Effect of Computer-assisted Instruction in Agricultural Science: A Focus on Colleges of Education Students in Ghana
Collins Agyei Menka, Bismark Osei-Mensuoh
Asian Journal of Agricultural and Horticultural Research · pp. 81–88 · Published 14 Sep 2022
10.9734/ajahr/2022/v9i430159Abstract
This study examined how computer-assisted instruction (CAI) affected how agricultural science was taught and learned in colleges of education. From the Ashanti and Western North regions of Ghana, two colleges of education were chosen using a purposeful selection technique. 350 pre-service teachers from the chosen colleges made up the study's population. Scores from the pre-and post-tests for the pupils were submitted to a quasi-experimental design. While the students in the control group were taught the same concepts using the traditional method, the students in the experimental group learned agricultural concepts through computer-assisted instruction (CAI). The traditional mode of instruction included lectures, group discussions, and question and answer sessions. The study's results demonstrated that pre-service teachers who received CAI performed better than their counterparts who received traditional classroom teaching. Recommendations about the necessity of creating pertinent CAI packages for teaching agriculture in Ghanaian colleges of education were made based on the research findings.
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