Abstract:
The study sought to systematically investigate and document the effect of project-based learning on student performance in secondary school agriculture in Kenya. In addition, the effects of interaction of the learning programme with the gender of the student was also examined. The study used a quasi~experimenta|, non-equivalent control group pre-test-post-test design. The target population comprised of all Form Three agriculture pupils in Nakuru District of Kenya. A random sample of twelve schools, three from each of the four selected areas of the district took part in the study. Three of the areas were assigned a different treatment while the fourth area acted as the control. Data collected from standardized cognitive and psychomotor tests were subjected to ANOVA, ANCOVA and t-tests which were used to reject or accept the hypotheses. An LSD test was used to determine the direction of significance. Results indicated that there was a statistically significant relationship between exposure to projects and performance on high cognitive skills and practical skills. The results also indicated that the performance of boys in cognitive skills, higher cognitive skills and practical skills was significantly higher than for girls after exposure to projects. It was recommended that policy makers and teacher educators device ways of enhancing the capacity of agriculture teachers to plan and execute projects. It was also recommended that schools be encouraged to use community farms and home-farms to undertake projects.
