investigated the factors affecting teaching
and learning of Agricultural Science in Secondary Schools in Ekiti East
Local Government Area of Ekiti State. A
total of 35 Agricultural Science teachers were randomly selected from 11
Secondary School in Ekiti East Local Government Area. Information was collated
from Agricultural Science teachers through structured questionnaire
administered by them. The data were analyzed using tables of frequency and
percentage as well as ANOVA to test for significant difference among the
factors affecting teaching of Agricultural Science in the Secondary Schools.
Follow-up analysis was also carried out using Duncan Multiple Range Test (DMRT)
to determine the factor(s) affecting teaching of Agricultural Science most in the
selected Secondary Schools.
It was discovered that
most of the teachers did not adopt good techniques in teaching Agricultural
students. Also, teachers in the areas of the study did not make effective use
of the teaching aids such as recorded taps and charts. Among the four
identified factors affecting the teaching of Agricultural Science in Secondary
Schools, the prominent factors are improved teaching conditions, good teaching
techniques and good teaching facilities while skills and qualification ranked
lowest since it the prerequisite for employment of all teachers in the
Secondary Schools. Therefore, adequate
provision of these prominent factors is highly recommended and should not be
1.1 BACKGROUND TO THE STUDY
Agriculture is an
important sector of Nigeria economy for its production of food, shelter,
clothing, riverine, raw materials and employment. The human race needs food for survival and
these needs can only be met by productive agriculture. The term agriculture is derived from the
Latin words “Ager” meaning field and “culture” which means cultivation (ref).
It is well known that
Agriculture cannot be neglected throughout the world due to its essential roles
of reversing the falling social and economic status of the whole world
generally. The term agriculture refers
to the art and science of cultivating land, rearing of animals and
maintenance of forest resources for human use.
is important to the nation because it had added to Nigeria economy before the
discovery and exploitation of crude oil.
It provides essential commodities like fibber and shelter which are essential
for comfortable living.
depend largely on agricultural products for raw materials. Agriculture creates employment opportunities
for Nigerians. To this effect, the
government of Nigeria attaches so much importance to agriculture and it is
encouraged in all secondary schools to improve the teaching of agricultural
science. The aims of teaching agricultural
science in secondary schools is to arouse the interest of students, creates
awareness on agriculture and so trains the young people in the acquisition of
appropriate skills, abilities and competencies both mental and physical in
order to equip the individual to live and contribute meaningful to the
development of our society (ref).
agricultural science is one of the core subjects to be taught in secondary
schools and this is reflected in the new National
Policy of Education (2004) (ref) which prescribed the teaching of agriculture
science in both Junior and Senior Secondary Schools in order to choose their
life career in agriculture.
According to the new
National Policy of Education, the preparatory aspect of pre-vocational training
offered to students at the Junior and Senior Secondary levels is for the
a) Introduction into
the world of technology and appreciation of technology towards interest arousal
and choice of professionalism later in life.
b) Acquiring technical skills.
c) Exposing students
to career awareness by exploring usable options in the world of work; and
d) Enabling youths to
have an intelligent understanding of the increasing complexity of technology.
By looking at the
factors affecting the development of agriculture in Nigeria, one could see that
the most important problem facing Nigeria is the level of awareness and
usefulness given to agricultural development.
STATEMENT OF THE PROBLEM
as a vocational subject is made compulsory in Secondary Schools. Teachers are
being trained by the government to teach this subject at all levels of
secondary education syllabus. But some
schools in Nigeria especially in Ekiti East Local Government Area of Ekiti
State. Today, they only concentrate
their teaching efforts on other subjects against the teaching of agricultural
science subject in schools, which has been responsible for the poor performance
of the students in agricultural science subjects in West African School
Certificate Examination (ref).
OBJECTIVES OF THE STUDY
The general objective
of this study is to evaluate the factors affecting the teaching and learning of
agricultural science in secondary schools in Ekiti East Local Government Area
of Ekiti State
1.3.1 SPECIFIC OBJECTIVES OF THE STUDY
The specific objectives
of this study are to;
1) find out various factors affecting the
teaching of agricultural science in
Secondary School in Ekiti East Local Government Area of Ekiti State.
2) to determine if there are significant
difference among the factors.
SIGNIFICANCE OF THE STUDY
This study is
important in many ways. Firstly, it
helps the government, schools and teachers to know the various factors that
affect the teaching of agricultural science in secondary schools of Ekiti East
Local Government Area of Ekiti State and to identify the ways of solving the
Agricultural science as a vocational subject, therefore, finding in this study
gives a sort of new orientation to improve their production.
It will also result
in intimating the government, teachers, and parents of the various schools of
the need to support the school in providing facilities for teaching
agricultural science in school of their Local Government Area especially in
Ekiti East Local Government Area of Ekiti State.
Finally, this study
will justifies the induction of agricultural science as an area of study in
Nigeria secondary schools education curriculum with particular reference to
secondary school in Ekiti East Local Government Area of Ekiti State. And that teacher will benefit from this study
if the government can equip the schools with basic facilities and give
agriculture some degree of priority in the schools.The facilities include: Laboratories, Libraries, conducive learning
environment to make learning of agricultural science easier and to encourage
the students to pay more attention to this subject.
1.5 THE SCOPE OF THE STUDY
This study covered
secondary schools in Ekiti East Local Government Area of Ekiti State. A total
of eleven (11) secondary schools were randomly selected. Factors affecting
teaching of Agricultural Science in secondary schools were highlighted using questionnaire.
A total of 35 questionnaire were
administered by the Teachers that were randomly selected from selected schools
1.6 RESEARCH QUESTIONS
In conducting this research, the following
questions were raised.
1) Do the
agricultural science teachers in Ekiti East Local Government Area of Ekiti
State possess the required skills and qualifications to teach agricultural
2) Are there any
facilities for teaching agricultural science subject in the Secondary School?
3) Is the number of
agricultural science teachers adequate in the Secondary Schools?
4) Is the time
allocated for the agricultural science practical are suitable and adequate to
carry out meaningful practical assignment?
5) What are the roles
of government, principal and teachers at improving standard of teaching
Agricultural Science in Secondary Schools?
HA = There are
significant difference among the factors affecting teaching of Agricultural
Science in secondary schools in Ekiti East Local Government Area of Ekiti
HA = The roles of government, principal and
teachers at improving standard of teaching Agricultural Science in Secondary
Schools are significant