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
Influence of gender on students perception
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 (2000) 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 (Iwena 2007).
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 as 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. Agricultural science is a practical oriented subject and therefore requires practical activities and experience in the field. Practical can be considered as a physical activities an individual engage in order to master a specific skill to attain a specific objective. Aggarwal (2007) viewed practical work as a type work aimed at providing direct experience to student and equally enable them to fully understand the principles, phenomena and processes by investigation. Greene (1980) contends that for Agriculture to make its maximum contribution to the educational and well-being of the child and society, agricultural programmes must be more practical than theoretical. Similarly, Itodo, (2004) is of the view that practical work facilitates the process of acquisition of basic knowledge and practical skills that prepares students for occupation in agriculture. Exposing and involving learners to various practical tasks and projects will help them develop the necessary skills, understanding, and abilities required in agricultural production (Njoroge & Orodho, 2014).
