Abstract
Soil Science is a crucial aspect of agricultural education, requiring effective teaching techniques to enhance students' understanding and academic achievement. The study was directed by three specific objectives, address three research questions and test a single hypothesis. This study examines the impact of collaborative learning and problem-based learning (PBL) teaching techniques on academic performance. A quasi-experimental research design was adopted, involving three groups: one group was taught using collaborative learning, another using PBL, and a control group taught using the conventional Demonstration method. Pre-test and post-test instruments were administered. 239 final-year students of agricultural education were drawn from five universities in North Central Nigeria. Since the entire population was used for the study, no sampling procedure was employed. A structured 50-soil science practical academic achievement test was developed by the researchers and validated by three subject matter experts. One from the department of soil science, the department of educational foundation, and another from the department of agricultural education. A pilot test was administered to determine reliability using the Cronbach alpha techniques, yielding a coefficient of 0.872. A pre-test and a post-test were also administered to both groups at the beginning and the end of six weeks of instruction. The data for the study were collected and analyzed using mean and ANOVA. Results revealed that PBL outperformed both Collaborative Learning Techniques and the Demonstration Method, resulting in the highest student learning outcomes. Recommendation: The findings underscore the need to integrate innovative, student-centered teaching strategies into Agricultural Education to enhance learning outcomes in practical-based courses.
Keywords: Collaborative Learning, Problem-Based Learning (PBL), Teaching Techniques, Academic Achievement, Soil Science Practical, Agricultural Education and Agricultural Students
Publication Date: 2025-12-10