Author(s)

Marajos Alkali¹, Michael E. Ikehi^2*, Rose N. Okoye²

¹Department of Agriculture Education, College of Education, Gidan-Waya, Kafanchan, Kaduna State, Nigeria.
²Department of Agricultural Education, University of Nigeria, Nsukka, Enugu State, Nigeria.

This quasi-comparative-experimental study explained student achievements scores based on the level of disparity in the means within the control and experimental groups. Four secondary schools (two-government and two-private owned) were studied in Enugu State. The study was comprised of 182 Agricultural Science students in 4 intact classes drawn from four secondary schools in Enugu state. A Student Achievement Test (SAT) was used for data collection. The instrument was faced and content validated. Kuder-Richardson formula (K-R21) was used to determine the internal consistency of the instrument after trial testing, which yielded a reliability index of 0.79. Mean and standard deviation were used for data analysis. Findings of the study strongly supported the use of instructional materials in content delivery but cautions on the diverging effects that could arise among student as revealed in the widening gap between the highest and lowest mean achievement scores.

Achievement, Control, Experimental, Gap, Group, Scores

Alkali, M. , Ikehi, M. and Okoye, R. (2016) Teaching Agricultural Science with Instructional Materials in Secondary Schools; What the Standard Deviation Explains about the Mean Achievement Scores. Creative Education, 7, 1929-1934. doi: 10.4236/ce.2016.714195.