Title: Transfer of Learning in Agricultural Education: Lecturers' Practices for Connecting Theory and Practice in South-South Nigeria
Authors: Patience Yemi OLISA, PhD , Karinatei Napoleon
Volume: 10
Issue: 9
Pages: 182-190
Publication Date: 2026/09/28
Abstract:
This study investigated the Transfer of Learning in Agricultural Education: Lecturers' Practices for Connecting Theory and Practice in South-South Nigeria. Operating within a descriptive correlational design, the inquiry examined three independent pedagogical dimensions, which are contextualised instruction, authentic learning activities, and reflective learning practices, to determine their relationship with lecturers' perceived effectiveness in theory-practice integration. A census sampling technique captured the entire regional population of eighty-five active Agricultural Education lecturers across public federal and state universities. Data collection was executed using the validated Lecturers' Pedagogical Practices and Learning Transfer Index. SPSS version 25 processed the empirical data, utilizing Mean and Standard Deviation to evaluate research questions, alongside Pearson Product-Moment Correlation computed at a .05 level of significance to test the null hypotheses. Descriptive results revealed that while instructors utilize contextualised instruction to a high extent, they deploy authentic learning activities and reflective learning practices to a low extent. Inferential tracking led to the rejection of all three null hypotheses, confirming statistically significant positive relationships across all pedagogical dimensions. Authentic learning activities maintained the strongest linear relationship with instructional effectiveness (r = .72, p < .001), followed by contextualised instruction (r = .64, p < .001) and reflective practices (r = .59, p < .001). The study concludes that current models heavily prioritize cognitive storage over psychomotor capabilities, and recommends adopting performance-based active task assessments over conventional testing frameworks.