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Brief Report

A Comparative Study of Teaching Approaches in Agro-Ecology: An Investigation of 10th-Grade Agricultural Sciences Learners in Selected Schools

by
Lusanda Ncisana
1,*,
Vafana Attraction Ntuli
1,
Nonhle Tracey Sibisi
2,
Mmapake F. Masha
1,
Mdumo S. J. Mboweni
1,
Moyahabo Anna Satekge
1,
Wonga Ntilini
3,
Ntuthuko Raphael Mkhize
4 and
Suresh K. Singh
1
1
Department of Mathematics, Science and Technology Education, University of Limpopo, Sovenga, Polokwane 0727, South Africa
2
Western Cape Department of Community Safety, Cape Town 8000, South Africa
3
Department of Basic Education, Zwelitsha 5605, South Africa
4
Animal and Poultry Science, School of Agricultural, Earth and Environmental Sciences, College of Agriculture, Environment and Science, University of KwaZulu Natal, Pietermaritzburg 3209, South Africa
*
Author to whom correspondence should be addressed.
Sustainability 2023, 15(5), 4048; https://doi.org/10.3390/su15054048
Submission received: 29 January 2023 / Revised: 18 February 2023 / Accepted: 20 February 2023 / Published: 23 February 2023
(This article belongs to the Special Issue Food Security and Sustainability in the Global South)
Versions Notes

Abstract

:
The impact of climate change on agriculture in South Africa is a key factor that contributes to food insecurity. While this topic is covered in the Agro-ecology unit in Grade 10, it is important to determine the most effective way to teach it to learners. That is important because teaching methods utilized in Agricultural Sciences are envisaged to improve learners’ performance on the impact of climate change on food security. This study quantitatively compared teaching methods (i.e., Lecture, Demonstration, and Project-based) and their impact on learners’ performance in Agro-ecology. Each teaching method was tested on each group of 15 learners, which resulted in 45 learners per school, and the total number of participants was 180 when four schools were combined. A pre-experimental and post-test research design was employed to identify effective teaching methods for Agro-ecology among Grade 10 learners in Limpopo and Eastern Cape provinces. Analysis of covariate was used to test the hypothesis that (1) learners’ content knowledge on climate change and food security would differ with teaching methods, (2) the project-based and demonstration teaching methods would improve learners’ content knowledge because the project-based and demonstration methods are more practical, and learners learn better through these methods. The results showed that learners in the project-based and demonstration groups had significantly higher scores than those in the lecture (p < 0.05). The findings suggest that incorporating project-based teaching methods in secondary schools can improve learners’ performance and skills in Agricultural Sciences.

