ASSESSMENT OF INNOVATIVE INSTRUCTIONAL METHODS ADOPTED BY TEACHERS OF AGRICULTURAL SCIENCE IN SECONDARY SCHOOLS IN YOLA NORTH, ADAMAWA STATE, NIGERIA

Abstract This study assessed innovative instructional methods adopted by teachers of Agricultural Science in secondary schools in Yola North, Adamawa State, Nigeria. The study aimed at identifying the innovative methods used, determine their effectiveness, and explore challenges faced by teachers in implementing these methods. A descriptive survey research design was employed the population of the study was 245 Agricultural Science teachers from public secondary schools in Yola North Local Government Area of Adamawa State. Data was collected using a structured questionnaire was analyzed using descriptive statistics of mean standard deviation in answering the research questions The findings revealed that teachers used various innovative methods, including project-based learning, field trips, and technology integration. However, the study also showed that the adoption rate of these methods was moderate, with some teachers facing challenges such as inadequate resources, lack of training, and large class sizes. The study recommended that policymakers and school administrators provide support for teachers through training and resource allocation to enhance the adoption and effectiveness of innovative instructional methods. The study's findings have implications for improving the teaching and learning of Agricultural Science in secondary schools, enhancing students' engagement, and promoting academic achievement. This study contributes to the existing body of knowledge on innovative instructional methods in Agricultural Science education and provides insights for stakeholders to improve the quality of education in Nigeria. By adopting innovative methods, teachers can create engaging and interactive learning environments that foster students' understanding and application of Agricultural Science concepts.