Effect of virtual teaching method and gender on vocational student's achievement in agricultural science

Abstract EN

The purpose of this study was to investigate the effect of virtual teaching method and gender on vocational students' achievement in three agricultural lab courses: plant propagation, ornamental plants, and fruit trees, offered at plant production department, Al-Salt College, Al-Balqa Applied University.

The participants of this study were 47 male and female vocational students studying at Al-Salt College.

Student's achievement was measured by achievement exam.

The data were collected to measure students' achievement, descriptive statistics (means and standard deviations) were used to answer the research questions, a multivariate analysis of variance (MANOVA) was conducted to determine the effect of virtual method and gender on achievement, while the analysis of covariance (MANCOVA) was used to test the null hypotheses formulated at 0.05 probability level.

The results showed that there were statistically significant differences at the level of Significance α = 0.05 between the means of students attributed to the virtual teaching method compared with the traditional one.

The results also showed that there were no statistically significant differences at the level of Significance α = 0.05 between the means of the students attributed to the gender.

Based on these findings, recommendations were proffered that efforts should be intensified to integrate virtual method into teaching vocational students courses.

More experimental research studies must be conducted in order to compare the use of a virtual teaching method in different agricultural learning situations.