1. Introduction

The curriculum for Grade 10 Agro-ecology in South Africa covers topics such as ecology, ecosystem interactions, grazing ecology, pasture management, South African biomes, and climate change, along with weather phenomena [1]. The impact of extreme weather conditions in sub-Saharan Africa (SSA) has been a growing concern as it has increased the severity and frequency of the effects of climate change [2,3]. These extreme conditions include abnormal rainfall, prolonged drought, heat stress, and water shortage, which affect nearly 40% of Africa’s 360 million people and exacerbate poverty [4,5]. As 80% of agricultural land relies on rainfall, the livelihoods of SSA people are heavily dependent on it [6]. Agricultural Sciences learners need to have a vast understanding of climate change as it greatly affects the success of farming. Therefore, it is essential for teachers to employ effective and efficient teaching methods to achieve the learning objectives for this topic.
Climate change has a significant impact on food security, sustainable development, and poverty eradication as it affects food production in various ways. Direct impacts include changes in Agro-ecological conditions, while indirect impacts include fluctuations in income distribution leading to slowed economic growth, which in turn affects food production demand [7]. Mugambiwa and Tirivangasi [8] discussed the impact of climate change on achieving the Sustainable Development Goal (SDG2) to eradicate poverty by 2030 in South Africa. Climate change causes poor plant growth, quality, disease, and harm to livestock health, all of which negatively impact poverty eradication. A study by Ncisana et al. [9] suggests that climate change poses a threat to food security. In addition, drought in rural parts of South Africa, where poverty is high, has led to high livestock deaths due to a lack of forage, which negatively affects the food supply and causes food prices to rise. This can potentially harm the goal of eradicating poverty by 2030 in South Africa. Food production and security have been a major challenge for South Africa and other Southern African Development Communities [10]. Approximately 56% of the South African population lives in poverty, with 28% below the poverty line [11,12]. Thus, rising food costs lead to food insecurity for the disadvantaged [11]. Food insecurity occurs when people do not have access to an adequate, safe, and nutritious diet that meets their dietary needs and leads to a healthy life [12,13]. Food sustainability is based on four pillars: accessibility, availability, utilization, and stability [14].
The utilization of Agricultural Sciences teaching methods must emphasize the shaping of abilities on facets of food production, its availability, food security, and nourishment, as well as the growing financial management to aid in the alleviation of food scarcity [15]. Teaching methods in the subject in question allude to the techniques for Agricultural Sciences learners’ educational needs and encounters. Utilized pedagogical strategies in South African high schools comprise the traditional teaching techniques, dialogue, imitations, project-based, issue-based, and excursions and outings strategies [16,17]. However, with the appearance of mechanical progression, the computerized teaching strategy is only dominating in tertiary educational establishments [18]. The relationship between the Agricultural Sciences teaching methodologies and climate change would operationally be demarcated through the current inquiry to explain the connection between Agricultural Science pedagogical methods and sustainable food availability.
Applied educational subjects such as Agricultural Sciences are the focal point of the secondary school curriculum [18]. Agricultural Sciences in the Further Education and Training (FET) phase provides learners with basic skills and abilities in food production. Agricultural Sciences knowledge impartation in the FET phase ought to develop skills to satisfactorily adapt to and mitigate climate change in ways that address food shortage issues. Integrating food production and climate change in the curriculum can propel Agricultural Sciences learners toward effective and comprehensive skills and knowledge regarding food security.
The study further explored the significance of teaching methods of Agricultural Sciences in upskilling learners on food production and security. Although agriculture is crucial to nurturing economic growth, climate change is one of the critical phenomena, which negatively affect food production, thus threatening food security. However, apart from the knowledge impartation of Agricultural Sciences as a significant curriculum at the FET level, there will be a lack of food production that will lead to food insecurity in some parts of the southern region of Africa. Despite the significance of this topic, according to the best ability of our knowledge, there is no research conducted on the investigation of teaching methods on the Agro-ecology chapter among Grade 10 learners. The purpose of this study was to compare the teaching methods and their impact on learners’ performance in the Agro-ecology learning unit. While hypothesizing that, firstly, learners’ content knowledge on climate change and food security would differ with teaching methods. Secondly, the project-based and demonstration teaching methods will improve learners’ content knowledge because the project-based and demonstration methods are more practical, and learners learn better through these methods. There is scientific evidence that agriculture can make a huge contribution to mitigating climate change which is a global problem; this is because crops absorb carbon dioxide, which implies the reduction of greenhouse gases. Therefore, effective teaching approaches in teaching climate change at the secondary level will benefit not only South Africa but the world as the world has one goal to mitigate climate change, and one can do so by clearly understanding climate change.

Significance of the Study

The current teaching methods for Agricultural Sciences at the FET level are insufficient to promote the essential skills among learners to improve food production. As a result, most secondary education graduates in South Africa are unable to find employment due to a lack of knowledge and skills, as reported by Njura [18].
The South African Curriculum and Assessment Policy Statement (CAPS) document for Agricultural Sciences, covering Grades 10 to 12, stresses that learners must gain skills that are applicable to their lives and that they should be ready for the workforce upon leaving secondary school [1]. This study focused on the Agro-ecology curriculum taught in Grade 10 and aimed to investigate the impact of different teaching methods on learners’ understanding of climate change and its effects on food production and security in South Africa. Despite the significance of this topic, according to the best ability of our knowledge, there is no research conducted on the influence of teaching methods on the Agro-ecology chapter among Grade 10 learners in the southern African context.

2. Literature Review

The literature review encompassed books, journal articles, peer-reviewed papers, unpublished manuscripts, periodicals, government reports and statistics, and other scholarly sources examining teaching methods in Agro-ecology and Agriculture, published from 2003 to 2023. The aim was to gain a comprehensive understanding of previous studies relevant to the current research. The search for relevant information through search engines was limited to publications written in English and included keywords such as “Grade 10 learners”, “food security”, “teaching methods”, “agriculture”, “climate change”, and “Agro-ecology”. Teachers in South African institutions utilize numerous teaching methods to impart Agricultural Sciences knowledge. The utmost utilized teaching methods in Agricultural Sciences lessons are the lecture, dialogue, collaboration-based and question and answer methods, imitations, project-based, issue-based, and educational excursions [19,20]. In addition, many teachers use various strategies [19]. To promote learners’ attention and curiosity and advance their performance, utilization of movement animation and learner-focused methods such as computerized teaching strategy, demonstration technique, class undertakings, and field trips as opposed to relying upon the traditional lecture approach should be grasped [20].
The teaching methods commonly utilized in the field of Agricultural Sciences have significant potential to address the challenges threatening food security and production. A study by Kioko found that the Agricultural Science curriculum in secondary schools has a significant potential to enhance farmers’ knowledge and skills, leading to increased production and profitability [21]. Improving efficiency through these means is critical for securing food supplies. It is essential to establish a connection between agricultural competencies and food security.
The fundamental goal of teaching Agricultural Sciences is for learners to comprehend essential farming standards, including the impact of climate change [22]. This can be achieved through effective teaching methods, as they advance the essential skills and abilities needed by learners, which further contribute to food production and security. Abilities shaped envelop parts of food creation, accessibility, and nourishment, just like consistency in the inventory [11]. Utilizing tasks in the classroom can subsequently create involved encounters in such exercises outfitted for food sustainability.
Agricultural skills in safeguarding and recovering biological systems may enhance food security. Furthermore, instructional exercises, for example, innocuous food creation, readiness [11].

