Teaching gardening produced more positive attitudes toward entrepreneurial skills acquisition than conventional teaching of the same concepts among Nigerian senior secondary science students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with gardening activities showed significantly more positive attitudes toward entrepreneurial skills acquisition than students taught the same concepts without gardening (p ≤ 0.05). → Charity 2017

Evidence¶

Charity 2017¶

Charity, D., Ozoji, B.E., Osasebor, F.O., & Umar, S.I.U. (2017). Effects of Teaching Gardening on Science Students' Attitudes toward Entrepreneurial Skills Acquisition in Jos South, Plateau State, Nigeria. Science Education International, 28(2). https://www.stes-educacion.org/revistas/index.php/science-education-international

q2 · i? · causal · r1

Non-randomized pre-test post-test non-equivalent control group study of 75 SS2 students in two intact classes; the experimental group (n=38) was exposed to gardening for 6 weeks while the control group (n=37) was taught the same concepts without gardening. The t-test at the 0.05 level showed a "significant difference between the attitudes mean scores" of the two groups.

"Data in Table 3 show that there was a significant difference between the attitudes mean scores of students taught using gardening toward entrepreneurial skills acquisition (X‒=1.47, SD=9.47) and those not taught with that method (X ‒=1.24, SD=6.86, t0.031, p≤0.05)."

Discussion¶

Related Claims¶

• Students reported that gardening teaching skills promoted entrepreneurial skills acquisition to a large extent (53.30%) — related
• Students' attitudinal dispositions toward entrepreneurial skills acquisition were highly positive, with 76.00% positively disposed — related
• Gender was not a significant factor in students' attitudes toward entrepreneurial skills acquisition after gardening instruction — related
• Jigsaw instruction produced more favourable student attitudes toward ethnic integration than conventional lecture in Nigerian Social Studies classrooms — related