Comparative Effects of Demonstration Method and Blending Learning on Academic Achievement and Interest of Agricultural Science Students in Nsukka Education Zone of Nigeria Authors Toochukwu Nwakile University of Nigeria, Nsukka, Nigeria https://orcid.org/0000-0002-3234-7573 NWANKWO C.U University of Nigeria, Nsukka Nigeria Dr. L.U. Ekenta University of Nigeria Nsukka AMEH H.I University of Nigeria, Nsukka Nigeria NWOKOLO E University of Nigeria, Nsukka Nigeria DOI: https://doi.org/10.47505/IJRSS.2022.V3.6.2 Keywords: Demonstration method, Blended learning, Academic achievement, Interest Abstract The study focused on the comparative effects of demonstration method and blended learning on the achievement and interest of Agricultural Secondary School Student in Nsukka. Two research questions guided the study while two hypotheses were formulated and tested at 0.05 level of significance. Quasi experimental design, specifically pre-test and post-test group was adopted. The sample for the study was 80 SSII Students comprised of males and females from intact class. The two classes were randomly assigned experimental group I and II. The experimental group one was taught with demonstration method while experimental group II were taught with blended learning and. The treatment lasted for four weeks. The instruments for data collection were Agricultural Achievement Test (AAT) comprising thirty questions and Interest Inventory. The two instruments used for data collection were validated by three experts all from Department of Agricultural Education.The reliability of the instruments was established using Cronbach alpha for AAT and Kudder-Richardson 20 for AII. AAT and AII yielded a coefficient of 0.74 and 0.77 respectively. Mean, standard deviation and Analysis of covariance (ANCOVA) were used to analyze the data collected for the study. Findings of the study revealed that blended learning enhanced students’ achievement and interest in Agricultural science more than demonstration method. Furthermore, the tested hypotheses revealed that there was significant different between the effects of demonstration and blended learning on students’ interest in Agricultural science. Hence, the study recommended amongst others that; that the federal ministry of education should provide internet facilities in secondary schools to ensure blended learning is incorporated as to improve achievement and interest of students and also state government should organize workshops, in-service training programme for teachers so that they would be conversant in the use of blended learning. References Abbey B. W. (2011). Post graduate Education and Sustainable food security in Nigeria. A public lecture umudike- Nigeria: Micheal Okpara University of Agriculture. Achor E. E. (2011). 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West Africa Examination Council. (2019). Agricultural Science Chief Examiner's Report. Downloads Pdf How to Cite Nwakile, T., NWANKWO C.U, Ekenta, L., AMEH H.I, & NWOKOLO E. (2022). Comparative Effects of Demonstration Method and Blending Learning on Academic Achievement and Interest of Agricultural Science Students in Nsukka Education Zone of Nigeria . International Journal of Research in Social Science and Humanities (IJRSS) ISSN:2582-6220, DOI: 10.47505/IJRSS, 3(6), 9–15. https://doi.org/10.47505/IJRSS.2022.V3.6.2 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver Download Citation Endnote/Zotero/Mendeley (RIS) BibTeX Issue Vol. 3 No. 6: IJRSS June-2022 Section Articles License Copyright (c) 2022 Toochukwu Nwakile, NWANKWO C.U, Dr. L.U. Ekenta, AMEH H.I, NWOKOLO E This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.