Application of Models in Teaching Modern Agricultural Engineering Practices:A Case Study of Laikipia North Technical and Vocational College
Abstract
The efficiency and effectiveness of various teaching methods are key in the teaching and learning process. Teaching Agricultural Engineering requires high-cost machines and equipment normally accessible only on commercial farms. While the use of conventional approaches in teaching Agricultural Engineering is routine, this study establishes whether innovative approaches would yield higher efficiency and effectiveness in teaching. Two groups of learners are taught using one method, either conventional (lecture) or innovative (application of low-cost physical models) and are this study’s focus. The learners under similar conditions attempt standard examinations post-teaching. Results show that learners taught using the conventional method have a relatively larger gap of 71 % between the highest and the least score and a mean score of 51.65 %. In addition, a majority of the learners in the conventionally taught group score between grades C plain to B Plain and thus are defined as Transitory Learners. Learners exposed to the innovative teaching methods scored higher with the highest score being 95 % and the least score being 45 % thus translating to a gap of 50%. Financially, innovative methods are affordable due to the absence of recurring costs such as power, printing, and internet connection costs. In conclusion, Teachers of Agricultural Engineering ought to adopt innovative approaches to teach modern agricultural engineering practices. Further policies and sensitization activities by institutions are also necessary to ensure teachers expose the transitory learners in their classes to models that reinforce learning. On the research front, the availability of models for use in cases of learners with special needs awaits.
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