Factors Influencing Teaching And Learning Of Agricultural Science In Junior Secondary Schools In Ukuwani Local Government Area Of Delta State, Nigeria

Abstract

The study was conducted to investigate factors influencing teaching and learning of Agricultural Science in Junior Secondary schools in Ukuwani Local Government Area of Delta State, Nigeria. The study became necessary because of the problems, which teachers and students face in the teaching and learning despite the training of teachers by the government to handle the subject at this school levels. Specifically, the study identified: the areas of Agricultural Science curriculum or syllabus that teachers find difficult to teach; the areas of Agricultural Science curriculum or syllabus that students find difficult to learn; the teaching and learning techniques adopted in the teaching and learning of Agricultural Science curriculum or syllabus; the factors affecting the teaching and learning of Agricultural Science curriculum or syllabus in Junior Secondary schools; and the strategies for improving the teaching and learning of Agricultural Science curriculum or syllabus in Junior Secondary schools. Simple random sampling procedure was used in selecting one hundred (100) respondents. Data for the study was sourced from primary source through use of well-structured and validated questionnaire. The data collected were analyzed using frequency, percentage and mean. Results of the study among others, reveal that multifaceted school and non-school based factors affected the teaching and learning of Agriculture Science subject. The study recommended among others that appropriate requisite agricultural tools be made available by education stakeholders such as government and non-government agencies, for teaching and learning Agricultural Science, and for the purpose of improving upon skill development in agriculture.

CHAPTER ONE

INTRODUCTION

Background to Study

Agriculture contributes significantly to the economic prosperity of nations, and in the economic development of rural areas world over. In rural Nigeria, agriculture is the main source of  livelihood for majority of her rural populace. According to Odetola and Etumnu (2013), agriculture is an important economic activity and a mainstay of the Nigerian rural economy. The development of agriculture has a lot to do with advancement of the Nigerian economy. Focusing on the effective teaching and learning of agriculture therefore, is becoming common goal for the Nigeria nation, as a step towards developing her agricultural sector. This is because teaching and learning Agricultural Science helps as a tool for boasting the county’s economic, social and political developments.

Teaching and learning are the processes by which changes in behaviour result from experience or practice (Nyigu, 2017). By behaviour, psychologists mean any response (for example, actions, emotions, thoughts and the responses of muscles and glands) that an organism makes to its environment. Since teaching and learning of Agricultural Science are basic tools for economic development, there is need for more emphasis to be placed on the effective teaching and learning of Agricultural Science, particularly at the Junior Secondary school level. Teaching and learning of Agricultural Science at Junior Secondary school level is very important for promoting the interest of youth in the agricultural sector of the Nigeria economy. The teaching and learning of Agricultural Science consists of learning facts and figures, rules, laws formulae, problem solving, understanding of basic scientific principles of concepts, and explanation of concepts and observed phenomena (Ampiah, 2012). Aspects of Agricultural Science like understanding of basic scientific concepts and problem solving based on observed phenomenon, require a good understanding as well as explanatory and problem solving abilities of teachers and students concerned. It is therefore of utmost significance for both teachers and students to effectively understand and learn particular teaching and learning tasks.

Unfortunately, in Ukuwani Local Government Area of Delta State, students seem to be memorizing concepts that require analytical thinking and basic knowledge in the concept concerned. Some participate in Agricultural Science classes just to fulfil all righteousness. Several school and non-school based factors have been associated with poor teaching and learning mechanics of Agricultural Science in Junior Secondary schools. For instance, Ampiah (2012) noted that the quality, relevance, methods of teaching, human resource, scientific literacy, science process skills, higher order thinking, science-technology-society, teachers quality, and textbooks of Agriculture Science education, directly impact on the extent of teaching and learning of Agriculture Science. According to Resmick (2010), students tend to memorize concepts that require analytical thinking and basic knowledge in the concept concerned, due to the subject been more theoretical than practical. Since these facts, rules and laws are memorized, the resultant effect is that the information is not connected in a coherent framework that would allow students to make sense of it. Its implication is that learning does not take place. It is therefore, pertinent that for proper knowledge to be acquired, the factors affecting the teaching-learning of Agricultural Science must be thoroughly assessed. Based on this background, this study is undertaken to assess the factors influencing teaching and learning of Agricultural Science in Junior Secondary schools in Ukuwani Local Government Area of Delta State.

Statement of Problem

Agriculture is one of the subjects introduced into Junior Secondary school curriculum, which each student must offer as a core vocational subject at the Junior Secondary school level throughout the nation. Teachers are being trained by the government to handle the subject at this school levels. Yet, there are still some problems, which teachers and students face in the teaching and learning specific and overall areas of Agricultural Science curriculum or syllabus. This may be attributed to school and non-school based factors such as poor use of instructional materials, poor in-service training programmes for teachers, teachers’ forced choice of agriculture as a career profession, students poor perception of agriculture, and lack of financial resources, which may hinder the establishment or expansion of facilities such as school farms that can facilitate the teaching and learning of Agricultural Science. Unfortunately, this situation is not a new trend. Thus, questions about the teaching and learning of Agricultural Science has resulted in a steady flow of research and reports from around the globe for several decades. It is upon this background that this study aim at assessing the factors influencing teaching and learning of Agricultural Science in Junior Secondary schools in Ukuwani Local Government Area of Delta State. The study is in line with the national strategy for growth and reduction of poverty, in ensuring creation of productive and decent employment for all, especially youth.

 Purpose of the Study

The main objective of the study is to assess the factors influencing teaching and learning of Agricultural Science in Junior Secondary schools in Ukuwani Local Government Area of Delta State, Nigeria. Specifically, the study focused on identifying:

1. the areas of Agricultural Science curriculum or syllabus that teachers find difficult to teach
2. the areas of Agricultural Science curriculum or syllabus that students find difficult to learn
3. the teaching and learning techniques adopted in the teaching and learning of Agricultural Science curriculum or syllabus
4. the factors affecting the teaching and learning of Agricultural Science curriculum or syllabus in Junior Secondary schools
5. the strategies for improving the teaching and learning of Agricultural Science curriculum or syllabus in Junior Secondary schools

Research Questions

To guide this study, the following questions are formulated:

1. What are the areas of Agricultural Science curriculum or syllabus that teachers find difficult to teach?
2. What are the areas of Agricultural Science curriculum or syllabus that students find difficult to learn?
3. What are the teaching and learning techniques adopted in the teaching and learning of Agricultural Science curriculum or syllabus?
4. What are the factors affecting the teaching and learning of Agricultural Science curriculum or syllabus in Junior Secondary schools?
5. What are the strategies for improving the teaching and learning of Agricultural Science curriculum or syllabus in Junior Secondary schools?

 Significance of the Study

The study will be beneficial to students, teachers, government and policymakers. Articulating and identifying of factors affecting teaching and learning of Agricultural Science can result in repositioning the vocational agriculture curriculum for pre-service and in-service vocational education, teacher and student preparation programme, planning and implementation and increase in the opportunities of teachers and students to partake in agriculture.

Hopefully, the findings of the study will also provide information and the data that would assist curriculum planners, decision makers, as well as other bodies associated with agricultural programme in schools. This will help in harmonizing the course content of Agricultural Science in the Junior Secondary schools, and giving balance attention to both theoretical and practical aspects of agriculture. Such findings could also serve as a springboard for the improvement of agricultural programmes at the Junior Secondary school level, and in motivating students in choosing agriculture as career.

Scope of the Study

The scope of the study focuses on factors influencing teaching and learning of agricultural science in junior secondary schools in Ukuwani Local Government Area of Delta State, Nigeria.

Pages:  55

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.