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TEACHING AGRICULTURAL SCIENCE WITH  INSTRUCTIONAL MATERIALS IN SECONDARY  SCHOOLS; WHAT THE STANDARD DEVIATION  EXPLAINS ABOUT THE MEAN  ACHIEVEMENT SCORES

Abstract

This quasi-comparative-experimental study explained student achievements scores based on the level of disparity in the means within the control and experimental groups. Four secondary schools (two-government and two-private owned) were studied in Enugu State. The study was comprised of 182 Agricultural Science students in 4 intact classes drawn from four secondary schools in Enugu state. A Student Achievement Test (SAT) was used for data collection. The instrument was faced and content validated. Kuder-Richardson formula (K-R21) was used to determine the internal consistency of the instrument after trial testing, which yielded a reliability index of 0.79. Mean and standard deviation were used for data analysis. Findings of the study strongly supported the use of instructional materials in content delivery but cautions on the diverging effects that could arise among student as revealed in the widening gap between the highest and lowest mean achievement scores.

Keywords

Achievement, Control, Experimental, Gap, Group, Scores

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