STRATEGIES FOR ENHANCING THE TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN SECONDARY SCHOOLS
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TABLE OF CONTENTS
Title page i
Approval page ii
Certification iii
Dedication iv
Acknowledgement v
Table of contents vi-vii
Abstract viii
CHAPTER
I INTRODUCTION
Background of the study 1-3
Statement of the problem 3-4
Purpose of the study 4-5
Significance of the study 5
Research questions 5-6
II REVIEW OF LITERATURE 7-20
III METHODOLOGY 21
Research Design 22
Population of the study 22
Sample of the study 22
Instrument for data collection 23
Validation of the instrument 23
Administration of the instrument 23
Data analysis 23
IV PRESENTATION AND ANALYSIS OF DATA 24-40
V SUMMARY, CONCLUSION AND RECOMMENDATIONS 41
Summary 41-42
Conclusion 42-43
Recommendations 43-44
References 45-46
Questionnaire 47-54
ABSTRACT
The study was designed to study strategies for enhancing teaching and learning of agricultural science in secondary schools in Ikere, Ise and Emure Local Government Areas of Ekiti State. The objectives of the study were to Identify the quality of teachers of Agricultural Science in the schools, determine the facilities available for the teaching of agricultural science in the schools. Identify problems affecting the teaching of Agricultural Science, determine strategies to be adopted by the teachers, school authorities, government, pupils and parents to enhance teaching of agricultural science. The result of the study showed that. Only few of the teachers involved in teaching Agricultural Science are professionally qualified. Effective methods of teaching adopted include demonstration, project and lecture. Facilities for teaching and learning the subject were grossly inadequate in the schools. It is recommended that Government should provide enough funds, facilities and material resources for teaching agricultural science in schools and grant for supply of agricultural science and teaching aids should be directly given to principals of each schools by the government. Teachers should make use of appropriate materials, methods, resources and strategies that will make teaching and learning agricultural science more effective, teachers should attend seminars and workshop to update their skills and knowledge.
CHAPTER I
INTRODUCTION
Background of the Study
Agriculture by definition is the cultivation of crops and rearing of animals for the purpose of providing food for man, feed for animals and raw materials for the manufacturing industries. It is a wide subject covering the cultivation and management of crops and animals, the preparation of the products as well as their marketing and sales. It is also wise that agricultural science should be taught not only theoretically but practically as well. Agriculture is important to the nation because it provides essential commodities to Nigeria economy such as food, clothing and shelter which are vital for comfortable living.
The importance of Agriculture as a vocational subject to students in secondary schools and the entire human race cannot be underestimated as it prepares everyone that participates in it to become responsible 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 impartation of knowledge. According to Akinpelu (1992), Teaching is a body of actions intended to induce learning. He further explained teaching as the conscious person (Teacher) to impact knowledge information, skills, attitudes or belief to less experienced person (students) with the intention that the students will learn or believe what is taught on a rational basis.
According to Oyinloye (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 involves influencing someone to change ones attitude on the basis of new skills, knowledge and appreciation. Teaching and learning of agricultural science as a subject does not only take place within the walls of an institution but also in our everyday engagements. It also involves practical.
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, the realistic of agricultural attractive to both teacher and pupils has not been made.
For agriculture to develop technologically in Nigeria the need to prepare a significant number of students in secondary is to arouse students interest, create agricultural science awareness and train young people in the acquisition of appropriate skills, abilities and competencies mentally and physically. By this, individuals will be better equipped to live and contribute meaningfully to the development of their society.
It is now the role of agricultural science teachers to teach the students in the classroom and on the field, using various methods. Some of these methods are practical methods, field trip methods and laboratory methods (experimentation methods), problem solving methods, discussion methods and demonstration methods. The teacher is also to organize students into clubs such as young farmers club. Teachers of agricultural science have great responsibility disseminating the subject matter to the students, therefore, he must be competent up to the task to allow learning to take place.
Statement of the Problem
It has been observed that despite the fact that there are qualified teachers teaching agricultural science in secondary schools, many student are still running away from the subject. They cultivate no interest in the subject possibly because of the practical involve.
Since agricultural science is a vocational subject it can not be taught in abstract. More so, students may loose interest in the subject due to incompetence and methods use on the part of teaches. Therefore, this study is to find out strategies for enhancing the teaching and learning of agricultural science.
Objectives of the Study
for complete material call 07064961036
Significance of the Study
The aim of this study is that at the end of the study the effective strategies for enhancing teaching and learning of agricultural science in secondary schools will be known. Also, the problem faced by agricultural science teachers and ways of solving them will be arrived at. The result from the study could be of immense value in the planning and development of a functional agricultural science curriculum syllabus. Through this study, researchers will be able to identify areas that demand more attention with a view of enhancing the teaching and learning of agricultural science in secondary schools.
