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|Title:||Effectiveness of Teaching Methods Used in Teaching Agriculture at Ordinary Level in Zimbabwean Schools. A Case of Manyoni Cluster in Gokwe South District.|
|Publisher:||Lupane State University|
|Abstract:||The research study sought to explore the effectiveness of teaching methods used in teaching agriculture at ordinary level in Zimbabwean schools giving particular focus to four schools in Manyoni Cluster in Gokwe South District of Midlands Province. The purpose of the study was to find out why teachers in Manyoni cluster use the methods they use in teaching ordinary level agriculture. Kahler (1995) says students react differently to different teaching methods and that selection of the proper method is critical to the learning style of those being served by the instruction. The researcher used random sampling and quota sampling to determine the required sample and to eliminate bias. From a population of 530 pupils a sample size of 157 participants was used. The study also included 4 agriculture teachers, 4 heads of departments and 4 heads of schools which resulted to a sample size of 169 participants. The data were collected from interviews, questionnaires and documents (narrative reports and crits) which were analysed qualitatively. The data sought to determine the teaching methods used in the teaching of ordinary level Agriculture in Manyoni cluster, find out the teachers’ opinions and feelings regarding the teaching methods used and examine the students’ opinions and experiences with the teaching methods used during lesson delivery at their schools. The study will help teachers to gain insight on how to do a better job in order to enhance the achievement of the educational goals and objectives. From the research findings it is evident that demonstrations, lecture, discussions, exams, chalkboard and project method were frequently used than other methods like role play, assignments, field trips and problem solving. It also emerged that teacher’s choice of some methods was greatly affected by educational background, school size, limited resources and experience. It was also found that most teachers teaching ordinary level agriculture lack pedagogies. In accordance with these findings it was recommended that teachers who teach ordinary level agriculture to upgrade themselves and attain educational qualifications.|
|Appears in Collections:||Department of Educational Foundations|
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