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首页> 外文期刊>Journal of Education and Practice >Organizing Project Method of Teaching for Effective Agricultural Knowledge and Skills Acquisition: Comparison of Individual and Group Student Projects
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Organizing Project Method of Teaching for Effective Agricultural Knowledge and Skills Acquisition: Comparison of Individual and Group Student Projects

机译：组织项目教学法进行有效的农业知识和技能的获取：个人和小组学生项目的比较

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摘要

Agricultural science curricula for Senior High Schools (SHSs) in Ghana is expected to be taught as both science and vocation in order to produce agricultural graduates with the requisite competency and skills to practice agriculture as a vocation or further their education in agricultural related programmes. In achieving this broad objective, several teaching methodologies have been tested and deployed in teaching agricultural science in Ghanaian SHSs. This paper report findings of an action research conducted in Awe Senior High School in the Navrongo Municipality of the Upper East Region of Ghana investigating the best way of deploying project teaching method for effective result. Through simple random sampling, 100 students were sampled and randomly assigned a project of raising tomatoes seedlings in a group of five or individually. Observations, personal interviews, focus group discussion and key informant interviews were employed in gathering data for the study. Discourse analysis, descriptive and inferential statistics were employed in analysing the data gathered. Findings of the study showed that assigning agricultural practical project to students, either individually or in a group of not more than five students, generally contribute significantly in students’ knowledge and skills acquisition. However, the group method of organizing student’s project was found as most effective in improving students’ knowledge and skills. The group method was found to be cost effective and efficient in improving students’ knowledge and skills in nursery practices. It is recommended that the school authority and Ghana Education Service (GES) should equipped and encouraged SHSs to deploy project method of teaching in teaching agricultural skills. Also to ensure cost effectiveness and effective knowledge and skills acquisition, project method of teaching should be organized in a group of not more than five students.
机译：预期加纳的高中农业科学课程将以科学和职业两种形式进行教学，以培养具备将农业作为一项职业或在农业相关课程中接受进修的必要能力和技能的农业毕业生。为了实现这一广泛目标，已经对加纳SHS的农业科学教学进行了测试和部署了几种教学方法。本文报告了在加纳上东部地区纳弗龙戈市Awe高中进行的一项行动研究的结果，调查了采用项目教学方法以取得有效成果的最佳方法。通过简单的随机抽样，对100名学生进行了抽样，并随机分配了一个西红柿育苗项目，分为五个或一组。观察，个人访谈，焦点小组讨论和关键知情人访谈被用于收集研究数据。话语分析，描述性和推论统计被用来分析收集的数据。研究结果表明，将农业实践项目分配给学生（无论是单独还是在不超过五个学生的小组中），通常对学生的知识和技能获取有很大贡献。但是，发现组织学生项目的小组方法最有效地提高了学生的知识和技能。小组方法被认为在提高学生的托儿所知识和技能方面具有成本效益和效率。建议学校当局和加纳教育服务处（GES）配备并鼓励SHS在农业技能教学中采用项目教学方法。另外，为确保成本效益和有效的知识和技能获取，应将项目教学方法组织为不超过五个学生的小组。

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