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THE IMPACT OF ONLINE TEACHING AND LEARNING ON SS2 AGRICULTURAL SCIENCE STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The world of education has changed a lot in recent years, with online teaching and learning becoming a big part of how students are taught today. In Nigeria, many secondary schools have started to use online tools and digital platforms to teach different subjects, including Agricultural Science. As Emudiaga and Eboh (2025) pointed out, online and traditional learning greatly impact students' learning and the educational sector as a whole. For SS2 Agricultural Science students, this shift is very important because the subject has both theory and practical parts. A study by Abiala, Jolayemi, Ibironke, Olawumi, Ogunmosu, and Sanni (2025) revealed that students' academic performance improved after being taught with Information Communication Technologies, even when schools did not have enough of these facilities. Also, Mahamud, Uguru, and Mustapha (2025) found that digital learning tools significantly enhanced agricultural education by improving students' knowledge, skills, and retention. There is also evidence from Nwakile (2022) that blended learning, which mixes online and face to face teaching, enhanced students' achievement and interest in Agricultural science more than the traditional demonstration method. This shows that online methods can be very helpful if used properly.

However, moving to online teaching and learning for a practical subject like Agricultural Science comes with its own set of challenges, especially for SS2 students. Many researchers have noted problems that make it hard for students to benefit fully from online learning. For example, Ugwuoke, Babajide, Ekenta, Eze, Nwankwo, Ifeanyieze, Nwachukwu, Odoh, and Isiwu (2023) argued that the consistently low performance of agricultural science students in external examinations could be linked to poor teaching methods and materials. Also, Nlebem (2022) found that students often do not have access to computers, and projectors are not used in teaching and learning Agricultural Science. Furthermore, Mahamud, Uguru, and Mustapha (2025) identified major barriers like lack of electricity, poor internet connectivity, inadequate teacher training, and limited access to digital devices. Similarly, Abiala et al. (2025) ranked inadequate ICTs in schools as the top challenge, followed by lack of standby internet or Wi Fi connectivity. Ekwueme and Onyia (2023) also found that reduced interaction with the lecturer and erratic power supply were severe constraints to virtual learning. These challenges make it hard to know exactly how online teaching and learning truly affects SS2 Agricultural Science students. That is why this study is important to find out the real impact.

1.2 Statement of the Problem

The teaching and learning of Agricultural Science at the senior secondary school level in Nigeria has faced many difficulties over the years. Despite the growing push to integrate online and digital tools into education, many SS2 students still struggle to grasp Agricultural Science concepts, especially the practical aspects. The poor performance of students in both internal and external examinations in this subject has been a source of concern for teachers, parents, and educational authorities. While some studies suggest that online learning can improve understanding and retention, others report that students are not benefiting because of a lack of basic infrastructure, such as computers, internet access, and reliable electricity. This creates a confusing situation where the potential benefits of online teaching are not being realized for many students.

Furthermore, the sudden shift towards online learning, accelerated by global events, has left many schools unprepared to handle the transition effectively. Agricultural Science teachers may not have received adequate training on how to deliver lessons online, especially for topics that require hands on demonstration and fieldwork. SS2 students, who are at a critical stage preparing for their final examinations, may be missing out on essential knowledge and skills because online teaching is not being implemented properly. The lack of clear evidence on the specific impact of online teaching and learning on the academic performance, interest, and skill acquisition of SS2 Agricultural Science students is a significant gap. Therefore, this study seeks to investigate this problem in detail and provide answers that can help improve the situation.

1.3 Objectives of the Study

The main objective of this study is to determine the impact of online teaching and learning on SS2 Agricultural Science students.

The specific objectives include;

      i.         To evaluate the impact of online teaching and learning on the academic performance of SS2 Agricultural Science students.

    ii.         To determine the effect of online teaching and learning on the interest of SS2 students towards studying Agricultural Science.

   iii.         To find out the challenges facing the effective implementation of online teaching and learning for SS2 Agricultural Science students.

1.4 Research Questions

      i.         What is the impact of online teaching and learning on the academic performance of SS2 Agricultural Science students?

    ii.         What is the effect of online teaching and learning on the interest of SS2 students towards studying Agricultural Science?

   iii.         How does the lack of infrastructure and resources challenge the effective implementation of online teaching and learning for SS2 Agricultural Science students?

1.5 Research Hypotheses

Hypothesis I

H0: There is no significant impact of online teaching and learning on the academic performance of SS2 Agricultural Science students.

H1: There is a significant impact of online teaching and learning on the academic performance of SS2 Agricultural Science students.

Hypothesis II

H0: There is no significant effect of online teaching and learning on the interest of SS2 students towards studying Agricultural Science.

H2: There is a significant effect of online teaching and learning on the interest of SS2 students towards studying Agricultural Science.

Hypothesis III

H0: There is no significant relationship between infrastructure challenges and the effective implementation of online teaching and learning for SS2 Agricultural Science students.

