COOPERATIVE AND INDIVIDUALISTIC TEACHING APPROACHES: IMPLICATIONS FOR DEVELOPING ENTREPRENEURSHIP FOR PARTNERSHIP AMONG SECONDARY SCHOOL AGRICULTURAL SCIENCE STUDENTS.

Abstract

This study focused on enhancing entrepreneurship for partnership among senior secondary school agricultural science students using cooperative and individualistic teaching approaches. Two null hypotheses guided the study. A total of 200 senior secondary two (SS II) agricultural science students drawn from four intact classes in four secondary schools in Ogoja Local Government Area of Cross River State constituted the sample for the study. A non-randomized pre-test-post-test control group experimental design was used for the study. An Agricultural Science Achievement Test (ASAT) validated by two instructional material experts and two agricultural educators in the University of Calabar was used for data collection. A reliability index of 0.77 was achieved for the instrument (ASAT) using Kuder-Richardson formula 21 (KR-21) after a pilot test. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). The findings revealed that cooperative teaching approach was more effective in enhancing entrepreneurship among agricultural science students than individualistic approach. The result also showed that gender had no significant influence on entrepreneurship creation when agricultural science students were taught using cooperative approach, except when they were taught with individualistic approach. Based on the findings, it was recommended among others that agricultural science teachers should adopt cooperative approach in their instructional delivery as this would enhance the performance of students without gender bias.