TABLE OF CONTENTS
TITLE
PAGE
Title Page
Certification page
Approval page
Dedication
Acknowledgement
Table of contents
Abstract
CHAPTER
I
Introduction
Background of The Study
Statement of the problem
Purpose of the study
Significance of the Study.
Scope of the Study
Research questions
CHAPTER
II
REVIEW
OF RELATED LITERATURE
Introduction
Summary
of literature
CHAPTER
III
METHODOLOGY
Introduction
Research Design
Area of the Study
Population of the study
Sample
and Sampling Techniques
Instrument for data
collection 32-33
Validation of the Instrument
Method of data collection
Data Analysis
CHAP
TER IV
Presentation and analysis Of Data
Research Question 1
Research Question 2
Research Question 3
Research Question 4
Research Question 5
CHAPTER
V
DISCUSSION
OF RESULTS, CONCLUSION, RECOMMENDATIONS AND SUMMARY
Discussion of Results
Conclusion
Implication of the Findings
Recommendations
Limitations of the Study
Suggestions for further studies
Summary
References
Appendices
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ABSTRACT
This
study is on utilizing the school farm for effective teaching of agricultural
science in secondary schools in Ijero and Ekiti west local government area of
Ekiti State.
Specifically, the study sought to find
out sources of fund for establishing school farm the facilities needed for
equipping the farm among others. Random sampling techniques was used to select
22 schools from which 5 teachers were selected giving a sample size of 110
teachers.
The study showed that most teachers
agreed that sources of fund were schools government and parents. It also found
that facilities such as tractor and its implements, storage facilities poultry
houses e.t.c were necessary for effective teaching agricultural science in
schools.
It was recommended that the
government, schools, parents and all stakeholders should play their roles to be
able to use the farm for effective teaching of agricultural science.
CHAPTER
ONE
INTRODUCTION
Background of the Study
In
Nigerian secondary schools, agriculture has been recognize as a core curriculum
subject. In view of this, Olaitan (2010) outlined certain philosophy regarding
agriculture in schools include:
(a) Honest
labour, for example planting seeds and rearing livestock is a worthy activity.
(b) The
whole some food produced by agriculture is essential for good health
(c) All
available land would be utilized
(d) Standard
of living can be raised by improving agriculture inputs .
(e) The
rural environment will be improved by raising the standard of living of the
community.
The
above philosophy of agriculture finds expression in the general and specific
objectives of secondary schools agriculture curriculum. In junior secondary
schools (JSS), the main objectives is to equip students with introductory
vocational skills in agriculture. While at the senior secondary school (SSS)
level, the objectives includes to:
(a) Stimulate
and sustain students interest in agriculture
(b) Enable
students to acquire basic knowledge and skills in agriculture
(c) Prepare
students for further studies in agriculture
(d) Prepare
students for occupation in agriculture (West African Examination Councils 2006)
The
above objectives are achieved able within the provision of stipulated
Agriculture science curriculum currently being implemented in secondary schools
nationwide. A holistic implementation of agriculture curriculum in secondary
school is expected to embrace classroom instruction and practical experience
which the student in agriculture are exposed to (Adegeye and Dittoh, 2008).
Besides
adequate and qualified agriculture science teacher, adequate classroom,
agricultural science laboratory and school farms are prerequisites to teaching
and learning of agriculture in secondary schools.
Though
the above requirement are complementary, schools farm draw more attention in
view of the facts that west attention in view of the fact that west African
examination councils (2006) recommended that schools must keep with at least
one species of livestock from each of the following two group pigs, rabbit and
poultry goat sheep and cattle and where feasible fish pond.
School
farms are expected to have adequate equipment, farm implements tools farm
structure and regular supply of inputs in addition to farm space to accommodate
crops and livestock managed by student under the supervision of their teachers (Ani,
1997). These are the fundamental of an operational school farm on which
students could transfer classroom instruction to practical experience in the
fields.
