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Students Perception Of Practical Agricultural Science In Senior Secondary Schools In Ilorin West L.g.a. Kwara State
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter presents review of related literature on this study. This is done under the following sub-heading
Concept of Agricultural Education
Objectives and Contents of Agricultural Science Curriculum
Empirical Review on Student Attitude toward practical Agricultural science
Hindrance to Teaching and Learning of practical agricultural science in secondary schools
Strategies for Improving Practical Agricultural Science in Senior Secondary Schools
Appraisal of Related Literature
Concept of Agricultural Education
Osinem (2008) viewed agriculture as a science and a system which involves the cultivation of crops and rearing of animals for man’s use. Livinus (2008) defined agriculture as human activity of cultivating crop and plantations for production of food and goods such as fibers, bio- fuel and animal feed. Akinsanmi quoted by Wapari (2000) defined agriculture as the production of plants crop and animals (livestock). This products according to Wapari may then be used by man for food, clothing and shelter
Agriculture embraces health, nutrition and food consumption, the use and conservation of land, water resources, and environmental characteristics of the food and fibre system. Iwena (2007), defined agriculture as a deliberate effort made by man to till the soil, cultivate crops and rear animals for food and other purposes. Agricultural education is concerned with the teaching of agricultural science and related disciplines within the school system as well as the design and implementation of meaningful teacher training programme for the provision and maintenance of pre-requisite manpower levels for manning these agricultural related disciplines.
Umoh (2006) defines agricultural education as a systematic programme of instruction for established farmers, organized for the purpose of improving agricultural methods and rural living. Agricultural education seeks to prepare and develop students ’abilities to make a beginning and advance in farming and to produce farm products efficiently. Osinem (2008), defines agricultural education as a process of imparting knowledge, skills and attitudes in agriculture to the learner at any level. The Author stated that the scope of agricultural education covers the areas of teaching, research, and public service outreach programmes. These programmes are designed to prepare students for employment in various occupations such as horticulture agribusiness, natural resource management, agricultural mechanization, crop production, animal husbandry and landscaping. Agricultural education methodologies used are based on the standard and level of maturity of learners coupled with the objectives of the programme. The environment under which instruction is given also determines the method to be adopted such as classroom, laboratory and field. The various methods include: Lecture method, demonstration method, field trip, laboratory method, discussion method, project method,
textbook method, homework, task instructional sheet, agricultural competition, agricultural shows and farmer’s forum. Modebelu and Nwakpadolu (2013) describe agricultural education as a broad multidisciplinary field that deals with the selection breeding and management of crops and domestic animals for economic production. It is a subject taught in secondary schools as a means of self reliance and preparation for further studies.
Egbule, (2004) define agricultural education is a process of training learners in the process of agricultural productivity as well as the techniques for teaching of agriculture. Similarly Osinem (2008) opines that agricultural education is therefore an important school programme that is offered at all levels of education ranging from home to the school and the community; implying that it can be formal, informal and non formal. The author further explained that agricultural education provides learners with sound academic knowledge and skills as well as ample opportunity to apply this knowledge through classroom activities, laboratory experiments, project participation and supervised agricultural experiences. It emphasizes skills development in all aspects of agribusiness such as planning, management safety, finances and leadership. It also furnishes learners with the necessary communication and interpersonal skills as well as knowledge of technical agricultural science to would be teachers at all levels. It equips learners to be self-employed or work in agricultural extension services, foreign services, in business or industry and as agricultural educators. Osinem (2008) noted that in order to prepare learners for successful careers in agriculture, agricultural education focuses in providing learning experiences that will enable them to demonstrate desirable work ethics and habits, apply the basic agricultural competencies and background knowledge in agriculture and related occupations, analyse entrepreneurial skills needed by individuals preparing to enter agriculture and related occupations, acquire leadership and participatory skills necessary for the development of productive citizens in our democratic society, gain effective social and interpersonal communication skills among others.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTThe study investigate students perception of practical agricultural science in senior secondary in Ilorin west LGA, Kwara StateThe population for this study is made up of all Agricultural science students. The instrument used for this study was research design questionnaire and responses were elicited for the research, random sampling method was used to sample students offering agricultural science from each of the four schools involved in the study. Four research question and hypotheses ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 2 ]UNIVERSITY OF ILORIN INSTITUTE OF EDUCATION DEPARTMENT OF SCIENCE EDUCATION QUESTIONNAIRE Students perception of practical agricultural science in senior secondary school in Ilorin west L.G.A kwara state.Dear respondent, This questionnaire is designed to help the researcher to have insight into secondary school students perception of practical agricultural science.The researcher will be highly delighted if you can tick (√) the correct information applicable to you, so as to enable him a ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTSTitle Page Certification DedicationAcknowledgements Abstract Table of Contents CHAPTER ONEINTRODUCTIONBackground to the problem Statements of Problem Purpose of the Study Research Questions Research Hypotheses Scope of the Study Clarification of Major Terms and Variables Significance of the Study CHAPTER TWOLITERATURE REVIEWConcept of Agricultural Education Objectives and Contents of Agricultural Science Curriculum Empirical studies on stu ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]Statements of ProblemThe role of Agriculture to a nation cannot be underestimate ranging from availability of crops and animals in market to food security among other. Agricultural science is a practical oriented subject, the approach to teaching of agricultural science in most secondary school is taught theoretically and has failed to make an impression on the society (Sekamu,2009). FRN (2009) pointed out that Nigeria schools should teach practical skills, knowledge and value which will help sc ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREE METHODOLOGYThis chapter explained the procedure employed in carrying out the study. The methodology was discussed under the following subheadings:. Research Design Population of the Study, Sampling and Sampling Techniques Research Instrument, Validation of Instrument, Procedure for Data Collection and Data Analysis Techniques Research Design The research design used for this work is survey research. It is used in investigating the perception of secondary students towards ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 7 ]Research Question 3Does gender perception of practical agricultural science influence their choice of agricultural science as a career.From Table 3 ,35( 85%) of male and33( 82.5%) of female student agreed that their perception of practical agricultural science make them to aspire to read agricultural science and related courses in higher institution while 5(15%) and 7(17%) of male and female respectively disagreed with the statement, which is a indication that the way the student view agricult ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 2 ]Conclusion Based on the findings of the study, the following are the major conclusion 1 Students in the study area have a positive perception towards practical agricultural science and that there was no significant difference between the perception of students toward practical agricultural science. ,2 Student positive perception towards practical agricultural science influence there aspiration to study agricultural science or it related field as a career after their secondary school education. ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]Taylor, C. (2009). A good school for every child: How to improve our schools. Oxon: Routledge.Itodo, S. A. 2004. Practical Agriculture. Ibadan, Abbey CityPrinting Press.Ikoji,. C. N and Agwubike, C. C. (2006) problem facing new agricultural science teachers in Delta State. European Journal of Science Research. 18 (2): 229-237. Ikoji, C. N and Agwubike, C. C. (2007). Perception of head agricultural science teacher regarding problem and challenges of vocational agriculture delivery in secondary ... Continue reading---
