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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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Inadequate land and equipment is one of the hindrance facing practical agriculture. Samuel (2004) in his book practical agriculture maintains the stand that most school lack farm and even the few that does especially in the urban areas lack the necessary equipment for the practice.
Shimave (2000) also noted that most secondary schools do not have school farm and where they exist at all they fail to meet the standard and are thus ill-prepared to measure what school farm are set to measure. The WAEC guideline (2007) demands that every school secondary school who intend to offer agriculture as part of the exam subject must have a school farm or demonstration field. This shows that the absence of school farm has greatly contributed to gross impediment to a sustainable practical agriculture.
Olaniyan and Ojo (2008) reported that the increase in student enrolment in Nigeria secondary school these days have created large classes that make it difficult for a single teacher to manage the practical aspects. Amuha (2009) pointed out that the common problem of teaching agricultural practical in developing country like Nigeria include.
(i) Low professional and efficiency level of teacher.
(ii) Poor attitude of teachers and learners
(iii) Political lapses.
Low salary structure of the teachers, this goes a long way in demoralizing the teacher and impeding the practical aspect of agriculture with the belief that they not are value compared to their counterpart who also went to the same school as they did. Tunde (2009) in his online article titled teaching and heavily gift argues, that one of the persisting reason why there is brain drain in the sector is because of low incentive to the teacher which restrains them from given their best and instead they channel their energy into other entrepreneurial activities in the bid to make more.
The perception of most young mind towards the concept of agricultural practical is so disdaining, Samuel (2004) pointed out that agriculture is not exactly attractive drudgery accessioned by crude methods, low profitability of agricultural produce compare to oil and, telecommunication, difficult in accessing agro based market among others are factors conspiring to discourage young people from agriculture. He also added that young people have a wide spreading mentality of “Making it big†at a spot which agriculture rarely guarantees. Samuel (2004) also note that student perception of farmers as one old rough looking poor man in the rural areas, has greatly affected the practical aspect and agriculture at large. In addition the persisting and continuous use of practical agriculture as a punishment tool has re-sharpened the original concept of practical agriculture which has brought a backwardness to it especially in Africa where clearing of grasses, has been seen a direct substitute for flogging students who go against the school rules. He said that this has re-sharpened their mind that even when the teacher say it’s time for practical agriculture, they tend to see it as punishment time but when it’s time for other science practical time they see it as a real business time.
Fertile (1992) in his research found out that lack of incentives or motivation for students make them lose interest in Agricultural science. He also pointed out that secondary school students are forced to cultivate in the school and in their individual farm plot, the farm been managed by student till the time of harvesting and produce been taken by the school authority without given incentive to student who involved in the practical work. He noted that this art is killing the interest of student and make them feel as if agriculture practical is a form of slavery practice.
Strategies for improving Practical Agricultural science in senior secondary schools
Since the ideal impact of practical agriculture can never be over emphasized it become pertinent and essential to look into strategies that can help improve students interest to practical agriculture and not forgetting that the teacher also have to be stimulated or better still motivated as well. According to Tatto (2007), success in teaching and learning has been determined largely by the ability to motivate both students and teachers along productive lines. As part of the motivational devices, he suggested that Agricultural and Science clubs should be provided for a wide range of student capabilities, interests and individual differences for students to share and exchange valuable learning in the course of these co-curricular activities
Involvement of student in the practical work .according to Osinem (2008) proved that learners learn better when they hear, see and feel or touch which is the principle of learning by doing. He also noted that this principle is best achieved by engaging oneself in practical activities. Samuel (2012) commented that students who participate in nurturing school farm would appreciate the subject (Agriculture) more and even become stalk holders in agriculture. Practical activities in the school farm promote student interest to enter production and marketing of crops and livestock in the society after graduation (Samuel 2012). Uche (2005) emphasized that for students to develop keen interest toward practical agriculture they (student) must be carried along but he also noted that excessive strenuous exercise must be avoided as much as possible, since they are not really set for a carrier in Agriculture yet.
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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---
