EFFECTIVENESS OF PROJECT METHOD OF TEACHING ON AGRICULTUREAL SKILLS ACQUISITION AMONG AGRICULTURAL SCIENCE STUDENTS OF AWE SENIOR HIGH SCHOOL IN THE NAVRONGO MUNICIPALITY

Abstract

This study assessed the effectiveness of project method of teaching on students’ knowledge and skills acquisition among agricultural science students of Awe Senior High School in the Navrongo Municipal of the Upper East Region of Ghana. Participatory Action Research methodology was employed in assessing the effectiveness and best way of implementing project method of teaching. Through simple random sampling, 100 students were sampled and randomly assigned a project of raising tomato seedlings in a group of five or individually. Observations, personal interview, focus group discussion and key informant interviews were employed in gathering data for the study. Discourse analysis, descriptive and inferential statistics were employed in analysing the data gathered. Repeated measures t- test or paired t- tested, Chi-square analysis and Kendell’s coefficient of concordance were applied in analysing the data and testing the hypotheses. Results of the study found lecture method of teaching as the commonly used teaching method in teaching agriculture science theory with class demonstration mostly employed in teaching practical sessions. Students before the intervention (project method of teaching) were found to have very poor knowledge in nursery practices. Their knowledge about tomato nursery were mainly limited to recalling of the various necessary practices. In general, just about a third of them prior to the intervention scored a knowledge index of above 0.5. Also the study found project method of teaching as effective in contributing to the improvement of students’ knowledge on nursery practices. There was significant improvement of student’s knowledge after they undertook their projects. Similarly the project also contributed significantly in improving students’ skills acquisition of nursery practice. There was significant improvement in students’ competency in undertaking tomato nursery after going through their projects. Giving students project in group of not more than five students were found as the more effective way of organizing project method of teaching. The group method was found to be cost effective and efficient in improving students’ knowledge and skills in nursery practices. The constraints / challenges to undertaking project method of teaching were identified as inadequate tools/ equipment, large class size and grouping problem, short periods allocated to practical, poor skilled farm laborer, difficult and time consuming and high cost of materials, in decreasing order of severity. It is recommended that the school authority and Ghana Education Service (GES) should endeavour to provide adequate teaching and learning materials to schools to ensure. Effective teaching and learning. Project method of teaching should be employed in teaching skills as it found to be effective imparting knowledge and skills on students. To ensure cost effectiveness and effective knowledge and acquisition, project method of teaching should be organized in a group of not more than five students. Key: project method of teaching nursery practice, agricultural skills, teaching and learning, Agricultural students and Awe SHS