Abstract
This study was designed to determine the effect of Kolb‟s 4-stage cycle model of experiential learning
(E.L) on students‟ interest in vegetable crop production. The study adopted a pretest post test, non -
equivalent control group design. It was carried out in Anambra State, with a population of 26,139
Senior Secondary School students. The sample was the entire 141 SS1 students from four sampled
schools in Awka Education Zone. Purposive sampling technique was used to select the schools. The
instrument for the study was vegetable crop production Interest Inventory (VCPII), Vegetable crop
production performance test (VCPPT ) both were developed by the researcher to gather information
on the students‟ interest in Agricultural practical activities before and after treatment and to test for the
students performance. The instruments were validated by three experts from Agricultural Education
Department UNN. They were trial tested to determine their reliability coefficient, which were found to
be 0.82 using Cronbach alpha and 0.88 using Kuder-Richerdson formular (k-R.20 respectively Data
collected were analyzed using the mean to answer the research questions while t-test and ANCOVA
were used to test null hypotheses. The result revealed that Kolb‟s 4-Stage Cycle Model of
Experiential learning was an effective tool that captures students‟ interest in vegetable field crop
activities and students performed better with the model. Based on findings, the researcher
recommended that curriculum planners should incorporate the use of Kolb‟s model in teaching
production agriculture, because it makes teaching and learning activity-based. The model being
innovative necessitates the re-training of teachers on its application and delivery strategy.
Key Words: Kolb‟s Model of Experiential Learning, vegetable crop production, Interest and
students‟ performance.
Publication Date: 2018-12-06