In
line with this the school farm offers students the opportunity to acquire
knowledge, skills and competencies and demonstrate farm principle and practices
carryout field experiment which cannot be accommodate in the laboratory (Ani,
1997). In the overall, it caters for the interest of the rural dwellers whose
major occupation is agriculture. They aim at giving s utilitarian and
comprehensive education to the youths, farm families and other who might be
interested in agriculture as a vocation (Adesina, 2008,) (Grubb and Lazerson,
2005). In other to established a well equipped school farm that effectively fit
into the above roles place significant demand on the student, teacher, school
management parent and the immediate community in terms of resources (Pimpa and
Suwannapiron, 2008). In response to its increasing stakeholders, school farm in
various secondary schools in Nigeria, particularly in Ekiti State, are
expanding their activities roles and proceeds to reach its vested interest.
Consequently, schools farms are not
just for practical experience but embracing several other benefits. In view of
this background, the study is aimed at determining the social benefits of
school farm in secondary schools in Ekiti State
Statement Of The Problem
School
farm is one of the prerequisites for effective implementation of agriculture
science curriculum in secondary schools. But despite the fact that many secondary school in Nigeria have
been benefit of being sited on government or community land with relatively
goods space to accommodate a teaching farm, there appears to be a paucity of
well equipped school farms for effective teaching and learning in secondary
school in (Ladele 2000). In Ekiti state secondary schools it has been observed
that many of the existing schools farms lacked requisites structures implements
and other farm facilities, while in other these facilities, while in other
these facilities are in state of complete dilapidation consequently to total
neglect of practical lesson in the school farms (Ladele 2009). In some schools
most of the pupils come from rural farm families with a detailed knowledge of
traditional agriculture gained from their parents.
In
some cases, these pupils expectation from their learning experience in school
agriculture are high. But unfortunately practical experience appears elusive to
them due to lack of school farms (Ladele, 2012). In some schools especially in
urban areas, pupils have no knowledge of agriculture and so their involvement
in practical experience in the school farm is perceived as a drudge and untidy
business. In order to reconcile these extreme of negative attitude there in the
need for a study to determine the social benefit of school farms in secondary
school in ijero and Ekiti west local government.
Purpose Of The Study
The
purpose of this study is to find out how the school farm can be utilized for
effective teaching of agricultural science in secondary schools in Ijero and
Ekiti west local government areas of Ekiti State
1.
Specifically the study seeks to determine the financial implication of
utilization of the school farm.
2.
The suitable distance site for a school farm.
3.
Facilities essential for a school farm.
4.
Farming activities needed in the school farm.
5.
Personnel needed to manage the school farm.
Significance Of The Study
Since
the achievement of the occupational orientation of students in agriculture in
secondary schools could be developed and sustained through their exposure to practical
experience on school farms, this study will revealed the present state of
school farm, vis-Ã -vis the expected facilities needed for effective practical
lessons. This will help the school management agriculture science teachers,
student parent and other concerned to work together towards giving the school
farms a face lift to sustain effective curriculum implementation in
agriculture.
Moreover
the study would identify the social benefit accusable from well established
school farms. This will help to raise the interest and proper orientation of
the student in the study of agriculture not just as a school subject but as a
prospective field of human endeavour for sustainable employment (Alhaji 2008).
With respect to teachers of agriculture science and school management the study
could raise their awareness to invest resources in the school farm as an asset for
agriculture curriculum implementation as well as a veritable alternative source
of income and image maker for the school.
The
finding of the study would provide an orientation for secondary school to
improve on their agriculture science programme in order to enhance the
vocational competence of the students. This would sustain the student interest
and environmental habits for a successful transition to the world of works.
Scope Of The Study
The
research shall focus the study on utilizing the school fsrm for the effective
teaching of agriculture science in secondary schools in Ijero and Ekiti west
local government area of Ekiti state
Research Questions
1.
What are the possible ways of financing a school farm?
2.Which
site is suitable for utilizing the school farm?
3.What
facilities are needed to equip a school farm?
4.
What are farming activities needed in utilizing the school farm
5.
What personnel are needed to manage the school farm?
CHAPTER TWO
REVIEW OF LITERATURE