Research Questions
for complete material call 07064961036
TABLE OF CONTENTS
Title page i
Approval page ii
Certification iii
Dedication iv
Acknowledgement v
Table of contents vi-vii
Abstract viii
CHAPTER
I INTRODUCTION
Background of the study 1-3
Statement of the problem 3-4
Purpose of the study 4-5
Significance of the study 5
Research questions 5-6
II REVIEW OF LITERATURE 7-20
III METHODOLOGY 21
Research Design 22
Population of the study 22
Sample of the study 22
Instrument for data collection 23
Validation of the instrument 23
Administration of the instrument 23
Data analysis 23
IV PRESENTATION AND ANALYSIS OF DATA 24-40
V SUMMARY, CONCLUSION AND RECOMMENDATIONS 41
Summary 41-42
Conclusion 42-43
Recommendations 43-44
References 45-46
Questionnaire 47-54
ABSTRACT
The study was designed to study strategies for enhancing teaching and learning of agricultural science in secondary schools in Ikere, Ise and Emure Local Government Areas of Ekiti State. The objectives of the study were to Identify the quality of teachers of Agricultural Science in the schools, determine the facilities available for the teaching of agricultural science in the schools. Identify problems affecting the teaching of Agricultural Science, determine strategies to be adopted by the teachers, school authorities, government, pupils and parents to enhance teaching of agricultural science. The result of the study showed that. Only few of the teachers involved in teaching Agricultural Science are professionally qualified. Effective methods of teaching adopted include demonstration, project and lecture. Facilities for teaching and learning the subject were grossly inadequate in the schools. It is recommended that Government should provide enough funds, facilities and material resources for teaching agricultural science in schools and grant for supply of agricultural science and teaching aids should be directly given to principals of each schools by the government. Teachers should make use of appropriate materials, methods, resources and strategies that will make teaching and learning agricultural science more effective, teachers should attend seminars and workshop to update their skills and knowledge.
CHAPTER I
INTRODUCTION
Background of the Study
Agriculture by definition is the cultivation of crops and rearing of animals for the purpose of providing food for man, feed for animals and raw materials for the manufacturing industries. It is a wide subject covering the cultivation and management of crops and animals, the preparation of the products as well as their marketing and sales. It is also wise that agricultural science should be taught not only theoretically but practically as well. Agriculture is important to the nation because it provides essential commodities to Nigeria economy such as food, clothing and shelter which are vital for comfortable living.
The importance of Agriculture as a vocational subject to students in secondary schools and the entire human race cannot be underestimated as it prepares everyone that participates in it to become responsible 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 impartation of knowledge. According to Akinpelu (1992), Teaching is a body of actions intended to induce learning. He further explained teaching as the conscious person (Teacher) to impact knowledge information, skills, attitudes or belief to less experienced person (students) with the intention that the students will learn or believe what is taught on a rational basis.
According to Oyinloye (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 involves influencing someone to change ones attitude on the basis of new skills, knowledge and appreciation. Teaching and learning of agricultural science as a subject does not only take place within the walls of an institution but also in our everyday engagements. It also involves practical.
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, the realistic of agricultural attractive to both teacher and pupils has not been made.
For agriculture to develop technologically in Nigeria the need to prepare a significant number of students in secondary is to arouse students interest, create agricultural science awareness and train young people in the acquisition of appropriate skills, abilities and competencies mentally and physically. By this, individuals will be better equipped to live and contribute meaningfully to the development of their society.
It is now the role of agricultural science teachers to teach the students in the classroom and on the field, using various methods. Some of these methods are practical methods, field trip methods and laboratory methods (experimentation methods), problem solving methods, discussion methods and demonstration methods. The teacher is also to organize students into clubs such as young farmers club. Teachers of agricultural science have great responsibility disseminating the subject matter to the students, therefore, he must be competent up to the task to allow learning to take place.
Statement of the Problem
It has been observed that despite the fact that there are qualified teachers teaching agricultural science in secondary schools, many student are still running away from the subject. They cultivate no interest in the subject possibly because of the practical involve.
Since agricultural science is a vocational subject it can not be taught in abstract. More so, students may loose interest in the subject due to incompetence and methods use on the part of teaches. Therefore, this study is to find out strategies for enhancing the teaching and learning of agricultural science.
Objectives of the Study
for complete material call 07064961036
Significance of the Study
The aim of this study is that at the end of the study the effective strategies for enhancing teaching and learning of agricultural science in secondary schools will be known. Also, the problem faced by agricultural science teachers and ways of solving them will be arrived at. The result from the study could be of immense value in the planning and development of a functional agricultural science curriculum syllabus. Through this study, researchers will be able to identify areas that demand more attention with a view of enhancing the teaching and learning of agricultural science in secondary schools.
Research Questions
- The following research questions were raised and it is hoped that the answers to these questions will be useful in this study
- To what extent are the secondary schools in the area of study well staffed with qualified agricultural science teachers?
- What methods are employed in teaching agricultural science in schools and to what extent are they effective?
- What instructional resources are available for teaching and learning agricultural science in schools and to what extent are they adequate used?
- What government strategic contributions do you consider effective for teaching and learning agricultural science in schools?
- Which method(s) will be effective in teaching agricultural science to arouse students interest?