H3: There is a significant relationship between infrastructure challenges and the effective implementation of online teaching and learning for SS2 Agricultural Science students.

1.6 Significance of the Study

This study will be very important for several groups of people. For teachers of Agricultural Science, the findings will show them how online teaching affects their students, which can help them choose better methods to deliver their lessons. For SS2 students themselves, the results will reveal the strengths and weaknesses of online learning, allowing them to adjust their study habits and make better use of digital tools. The study will also be useful for school administrators and curriculum planners who want to know whether investing in online learning infrastructure is worth it. By understanding the real impact, they can make informed decisions about how to integrate technology into the teaching of practical subjects.

Additionally, the government and educational policymakers will benefit from this study because it will highlight the specific challenges that hinder the success of online learning in Agricultural Science. This information can guide them in allocating resources, providing training for teachers, and developing policies that support effective online education. Parents and guardians will also gain insight into what their children experience with online learning, helping them to support their children better at home. Finally, future researchers will find this study as a useful reference and a starting point for further investigations into online learning in other subjects or at different educational levels.

1.7 Scope of the Study

This study focuses specifically on the impact of online teaching and learning on SS2 Agricultural Science students. The research is limited to senior secondary school two students because they have already been exposed to the basics of the subject and are preparing for their final external examinations, making them a suitable group to study. The study will examine three main areas: the impact on academic performance, the effect on students' interest in the subject, and the challenges related to infrastructure and resources that affect online learning. This means the study will not cover other subjects or other classes, nor will it look at unrelated factors like teacher motivation or school management styles.

Geographically, the study will be carried out in a defined area, such as a particular local government or state in Nigeria, to make the research manageable and focused. The study will involve only public secondary schools that have made some attempt to use online teaching methods, as well as some that have not, for comparison purposes. Private schools will not be included in this study to avoid differences in funding and resources that could skew the results. The study will also be limited to the 2024/2025 academic session, meaning it will capture a snapshot of the current situation rather than a long term trend.

1.8 Limitations of the Study

Like every research work, this study will face some limitations that may affect the findings. One major limitation is the issue of honesty from the respondents. When students or teachers fill out questionnaires, they may not always give completely truthful answers because they might want to look good or avoid admitting problems. Also, some schools may be reluctant to share their students' test scores or academic records due to privacy concerns, which could limit the amount of data available for analysis. The study is also limited by time and money, as the researcher cannot visit every single school or interview every single student due to these practical constraints.

Another limitation is the challenge of controlling external factors. For example, students who have access to personal computers and reliable internet at home may perform better online compared to those who rely on school facilities or mobile phones with poor network coverage. The study may not be able to fully separate the effect of online teaching from the effect of students' home environments. Also, the study relies heavily on self reported data from questionnaires, which may not capture the full picture of what happens in the classroom. Despite these limitations, the researcher will make every effort to ensure the study is as accurate and reliable as possible by using proper research methods and cross checking information where possible.

1.9 Definition of Terms

Online Teaching and Learning: This refers to the process of delivering educational content and instruction through the internet using digital devices such as computers, smartphones, or tablets. Online teaching and learning can happen in real time with a teacher present, or it can be self paced where students learn by themselves using recorded lessons and online materials.

Impact: In this study, impact refers to the effect or influence that online teaching and learning has on SS2 Agricultural Science students. This can be a positive effect, such as improved grades or increased interest, or a negative effect, such as confusion or poor performance.

Agricultural Science: This is a school subject that teaches students about the principles and practices of farming, crop production, animal husbandry, soil science, and other related areas. It combines both theoretical knowledge and practical skills needed for agriculture.

SS2 (Senior Secondary School Two): This is the second year of the three year senior secondary school program in Nigeria. Students in SS2 are typically between 14 and 17 years old and have already completed one year of senior secondary education.

Academic Performance: This refers to how well a student does in their school work, usually measured by test scores, examination grades, or continuous assessment results. In this study, academic performance means the scores or grades that SS2 students get in Agricultural Science tests and exams.

Online Learning Platforms: These are websites, mobile applications, or software programs that are used to deliver online lessons, assignments, and assessments. Examples include Google Classroom, Zoom, WhatsApp, and other learning management systems.

Interest: This refers to the feeling of wanting to know about, learn about, or take part in something. In this study, interest means how much SS2 students like or dislike studying Agricultural Science and whether they pay attention during online lessons.

Challenges: These are problems, difficulties, or obstacles that make it hard to do something successfully. In this study, challenges refer to the things that prevent online teaching and learning from working well for SS2 Agricultural Science students, such as lack of electricity, poor internet, or untrained teachers.

Information and Communication Technology (ICT): This means all the digital tools, devices, and resources used to handle information and aid communication. In education, ICT includes computers, projectors, the internet, educational software, and other electronic tools used for teaching and learning.

Blended Learning: This is a way of teaching that combines traditional face to face classroom instruction with online learning activities. Students learn partly in a physical classroom with a teacher and partly through digital or online materials that they can access at home or elsewhere.

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