers and make learning more meaningful for children. According to the policy, the application of educational technology develops and promotes an effective use of innovative materials in classroom. There are several types of instructional media depending on what to teach, where to teach and the availability of instructional media in that environment. According to Abimbade (2007), instructional media can be classified into three categories: these are non print media, print media and electronic media. The non print media are the projected materials such as films, slides, film strips, while printed materials are books, texts, maps, journals and electronic media which consist of visual, audio and audio visual that rely on electricity to function effectively. All these and many more stimulate the sense of observation in learners. The foundation for the use of instructional media in the school system is to transmit information in the teaching and learning process. Instructional media according to Ajelabi (2000), refers to broad range of information carrying resources that constitute an integral component of classroom teaching and learning and are utilized in an instructional process with the hope of facilitating effective and efficient communication in teaching and learning process. That is, instructional media are those materials or objects that help the teacher in making the learning more interesting to the learner.
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EFFECT OF MEDIA USAGE IN TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN SECONDARY SCHOOL IN BAYELSA STATE
