Field Trip as an Effective Method of Teaching Apiculture/Beekeeping among University Students
DOI:
https://doi.org/10.23918/ijsses.v3i3p36Keywords:
Apiculture, Beekeeping, Field, Learners, Methods, Nigeria, Teaching, TripsAbstract
Various methods of teaching beekeeping in the very few institutions of higher learning that offer such courses have been studied. This survey attempted to review the numerous methods of instructions applied in achieving better learning outcomes on apiculture in tertiary institutions. Secondary information were mainly used to source for data for the survey. However, interview schedules were conducted to solicit for primary data from the students on their perception on best methodology for learning the subject. Descriptive statistics and percentage score were used to analyse the involvement of institutions in instructing learners, and capture learners’ perception on most preferred teaching methods of the course, respectively. Although findings indicated that a classroom lectures method, a combination of lecture and demonstration methods, field trip method, laboratory method, project methods, among others, existed as pedagogies used for ensuring that learners have had thorough understanding of the subject matter, majority of learners opted for the field trip method of teaching apiculture as the most preferred way of stimulating students toward enhanced learning outcomes. Based on the findings of the study, it’s concluded that a combination of field trip and lecture methods of instruction is the most effective way of teaching beekeeping in tertiary schools. Therefore, institutions and organisations of public and private origins that intend to improve on the knowledge of apiculture among youths and all, should capture field trip and lecture methods in their curricula of learning as the most preferred way of instruction.
References
Ajaja O. P. (2007). Teaching Methods across Disciplines. Agbor: Allwell Publications.
Bello, T. O. (2011). Effects of group instructional strategy on students’ performance in selected physics concepts. Journal of the African Educational Research Network, 71(11), 1-9.
Chigozie, C. F., & Ituma, O. S. (2014). New Partnership for Africa’s Development and challenges of poverty alleviation in Nigeria. IOSR Journal of Humanities and Social Science, 19(11), 13-21.
Chimoita, E. L.; Maina, G. D.; Olila, D. O., & Onyango, J. P. G. (2015). The role of farmer field schools approach in improving tea production among smallholding in Kenya. Universal Journal of Agricultural Research, 3(1), 4-10.
Knapper, C. (2008). Changing teaching practice strategies and barriers. Paper presented at taking stock: Symposium on teaching and learning research in higher education. University of Guelph, Ontario. 25th April News World Nigeria, NWG (2013). The problems of agriculture in Nigeria.
Retrieved on 24 December 2016 from www.nwesworld.com/problems.agriculture-Nigeria
Okuneye, P. A.; Fabusoro, E.; Adebayo, K., & Ayinde, I. A. (2004). The Nigerian agriculture and poverty incidence: The need for private sector development Paper prepared for presentation at the farm management association of Nigeria conference, Abuja, Nigeria. 19th- 21st, October
Patrick, A. O. (2010). Effects of field studies on learning outcomes in biology. Journal of Human Ecology, 31(3), 171-177.
Patrick, A, O. (2007). Teaching methods across disciplines. Agbor: Allwell Publications.
Patrick, A. O., & Kpangban, E. (2004). Resources Utilization in the Teaching of Integrated Science. A Handbook on Evaluation Research. Ibadan: Pen Service.
Sola, O. O. (2010). Towards sustainable poverty alleviation in Nigeria. African Research Review. 4(2), 294-302.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational StudiesInternational Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)