3. Theoretical Framework

In the current study, Critical Theory was employed as the theoretical framework. This approach offers a way to comprehend the world by considering other people’s perspectives and encourages rational and imaginative thinking [23]. It places importance on acquiring knowledge by considering the perspectives and experiences of participants and aims to identify, analyze, and transform aspects of education. This theory was chosen to evaluate and improve demotivating factors in Agricultural Science education by turning them into positive learning experiences through effective teaching methods.
The relevance of this theoretical framework lies in its examination of respondents who are aware of the shortcomings in their educational experiences and who desire to take a proactive stance in addressing these issues [24]. The study aims to uncover the most effective teaching methods in Agricultural Science to build the necessary skills to combat food insecurity in South Africa. As a result, the findings from this study can provide guidance for Agricultural Science teachers in implementing effective teaching methods to help address food shortage problems among the human populace.

4. Materials and Methods

4.1. Research Design

A quasi-experimental type was used with a pre and post-test group as the study design [25]. A pre-test was employed to minimize or get rid of biases between the treatments. The quasi-experimental design allows an association of the control and experimental groups [25]. The design is regularly employed in classroom experiments when control and experimental groups are in their natural classroom setting that cannot be disturbed for the research [26]. Three groups of learners participated in the research project. The first class (group) received the lecture method (control group), the second group received the demonstration method, and the third group project method. The lecture method was delivered in its natural setting where the teaching of Agro-ecology took place. The demonstration method was employed in the form of videos. The demonstration method was implemented using videos, which were sourced from YouTube. The videos included: (1) “How to Green the World’s Deserts and Reverse Climate Change” by Allan Savory, published by TED; (2) “How Will Climate Change Impact Agriculture” by Rutgers Climate Change; (3) “How Climate Change Affects Agriculture” by Channel Television; (4) “Global Warming 101” by National Geographic; and (5) “We Are the Problem and the Solution” (animated infographic) by Matt Miltonberger. While the project-based method was implemented through an experiment using a basic randomized complete design. This involved eight plots of natural grasses, each measuring 1 × 1 m. Half of the plots were irrigated twice, while the remaining plots were not irrigated for over three weeks to simulate the effects of drought, which is a result of climate change.

4.2. Population and Sample Size

Four schools were purposively sampled for this study, with three located in the Vhembe and Capricorn District Municipalities of Limpopo and one in the OR Tambo District Municipality in Eastern Cape in 2022. The schools were selected based on their rural setting, where poor performance in Agricultural Science is observed compared to urban schools and poverty is prevalent. A randomized sampling design, which is a type of probability sampling, was used because it gave every learner an equal chance of being selected for the study. Within each school, 45 Grade 10 Agricultural Science learners participated, resulting in a total of 180 learners taking part in the study. The learners were asked to take a pre-test assessment in the form of a class test (Supplementary Materials) prior to the intervention. After two weeks of intervention, the Agricultural Science learners from each group were required to take a similar test.

4.3. Data Collection

Written tests were used for data collection in this study. The data were gathered over three weeks, using pre-test and post-test assessments. All three groups were offered a pre-test to establish the levels of pre-conception. The groups were taught using a specific method, although the control group was taught using the lecture teaching method. A post-test, the same as the pre-test, was used to assess the experimental and control groups to compare the scores for all groups.

