THE IMPACTS OF GENDER AND CONVENTIONAL METHOD OF TEACHING ON STUDENTS' ACADEMIC PERFORMANCE IN AGRICULTURAL SCIENCE IN SENIOR SECONDARY SCHOOLS IN ONDO STATE, NIGERIA

Abstract

The study investigated the impact of gender and conventional method of teaching on students'
academic performance in agricultural science in senior secondary schools in Ondo State.
Specifically, the objectives of the study were to determine the mean academic achievement of SS
2 male students taught agricultural science using conventional method and evaluate the mean
academic achievement of SS 2 female students taught agricultural science using conventional
method of teaching. These objectives were later formulated into research questions and one
hypothesis. The study adopted quasi experimental research design with a sample pre-test/post-
test treatment group. The population of the study consisted of 19,710 Senior Secondary Two (2)
students offering agricultural science in all the public senior secondary schools in Ondo State.
The sample size of the study was 320 students obtained through purposive sampling technique.
Mean and standard deviation were used to answer the research questions while z-test statistic
was used to test the hypothesis. Findings of the study revealed the mean academic achievement
of male and female students taught agricultural science using conventional teaching method was
insignificantly different. The study therefore recommended that qualified agricultural science
teachers should be well motivated to teach the subject using most appropriate teaching methods
for each topic in the curriculum.