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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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This observation agrees with the views of Agwubuike (1985) that “the curriculum is adequate but what remained a significant shortcoming are the resources for its implementation. Ajaila (1985) in a study on The Educational resources for effective teaching of vocational agriculture in secondary schools†revealed that the nation is witnessing unprecedented high-level youth unemployment even with great number of students that offered agriculture in the school certificate examinations. Nwabuisi (2003) reported dearth of instructional resources for teaching agriculture at vocational level in the secondary schools. Harping on the various limitations of the curriculum, Uwadiae (2003) observes that most schools have been unable to teach for the acquisition of occupational skills rather than knowledge needed to pass prescribed examinations. This has been blamed on absence of enabling environments due to poor infrastructural facilities in school. Speaking on instructional methods for effective occupational skills acquisition, Okorie (2009) recommended ‘guided discovery’ as very potent. In another opinion, Olaitan and Uwadiae (2003) emphasized “learning –by- doingâ€. They were of the view that: If the primary objective of the secondary level agriculture Curriculum is to equip students with occupational skills … the recommended approach to teaching and learning should be learning- by- doing and nothing more the attainment of the objectives of senior secondary vocational agriculture in schools depends on how well a teacher is able to present the learning experiences to the students.
The Nigerian society is dynamic and in the face of these changes, new and better ways of planning and prosecution of learning experiences must be explored. It therefore behooves on the teacher who implements the ‘taught curriculum’ (Akusoba, 1995) to up- date his ideas, methods and experiences and to effectively ensure full integration of worthy “old practices†and experiences into new paradigms in the new world order (Amadi, 2002). In line with the above, Olaitan (1986) avers that: the acquisition of the desired experiences by the students depends on how effective the teacher is able to present the learning experiences to them. The effectiveness of any teaching depends on the teaching strategies used. Implementation of practical subjects like agriculture should set the students for productive life and make tangible contributions to the sustainable community livelihoods.
The 9-3-4-education model was conceived to re-orientate and reorganizes our value system in the world of work. Consequently, non-acquisition of requisite occupational skills in identified areas would inadvertently result in the production of ill-equipped labour force .The new curriculum signifying a complete departure from the old bookish model inherited from the Colonial masters it requires teachers who possess requisite knowledge, skills, attitudes and competencies. The effectiveness of any teaching is relatively a function of teaching styles, methods and strategies which were employed in the process. Quite regrettably, there is dearth of professionally qualified teachers of agriculture in the school system. Nwabuisi (2002) in a study on resources for teaching and learning agriculture science in Lagos State Junior secondary schools reported a low teacher/student ratio of 1:60. In a later study conducted in Taraba state, Amadi (2010) also reported a low teacher/student ratio of 1:58, which is just a marginal improvement on Nwabuisi’s.
Though as reported by Amadi, (2010) there are more qualified teachers of agriculture these days, the imbalance stems from the population explosion since ev ery student is expected to offer the subject. Amadi’s (2001) study further revealed more importantly that the skill content of the agricultural programme for the senior secondary is too comprehensive to lend itself to meaningful coverage within the time space of three years. Olaitan (2006) maintains that in a bid to cover the prescribed content, the teachers teach at a tremendous speed, which negates proper articulation by students. Further, Olaitan (2006) points that it does seem that host communities of some secondary schools as stakeholders do not realize or appreciate the magnitude of their responsibilities towards the teaching and learning of agriculture. Position of Agriculture in School Curriculum evidence from available literature shows recognition of secondary school agriculture as one of the subjects which is geared towards economic and social realities of the day due to its capacity to generate employment. Picking from Bennell (2007),
Several scholars as early as 1970 through to the 1990s and beyond (Psacharopoulos, 1985; McMahon, 1999 & World Bank, 2009) have recognized the need for school agriculture to harness the energy, skills and aspirations of youths towards the world of work. that the basic goal of our National Policy on Education is to make education both functional and utilitarian. Ikeoji (1999) reported that vocational education is borne out of the need for the system to make its products useful to themselves.
Observation has shown that as laudable as the objectives of agricultural and vocational education in Nigeria are it may be impossible to achieve them due to poor delivery process of the programme and inappropriate method of evaluating the performance of students in vocational agriculture at the senior secondary school (Ikeoji, 1997, 1998). Martin and Odubiya (1991) reported that the primary role of vocational agriculture teachers has always been to help students to learn knowledge and skills in agriculture. Several lapses associated with the organization of vocational agriculture in secondary schools in Nigeria have also been identified. The curriculum objectives have been found to be too broad; there is the inability of the policy to state general aim of vocational education (Olaitan, 1992; Egbule, 1998; Obi, 2005). Other lapses include inability to identify areas where practical skills are to be developed (Obi, 2005), unspecified evaluation system (Egbule, 1998, Ikeoji, 1998); cases of duplicated topics and poor programme delivery system (Egbule, 1998); lack of instructional aids and materials for vocational agriculture delivery; lack of means and ability to provide recommended guest lecture visits and excursions (Obi, 2005, Olaitan, 1997).
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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---