4.4. Data Analysis

The hypotheses were tested using Analysis of Covariate (ANCOVA), where post-test scores were taken as the dependent variable, and teaching methods were considered as fixed factors, with pre-test serving as a covariate. The data satisfied all the necessary requirements for ANCOVA. A one-way ANOVA was then conducted following the ANCOVA and produced the same results, indicating that the effect of the covariate was not significant. Data were normally distributed, and those that were not normal were log-transformed. Data from each school were analyzed separately. The Bonferroni post hoc test was used to separate the means. Statistical significance was declared when p < 0.05. All data were analyzed using the Statistical Package for Social Science (SPSS) version 25.0, developed by International Business Machines (IBM).

4.5. Reliability, Validity, and Objectivity

In this study, the reliability of the findings was based on the statistical analysis of the collected data at the probability level of 5%, while validity was accomplished by gathering information from public high schools. Objectivity was also attained by certifying that the discoveries are discussed and grounded on empirical evidence, thus eradicating all forms of biases [27].

5. Results

The scores from each treatment within each school were averaged, with “M” representing the mean score and “SE” representing the standard error (M ± SE). The results indicated significant effects of teaching methods in schools A, B, and C, while in school D non-significant difference among treatments was observed (Table 1). The lecture method, demonstration method, and project method groups’ pre-test scores were similar at the beginning before the study’s intervention, with no significant (p < 0.05) difference among them. After teaching all the groups, the project method group in school A performed better than the demonstration method group and the lecture method group (Table 2). While in some instances, the demonstration method group in schools B and C had higher (p < 0.05) scores than the project method group, which also had higher (p < 0.05) scores than the lecture method (Table 2). Most schools, which acted as replicates in the present study, the project-based and demonstration methods, had higher marks/scores than the traditional lecture method. This implies that out of 180 participants, 135 understood Agro-ecology better when project-based and demonstration method was used. While 35 participants failed to improve their marks irrespective of the teaching method.

6. Discussion

The results of the study provide strong support for the first hypothesis, which stated that learners’ understanding of climate change and food security would vary based on the teaching method used. This can be attributed to the differences in the three teaching methods used in the study, which may evoke different attitudes from learners. The lecture method, for instance, may not allow learners to engage with the teacher, leading to a negative attitude toward the subject. On the other hand, the project-based method requires active participation from learners, increasing the likelihood of them grasping the knowledge and concepts easily. The demonstration method is similar to the project-based method as it allows learners to observe and engage with the teacher. The deviation in results in one school may be due to learners’ lack of interest in the topic of Agro-ecology.
According to Duff [28], the learning approaches adopted by learners play a crucial role in their acquisition of knowledge. One of the major learning approaches is the deep learning approach, which involves high motivation, engagement with the subject, and a desire to know everything about a topic [29]. In this study, learners taught using demonstrations and project-based methods were highly participatory and engaged during the learning process, unlike those taught through the lecture method. Cornelius-White [30] and Daluba [20] also pointed out that learners in project-based and demonstration methods are highly motivated to learn. These methods, therefore, have the potential to enhance learners’ success in learning climate change in Agricultural Sciences.
The results also showed that learners who were taught using the demonstration and project-based methods demonstrated an improvement in performance compared to those taught using the lecture method, confirming that these methods lead to a better understanding of the content.
The second hypothesis, which stated that the project-based and demonstration methods would improve learners’ understanding because they are more practical, was not entirely supported by the results, although there was strong support from three out of four schools. However, the results suggest that learners perform better when taught using project-based and demonstration methods, as 135 out of 180 participants agreed with this hypothesis. Findings by Olatoye and Adekoya [31], Udo [32], and Mirasi et al. [33] also showed that the demonstration method leads to improved performance compared to traditional teaching methods such as the lecture method. This may be because learners were more active during the learning process with the demonstration and project-based methods, contributing to their improved performance [34].
The results of this study align with the findings of Idodo and Oladimeji [35], who showed that learners in the experimental group performed better than those in the control group in their Agricultural Sciences class because they were able to interact during activities, whereas the control group was passive. Yuliana and Saragih [36] also pointed out that learners learn more effectively through doing than through listening, which supports Cornelius-White’s [30] findings that learners perform well with learner-centered strategies.
However, the findings of this study cannot be generalized due to the small sample size and the assignment of participants. Thus, the appropriateness of a teaching method for teaching Agro-ecology does not necessarily mean it will be suitable for other topics within the same subject. Hence, teachers should consider combining multiple teaching methods for various topics in Agricultural Sciences.
The researchers recommend further studies to explore teachers’ and learners’ perceptions of the effective teaching approaches for Agro-ecology in Agricultural Sciences. Additionally, the exploration of innovative and practical teaching methods to improve learners’ performance and attitude towards Agricultural Sciences in the South African context is necessary.

