This mixed-methods study examined the impact of practical work on student performance in agricultural science at a specific school within the Ompundja Circuit of the Oshana Directorate of Education in Namibia. The study applied purposive sampling to select two agricultural science instructors and used a simple random sampling procedure to identify 18 students. The data-gathering instruments comprised a closed-ended questionnaire for students and structured interviews for educators. Thematic and descriptive analyses were performed to interpret the results. The findings demonstrated that hands-on activities advantage learners who thrive in physical engagement, resulting in enhanced performance. Moreover, those who were reluctant to actively participate in practical activities did not attain comparable advantages. Moreover, the study indicated that inadequate preparation and insufficient explanations before practical work led to subpar performance among learners. The study advocates for agricultural science educators to create instructional videos illustrating practical activities, organise seminars for all students to cater to varied learning styles, and conduct comprehensive demonstrations to improve comprehension. It is recommended to enlarge the accessible gardens to encompass all learners' initiatives. The study also recommends that teachers cooperate within their circuits prior to practical work dates to exchange ideas, formulate standardised practical activities, and impart new skills that improve learner success.
Shikongo et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: