PROBLEMS FACING TEACHERS AND STUDENTS TOWARDS EFFECTIVE TEACHING AND LEARNING OF TEACHING AGRICULTURAL IN JUNIOR SECONDARY SCHOOLS
PROBLEMS FACING TEACHERS AND
STUDENTS TOWARDS EFFECTIVE TEACHING AND LEARNING OF TEACHING AGRICULTURAL IN
JUNIOR SECONDARY SCHOOLS IN SELECTED LOCAL GOVERNMENTS IN EDO STATE.
BY
AMEDU R. ESTHER
MAT NO: FED/VTE/15/18398
DEPARTMENT OF VOCATIONAL AND TECHNICAL
EDUCATION,
FACULTY OF EDUCATION
AMBROSE ALLI UNIVERSITY,
EKPOMA- EDO STATE.
JULY, 2018
PROBLEMS FACING TEACHERS AND
STUDENTS TOWARDS EFFECTIVE TEACHING AND LEARNING OF TEACHING AGRICULTURAL IN
JUNIOR SECONDARY SCHOOLS IN SELECTED LOCAL GOVERNMENTS IN EDO STATE.
BY
AMEDU R. ESTHER
MAT NO: FED/VTE/15/18398
BEING A RESEARCH WORK SUBMITTED TO THE DEPARTMENT OF
VOCATIONAL AND TECHNICAL EDUCATION, FACULTY OF EDUCATION, AMBROSE ALLI UNIVERSITY, EKPOMA, EDO STATE.
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR OF SCIENCE B.Sc(Ed) DEGREE IN VOCATIONAL AND TECHNICAL
EDUCATION.
JULY, 2018
CERTIFICATION
This
is to certify that this research work was carried out by Amedu R. Esther with
Matriculation No: FED/VTE/15/18398 in the Department of Vocational and
Technical Education, Faculty of Education, Ambrose Alli University, Ekpoma, Edo
State.
_ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _
Prof. R., Uwameiye Date
(Project
Supervisor)
_ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _
Rev. Dr. P. S. O. Uddin Date
(Head of
Department)
DEDICATION
This project work is
dedicated to God Almighty who gave me life.
ACKNOWLEDGEMENT
In the course of my life so far and in attainment of my dream,
I have incurred an invaluable debt of gratitude to say to say to many people
whose enormous efforts have contributed immensely to the success of this phase
of my educational career.
First and foremost, my sincere appreciation goes to
Almighty God for the successful completion of this work, and for seeing me
through all these years of my studies.
I wish to use this medium to express my gratitude to my
project supervisor Prof R. Uwameiye, for
his dedication and expert advice that helped in the successful compilation of
this research work.
Special appreciation also goes to
the Head of Department Rev. Dr. P. S. O. Uddin for his tireless effort at
making the department of Vocational and Technical Education a great one.
Special thanks also to all the lecturers in the department for their
intellectual commitment all through my academic pursuit.
I wish to express my profound
gratitude to my parents Mr. and Mrs. Gideon Aliyu for their encouragement,
prayers and advice all through. Worthy to be acknowledge are my lovely brothers
and sisters.
I also wish to acknowledge my uncle
Mr. Christopher Anayo for his financial assistance, encouragement and support
all through my academic programme which yielded a successful completion of my
academic pursuit in Ambrose Alli University Ekpoma.
To my friends and well-wishers, I
say thanks for your supports all through.
TABLE
OF CONTENTS
Title Page………………………………………………………………………….ii
Certification………………………………………………………………………iii
Dedication………………………………………………………………………...iv
Acknowledgement………………………………………………………………...v
Table of Contents…………………………………………………………………vi
Abstract………………………………………………………………………….viii
CHAPTER
ONE INTRODUCTION
Background of the Study………………………………………………………….1
Statement of the
Problem………………………………………………………….5
Purpose of the Study………………………………………………………………6
Research Questions………………………………………………………………..6
Hypothesis…………………………………………………………………………7
Significance of the
Study………………………………………………………….7
Scope of the Study………………………………………………………………...8
Limitation of Study………………………………………………………………..8
CHAPTER
TWO LITERATURE REVIEW
Concept of Teaching agricultural Education……………………………………..10
Teaching and Learning of Teaching agricultural in Secondary Schools…………11
Attitudes of Students towards the Study of Teaching agricultural in Secondary
Schools…………………………………………………………………………...15
Relationship between
Students’ Attitudes and their Performance in Agriculture Science…………………………………………………………………………...17
Challenges Facing the
Effective Teaching and Learning of Teaching agricultural in Secondary Schools…………………………………………………………….21
Solutions to the
Challenges Facing the Effective Teaching and Learning of Teaching agricultural
in Secondary Schools……………………………………..23
Empirical Review………………………………………………………………...24
Theoretical Framework…………………………………………………………..28
Summary of Literature Review…………………………………………………..29
CHAPTER
THREE METHOD
OF STUDY
Introduction………………………………………………………………………30
Research Design………………………………………………………………….30
Population of the Study…………………………………………………………..30
Sample and Sampling
Technique………………………………………………...30
Instrument………………………………………………………………………..31
Validity of Instrument……………………………………………………………31
Method of Data
Collection……………………………………………………….31
Method of Data Analysis………………………………………………………...32
CHAPTER FOUR DATA ANALYSIS,
PRESENTATION, AND DISCUSSION OF RESULT
Introduction………………………………………………………………………33
Data Analysis and
Presentation………………………………………………….33
Test of Hypothesis……………………………………………………………….35
Discussion of Findings…………………………………………………………...36
CHAPTER
FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary…………………………………………………………………………39
Summary of Findings…………………………………………………………….41
Conclusion……………………………………………………………………….41
Recommendations………………………………………………………………..42
References………………………………………………………………………..44
Appendix I……………………………………………………………………….51
Appendix
II………………………………………………………………………54
ABSTRACT
The
research seeks to examine the problems facing teachers and students towards
effective teaching and learning of teaching agricultural in junior secondary
schools in selected local governments in Edo State. The main purpose of this
study was to find out the problems facing teachers and students towards
effective teaching and learning of teaching agricultural in junior secondary
schools in selected local governments in Edo State. One research question was
used raised for the study and a self designed questionnaire was used to carry
out the sampling size of two hundred and forty (240) respondents from four
local governments in Edo State. The method adopted for analysis is the Mean 
and Standard Deviation (SD). Based on the
analysis carried out, the researcher found that there
is unavailability of teaching aids and instructional materials in the schools. Also, teachers
teaching teaching agricultural are not very proficient in the teaching and
learning of Agriculture. It was therefore recommended that the state government
should provide sufficient instructional materials needed for the
teaching/learning process of agricultural practical. Also, community leaders
should be made to allocate land for agriculture practical or for school
farming.
CHAPTER ONE
INTRODUCTION
Background of the Study
Nigeria
is an agricultural country before and after the discovery of petroleum.
According to the Food and Agricultural Organization of United Nations (1999)
agriculture is usually the mainstay of the economy and level of food
consumption are relatively low.
Lawal
(2000) noted that agriculture is perhaps the greatest single innovation that
made it possible for man to live in settled community which grew gradually in
complexity from families through village and Cities to modern nations.
Similarly
Makinjola (2001) observed that the transformation agriculture from nomadic life
was made possible by modern agriculture. To this effect importance of
agriculture in a developing nation such as ours, cannot be over-emphasized. As
a source of food supply, foreign exchange earners and employment of labour,
agriculture should receive a priority of consideration towards the maintenance
of a healthy economy agricultural education therefore is imperative and should
be taken more seriously so that it will wipe away ignorance with regards to teaching
agricultural and developed interest toward farming. It was in line with taught
that Inoaya (2004), stated that food supply is generally inadequate in quantity
and quality in the Country. According to him, there is at present a significant
increase in the Country’s population. Thus with too many months to food and too
little land to farm, Nigeria has resorted to importing a lot of her food with
her foreign exchange earning.
It
therefore, become pertinent at this juncture to state that lack of property
agricultural, education in our schools and lack of properly qualified
agricultural teachers has resulted to reduced interest and poor performance of
students in agriculture.
Uchegbu
(1993) rightly observed that poor remuneration situation of agricultural
teachers with irregular payment of salaries as well as fringe benefits and lack
of teachers motivation, attributed to their low moral. This point was further
highlighted by Ayandele (2005), Babalola and Ezenwa (2010) who asserted that
one of the mentioned reasons for teachers ineffectiveness in schools arise out
of the frustration due to non-participation in the organization’s
decision-making process. Similarly, students poor performance and lack of
interests are attributed to so many factors.
According
to Ayandele (2005), non-availability of school equipment, inadequate
instructional supervision, socio-economic background of students, etc. hinder
the effective performance of students in teaching and learning.
Furthermore
Madike (2003), pointed out that most of the schools in Nigeria do not teach
agriculture and even in schools where it is taught, there is no serious attempt
to provide adequately qualified teachers and necessary facilities. Most of our
students he noted, lack both interest and aptitude for agriculture. The
syllabus are not oriented towards the need of the society and the society and
the standard of teaching of many agriculture science teachers is nothing to
write home about.
According to Mbanuju (1998), teachers of
agricultural science make the subject boring. They use the farm as punishment
ground for offending students, and this make students feel that the school farm
is mainly for punishment. This goes a long way to kill interest of the students
especially for practical work. As a result of this, students feel very proud to
be associated with such subject like Chemistry, Physics, Biology, Mathematics
and Additional Mathematics even when they do not have aptitude for such
subjects. This makes them disregard subject like Agriculture science which they
feel is for then never-do-wells. This impression of the youths about
agriculture makes it difficult for the teachers to make any meaningful impact
on the students both in the classroom and school farm during practical lessons.
Okoro
(1999) pointed out that it is important to mention that there has been no
evidence to show that secondary schools have gone into fulltime, on graduation
because of the problems of finance, land tenure system, immature agriculture
procedures, among others. According to him, the only exception is usually
getting employed with ministry of agriculture. This observation, he tended to
make some parent to choose for their children to take up agriculture. From the
foregoing, one can infer that an exposure to agricultural science at the
secondary school level is factor for higher studies in agricultural science.
In
his own contribution Eze (1990), observed that teaching agricultural science in
schools has been greatly lacking in their goals aspiration. Many agricultural
educational institutions he pointed out should be established to educate and
train people in the science of agriculture. He concluded that from this, young
people will receive formal education and training which provides them with a career
since agriculture is one of the main features of economic development of a
country and a contributor to National income and employment, it should be
accorded priority consideration towards the maintenance of a healthy economy.
In
the light of the above problems the purpose of this study is to investigate the
problems militating against effective teaching of agricultural science in our
junior secondary schools in Nkanu West Local Government Area with a view of
finding a way that will help generate a sound foundation for the improvement
and development of agriculture in Nigeria.
Statement of the Problem
Agricultural
science today is regarded as one of the most important aspects of human life.
It has greatly increased man’s knowledge of his environment together with basic
needs of food, shelter and clothing. Nigeria being a developing country and in
a great need to meet the food demand of her population requires effective and
purposeful agricultural education in her schools.
Presently,
performances of students do not predict the hope of fulfilling our agricultural
expectation as regards meeting the food need of the population through schools
inspite of the effort being made by government to improve standard of teaching
agricultural science in our secondary schools.
It
then became pertinent to look inwardly for a better way of having a solid base
for effective agricultural education in secondary schools. This study uses the
junior section of the secondary school system to discover the problems causing
failure of student especially in external examinations as the senior school
certificate (S.S.C.E) and junior secondary school Examination (J.S.S.E). The
identification of these problems for lasting agriculture programme for
secondary schools in turn meeting the national objective in food production is
the subjects of this research.
Purpose of the Study
The main purpose of this study is to
find out the problems facing teachers and students towards effective teaching
and learning of teaching agricultural in junior secondary schools in selected
local governments in Edo State.
Research Questions
The following research question will
further guide the study:
1. What are the problems affecting the effective
teaching and learning of teaching agricultural among secondary school students
in selected local governments in Edo State?
Hypothesis
The hypothesis that was tested in this study is:
There is no significant
difference between the perceptions of teachers and students on the problems
affecting the effective teaching of teaching agricultural in secondary schools.
Significance of the Study
The
findings of this study will be of immense benefit to science teachers and
students.
This
study will be significant to a number of Agricultural science teachers who will
become aware of problems to teaching agricultural science, and guide them in
making adjustment in their methods and techniques of teaching agriculture
science. The teachers and students will have a true concept of, and develop
positive attitude towards agriculture science. The Government, the researcher
believes will come to realize the importance of agricultural development of the
nation.
The
need to provide the school with facilities relevant to the learning and
teaching modern agriculture practices as secondary school level is very
essential. It will also help in the acceptance new innovations in present day
agriculture.
This
information may be helpful in the evaluation of teaching and learning of
Agriculture thus helping in putting in place the strategies aimed at improving
teaching and learning of Agriculture in schools. Findings may be of value to
teaching learning strategies and teaching learning resources in implementation
of agriculture curriculum.
Finally,
it will be helpful to farmer and creates in them the awareness of being part of
the economy and contributing measures towards its development.
Scope of the Study
This
study covers on the problems of effective teaching and learning by teachers and
students of agricultural science in Junior Secondary Schools with specific
focus on selected local government in Edo State.
Limitation of
Study
In
carrying out this research work, the researcher had to go through severe of
challenges as money in the dispersing, photocopying and transportation was a
major constraint for the success of the research work.
CHAPTER TWO
LITERATURE REVIEW
This section discusses the literature review on teachers
and students perceptions of problems of effective teaching and learning of teaching
agricultural in junior secondary schools in selected local government in Edo
State. The following subheadings were discussed below:
v Concept of Teaching
agricultural Education
v Teaching and Learning of Teaching
agricultural in Secondary Schools
v Attitudes of Students towards
the Study of Teaching agricultural in Secondary Schools
v
Relationship between Students’ Attitudes and their Performance in
Agriculture Science
v
Challenges Facing the Effective Teaching and Learning of Teaching
agricultural in Secondary Schools
v
Solutions to the Challenges Facing the Effective Teaching and Learning of
Teaching agricultural in Secondary Schools
v Empirical Review
v Theoretical Framework
v Summary of Literature
Review
Concept of Teaching
Agricultural Education
Teaching
agricultural is one of the core vocational curricular subjects taught at both
junior and senior secondary schools in Nigeria. Egbule (2004) defines it as a
process of training learners in the process of Agricultural productivity as
well as the techniques for teaching of agriculture. Teaching agricultural
education as a broad multidisciplinary field deals with the selection, breading
and management of crops and domestic animals for economic production. It is a
subject taught in secondary schools as a means for self-reliance and
preparation for further studies. Teaching agricultural is therefore designed
for inculcation of the necessary skills for the practice of agriculture for
effective citizenship and contribution to food security for national
sustainability. That is why the Federal Republic of Nigeria (FRN) in the
Blueprint for Family Support Programme (1994) outlines the seven major
objectives of teaching and learning of Teaching agricultural to reflect the:
1.
Ability to
stimulate students’ interest in agriculture
2.
Ability of
students in acquiring basic knowledge of agriculture.
3.
Ability to
develop basic agricultural skills in students.
4.
Students’
ability to integrate knowledge with skills in agriculture
5.
Ability to
expose students to opportunities in the field of agriculture
6.
Ability to
prepare students for further studies in agriculture and
7.
Ability to
prepare students for occupations in Agriculture.