7. Conclusions

The study aimed to evaluate the effect of various teaching techniques on the performance of Grade 10 learners in their understanding of climate change, a topic covered in their curriculum. Results showed that the demonstration and project methods were effective in enhancing the learners’ comprehension. The findings of the research could serve as valuable input for South African educational policymakers to make decisions regarding the integration of practical Agricultural Sciences activities, such as school-based farming projects and field trips, into the school schedule to further improve learners’ skills and knowledge as outlined in the Curriculum and Assessment Policy Statement (CAPS).

Supplementary Materials

The following supporting information can be downloaded at: https://www.mdpi.com/article/10.3390/su15054048/s1, Figure S1: pre and post test assessment; Table S1: Teaching methods with marks (mean scores) obtained from Grade 10 Agricultural Sciences learners at all schools. Table S2: ANCOVA summary of post-test: pre-test as the covariate.

Author Contributions

Conceptualization, L.N., V.A.N., N.T.S. and M.F.M.; methodology, L.N., V.A.N., M.F.M. and N.T.S.; formal analysis, N.T.S., V.A.N. and L.N.; investigation, L.N., V.A.N., M.F.M. and N.T.S.; resources, V.A.N., L.N. and M.F.M.; data curation, V.A.N., L.N., M.F.M., M.A.S., W.N. and N.T.S.; writing—original draft preparation, L.N., V.A.N. and M.F.M.; writing—review and editing, L.N., M.F.M., N.R.M. and N.T.S.; supervision, L.N., M.S.J.M., S.K.S. and M.F.M.; project administration, L.N. and N.T.S. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Institutional Review Board (or Ethics Committee) of the University of Limpopo for studies involving humans.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Data are available upon request.

Acknowledgments

Agricultural Science educators from Mohlaletse circuit in Limpopo are hereby acknowledged for their contribution and participation in the study.

Conflicts of Interest

No potential conflict of interest was reported by the author(s).

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Table
Table 1. ANCOVA summary of post-test: pre-test as the covariate.
Table 1. ANCOVA summary of post-test: pre-test as the covariate.
SchoolsSourcedfMean SquareFp-Value
ATreatments2555.48085.424<0.001
BTreatments2313.29054.801<0.001
CTreatments2597.802228.343<0.001
DTreatments22.5000.0730.929
Teaching methods with marks (mean scores) obtained from grade 10 Agricultural Sciences learners at all schools.
Table
Table 2. Teaching methods with marks (mean scores) obtained from Grade 10 Agricultural Sciences learners at all schools.
Table 2. Teaching methods with marks (mean scores) obtained from Grade 10 Agricultural Sciences learners at all schools.
TreatmentsSchool ASchool BSchool CSchool D
Lecture method21.240 ± 0.510 a14.160 ± 0.478 a17.700 ± 0.324 a17.000 ± 1.065 a
Demonstration method24.240 ± 0.510 b21.240 ± 0.478 b27.480 ± 0.324 b17.500 ± 1.065 a
Project method30.480 ± 0.510 c17.700 ± 0.478 c22.590 ± 0.324 c17.000 ± 1.065 a
a,b,c Means and SE in the column row with different superscripts are significantly different (p < 0.001), within schools.
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Ncisana, L.; Ntuli, V.A.; Sibisi, N.T.; Masha, M.F.; Mboweni, M.S.J.; Satekge, M.A.; Ntilini, W.; Mkhize, N.R.; Singh, S.K. A Comparative Study of Teaching Approaches in Agro-Ecology: An Investigation of 10th-Grade Agricultural Sciences Learners in Selected Schools. Sustainability 2023, 15, 4048. https://doi.org/10.3390/su15054048

AMA Style

Ncisana L, Ntuli VA, Sibisi NT, Masha MF, Mboweni MSJ, Satekge MA, Ntilini W, Mkhize NR, Singh SK. A Comparative Study of Teaching Approaches in Agro-Ecology: An Investigation of 10th-Grade Agricultural Sciences Learners in Selected Schools. Sustainability. 2023; 15(5):4048. https://doi.org/10.3390/su15054048

Chicago/Turabian Style

Ncisana, Lusanda, Vafana Attraction Ntuli, Nonhle Tracey Sibisi, Mmapake F. Masha, Mdumo S. J. Mboweni, Moyahabo Anna Satekge, Wonga Ntilini, Ntuthuko Raphael Mkhize, and Suresh K. Singh. 2023. "A Comparative Study of Teaching Approaches in Agro-Ecology: An Investigation of 10th-Grade Agricultural Sciences Learners in Selected Schools" Sustainability 15, no. 5: 4048. https://doi.org/10.3390/su15054048

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