EVALUATION OF FACTORS AFFECTING TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN SECONDARY SCHOOLS IN EKITI EAST LOCAL GOVERNMENT AREA OF EKITI STATE
TABLE
OF CONTENTS
Title page
Approval page
Certification
Dedication
Acknowledgement
Table of contents
Abstract
CHAPTER
I INTRODUCTION
Background
of the study
Statement
of the problem
Significance
of the study
Scope of the study
Research
questions
Limitation of the study
Purpose of the study
II REVIEW
OF LITERATURE
III METHODOLOGY
Population
of the study
Sample
and sampling technique
Descriptions
of data gathering instrument
Validation
of the instrument
Administration
of the instrument
Method of data collection
Data analysis
IV PRESENTATION
AND ANALYSIS OF DATA
V SUMMARY,
CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
Recommendations
Suggestion for future research
References
Questionnaire
This study focused on
the evaluation of factors affecting teaching and learning of Agricultural
Science in secondary schools in Irepodun/Ifelodun Local Government Area of
Igede Ekiti, Ekiti State. The findings revealed that there no adequate
facilities in the school for effective teaching and learning. Parent’s attitudes
towards Agricultural Science as a subject is another factor militating against
the effective teaching and learning of Agricultural science, because they use
to discourage their children toward offering the subject. It was also gathered
that lack of interest in Agricultural science by students is one of the factors
affecting teaching and learning of Agricultural science in secondary schools.
Implications of the findings were discussed and a number of recommendations
made on how to make teaching and learning of agricultural science in the
secondary schools more effective and rewarding.
CHAPTER
I
INTRODUCTION
Background
of the Study
Agriculture
is the science, art or occupation concerned with cultivating land, producing
crops, feeding, breeding and raising livestock, farming. Agriculture is the
simplification of nature’s food webs and the rechanneling of energy for human
planting and animal consumption. To simplify, agriculture involves redirecting
natures natural flow web is the sum provides light to plants.
The
importance of agriculture as a vocational subject to students in secondary
schools and the entire human race cannot be disregarded as it prepares them to
become responsible and dependable people in the society. It is such an
education that makes people to be self reliant and self employed.
Teaching
and learning of agricultural science had been given a thorough research by many
researchers. Teaching can be defined as the impactation of knowledge. According
to Akinpelu (1992), teaching is a body of actions intended to induce learning.
He further defined teaching as the conscious and deliberate effort by a matured
or experience person with intention that the student will learn or believe what
is taught on a rational basis. According to Oyinloye G.O. (1995) teaching is
defined as activities undertaken by a more experienced and knowledgeable person
in order to make others learn. He further pointed out that teaching involve
influencing someone to change ones attitude on the basis of new skills,
knowledge and appreciation. However, learning on the part of learner is very
important because it can either be positive or negative depending on what was
disseminated.
Learning
according to Franz (1939), involves, and in reality consists of a modification
of instinctive or reflex responses.
King
(1972) defined learning as a permanent change in behavior resulting from the
conditions of practice.
However,
learning is thus generally accepted and defined as any relatively permanent
change in behavior which occurs at a result of practice or experience.
Teaching
and learning of Agricultural science as a subject does not only take place
within the wall of an institution but also in our everyday engagements. It also
involves practical’s.
From
a layman’s point of view, agricultural science as subject is seen as a simple
and very easy subject, most people see it as just production of crops and
animal that are useful to man, but the concept of agricultural science means
the art and science of production of plant and animal that are useful to man,
that is, agricultural science is an art at the same time it is also a science.
Some techniques are involved in Agricultural practices. There include seed
rate, planting distance, diameter of the ridges, the climatic and soil
requirement, diseases and pest infestation among others, similarly, other like
animal production and the technicalities involved, agricultural economics,
management and practices needed to be taught to the students.
Agricultural
science does not only provide food for the masses but also serves as one of the
major sources of national revenue and principal foreign exchange earner.
