Limiting Factors in Stimulating and Sustaining Interest in Psycho-Productive Skills Acquisition in Secondary School Agricultural Science

Autor/inn/en	Onanuga, Peter Abayomi; Banjo, James Olanrewaju Sunday
Titel	Limiting Factors in Stimulating and Sustaining Interest in Psycho-Productive Skills Acquisition in Secondary School Agricultural Science
Quelle	In: South African Journal of Education, 41 (2021) 3, Artikel 1882 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Onanuga, Peter Abayomi) ORCID (Banjo, James Olanrewaju Sunday)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Secondary School Students; Agricultural Education; Student Interests; Teaching Methods; Comparative Analysis; Conventional Instruction; Demonstrations (Educational); Measurement Techniques; Student Attitudes; Agricultural Occupations; Punishment; Low Achievement; Gender Differences; Vocational Education; Instructional Innovation; Negative Attitudes + Suchen Sie Ihr Suchwort? Sekundarschüler; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Studieninteresse; Teaching method; Lehrmethode; Unterrichtsmethode; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Messtechnik; Schülerverhalten; Occupation; Beruf; Landwirtschaftlicher Beruf; Bestrafung; Unterdurchschnittliche Leistung; Geschlechterkonflikt; Berufsbildung; Educational Innovation; Bildungsinnovation; Negative Fixierung
Abstract	In the study reported on here we investigated factors impeding the stimulation and sustenance of students' interest in the acquisition of psycho-productive skills in senior secondary school agricultural science. We used the classical design for change experiments or before-after measures as the research design. Two methods of teaching, namely demonstration and conventional teaching were used with the experimental and control groups (87 subjects) from 2 schools in the Ijebu-East Local Government Area, Ogun State, Nigeria. A self-reporting scale exposed the students' perceptions of limiting factors such as seeing agriculture as a dirty job, a school subject meant for never-to-do-well, dull students, and as punishment for erring students. Of the 12 factors listed as stimulating and sustaining students' interest, the subjects identified 8 as limiting ones. The results from the mean, standard deviation and t-test indicate that there was significant difference between the factors identified by the experimental and control groups. The results also reveal that there was a significant difference in the factors identified by male and female subjects. This could have been as a result of gender stereotyping regarding agricultural practices in some parts of the study area. It was suggested, among others, that the agricultural science teacher should make efforts to incorporate innovative teaching approaches like demonstration methods in classroom practice coupled with infusion of practical periods to enhance psycho-productive skills acquisition. The vocational agriculture curriculum should include an approach to easily measure a combination of psycho-productive, affective and cognitive skills rather than mere cognitive skills. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01