Abstract:
The study assessed using the activity-based approach to facilitate the topic ‘sustainable land
preparation techniques’ among student teachers. Action research was adopted for the purpose of
the study. The study used three achievement test research questions as a guide and adopted the
case study design. The topic was previously taught through a traditional lecture-based format
which revealed that student engagement was poor and learning was limited. Student engagement
was measured through a questionnaire and case study. The instrument used to collect data for the
study was a questionnaire. One hundred and twenty-two agriculture/Home Economics students’
teachers of the 2022/2023 academic year were used. For the encouragement of student
understanding, a wide variety of activities were used. These activities included think-pair share,
role plays, presentations, self-reflection, and written submissions. The findings reveal that the
overall performance of the students after the intervention showed they were able to differentiate
between the two concepts. The findings also revealed that an activity-based approach enhanced
student teachers' knowledge of the topic of sustainable land preparation techniques and
motivated student teachers not to perceive the topic of sustainable land preparation techniques to
be difficult. The study concluded that Student teachers' learning was achieved through the
completion of a series of activities based on different topics covered in sustainable agriculture
practices. |