Agricultural also serves as a source of gainful employment. How ever Okpara
(1982), suggested that our National development effort must be one where
agriculture has a clear and unequivocational priority both in theory and
practical in our secondary schools today, the realistic approach towards making
the teaching and learning of agricultural science attractive to both teacher
and pupils has not been made.
Inspite
of government numerous effort like establishment or more agriculture schools,
encouragement of university to run agricultural education programme and
training of agricultural education teachers with government emphasis and
directive on farming and the teaching of agricultural science in the schools
should have expected a very transit change in food production and farming
activities but that has not been the case. This is mainly due to problems
associated with the teaching and learning of agricultural science in the
secondary schools.
According
to the national policy on education, the objectives of secondary schools are to
prepare students for a useful living in a science and technological oriented
society and to equip students with the skills necessary for copping with the
demand of higher education. In pursuit of these two objectives, the policy
describe agricultural science as a core subject not only at the junior but also
at senior secondary school level.
Statement
of the Problems
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Purpose
of the Study
There
has been much reports on the poor image of agricultural science in secondary
schools. Some people attribute this to youths unwillingness to study
agricultural as a profession.
Some
still claim that teachers of agriculture fail to arouse the interest of students
towards the study of agriculture, while some maintain that the pogramme
implementation coupled with lack of necessary infrastructures are the cause.
The
objectives of this study are to determine:-
1.
Whether agricultural science were taught
in all schools that responded to the survey.
2.
To evaluate the attitude of Irepodun /
Ifelodun Local Government secondary school students towards learning of
agricultural science.
3.
If secondary schools in the local
government have special laboratories for agricultural science teaching.
4.
Agricultural science teachers in the
local government enjoy consultant service from the specialist in agriculture.
Significance
of the Study
Nigeria
with all her agricultural potentialities cannot produce enough food for her
populace and enough raw materials to sustain her home industries. This problem
can partly be solved by a redirection of youths towards agricultural education
being the centre nerve for the development of any country. However, the vehicle
that carries development is the teaching profession, and it is entrusted in the
hands of teachers. It is necessary to find out how learners perceive effective
teaching and the factors affecting teaching and learning of agricultural
science in secondary schools in Irepodun/Ifelodun Local Government area of
Igede Ekiti, Ekiti State. This will be useful to education administrators and
teachers so that teaching and learning of the subject can be made more
effective.
Hence,
the outcome of this study will be an possible area of assistance which could
enhance students better performance in the subject, and could also provide some
information to help the students overcome their problems in agricultural
science.
Research
Questions
The
following research questions were raised and it is hoped that the answers to
these questions will be useful for the study.
1.
Are all schools in Irepodun/Ifelodun
Local Government has agricultural science teacher?
2.
What are the attitude of students in
Irepodun/Ifelodun Local Government towards learning of agricultural science
3.
What are the agricultural science
teaching facilities present in the schools in Irepodun/Ifelodun Local
Government
4.
To what extent do the teachers of
agricultural science in Irepodun/Ifelodun Local Government undergo retaining
programmes.
Assumption
of the Study
The
study covered some few schools in Irepodun/Ifelodun local government area of
Igede Ekiti, Ekiti State.
This
study is limited due to time and financial constraints thus making it possible
for a large sample to be used for the study.
Limitation
of the Study
The
researches were based on evaluating the factors affecting teaching and learning
of agricultural science in secondary schools in Irepodun/Ifelodun Local
Government area of Igede Ekiti, Ekiti State.
Definition
of Term
Agriculture: Raising
management of crops and animals for the purpose of man’s use
Evaluation: Evaluation
can be defined as both quantitative and qualitative description of an object
plus value judgment. It is also a process of determining the extent to which an
instructional objectives are achieved by the learners.
Teaching: The act,
process, or art of the impacting knowledge and skills.
Learning: The activity
or process of gaining knowledge or skill acquired by instruction or study.
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