Attainment
of the above objectives depends on teachers’ pedagogical approaches. Teachers
in this case are teaching agricultural teacher’s teaching agricultural
teachers. Teaching agricultural teachers are trained and groomed from teacher
preparation institutions for quality impact of agricultural skills, knowledge
attitudes and values for self-reliance, promotion of agriculture and food
security in their future lives. It is therefore the duty of this group of
teachers to stimulate and sustain students’ interest in agriculture, enable
students acquire basic knowledge and practical skills in agriculture, enable
students integrate knowledge with skills in Agriculture, prepare and expose
students for occupation. Attainment of the goals and objectives of teaching
agricultural depends on effectiveness of teaching and learning going on.
Teaching and Learning
of Teaching agricultural in Secondary Schools
The
education axiom that when a learner has not learnt, then the teacher has not
taught is true. This directly relates to the concepts of teaching and learning
as a process of inculcating the right values, attitudes, knowledge, modern
life, long life skill acquisition necessary to make individuals benefit from
the society as well as contribute meaningfully to the same society. Waliki and
Usman (2009) see teaching as a systematic, rational and an organized process of
transmitting knowledge, skills and so on in accordance with professional
principles. The implication is that teaching agricultural teachers who do not
perform the act in accordance with the principles of teaching are therefore not
teachers but cheats. Naturally, the outcome of teaching is learning. Learning
occurs only where there is relatively positive permanent change in an
individual behaviour. Modebelu and Duvie (2012) recommend four innovative
teaching methods that could enhance quality and effective teaching and learning
of subjects/courses. These could be adopted and applied by Agriculture Science
teachers.
These
methods are:
1.
Information
transformation and reception method
2.
Cognitive
strategies development method
3.
Attitudes
development method
4.
Cognitive and
motor skills development method
Combination
of these modern methods helps to achieve the required goal. Other relevant
methods include: assignment, demonstration, project, field-trip, experimental
and so on. Teaching skills vital for quality teaching and learning are:
v
Effective
communication
v
Supervision
(closed supervision learning processes and activities).
v
Qualitative set
induction
v
Quality
questioning (lower order, middle, higher order and divergent)
v
Variation and
variety (instructional aids that could take care of individual differences).
v
Stimulus
variation (ensuring that students’ senses are involved)
v
Repetition
(simple, planned, mass etc).
v
Demonstration
(simple, brief and concise)
v
Closure (white
board summary, written exercises, oral summary etc).
v
Adequate
non-verbal communication etc.
v
Reinforcement
(reward and relevant punishment).
Effective
application of these teaching methods, skills or strategy depends greatly on
the teacher’s ability to plan the lesson ahead. Ihebereme (2010) posits that
quality teaching and learning is a sine-qua non to prudent adherence to quality
indicators in the pedagogical approaches. Babalola (2011) reports of some
contemporary soft skills that are imperative in teachers’ effectiveness in
today’s global world. He argues that teachers should not only be trained to
teach but to become polyvalent by mastering hard and soft skills that make
teachers functional in a rapidly changing multicultural environment. The
implication is that teachers are no longer trained for students’ certification
alone but for effective inculcation of learning to learn skills. Students, in
addition to learning concepts and theme, must have deep understanding and
application of the learning skills. This is also expected in the teaching and
learning of Teaching agricultural in Nigerian secondary schools. Obanya (2010)
recommends teaching and learning that revolve around the principles of
transformational pedagogy. Egbule (2004) emphasizes that every agricultural
teacher must be effective, liberally educated, current in subject matter and
its pedagogy, aware of what is expected of teachers and schools, skillful and
conscientious in planning, preparing for, carrying out instruction, respectful
towards students, concerned about their welfare, actively involved in faculty,
professional and community affairs.
As
in learner-centered method, teaching agricultural students should occupy a
prominent position in the teaching and learning of teaching agricultural.
Teachers should therefore make these students the centre of all activities.
This entails:
a)
Encouraging
active participation of teaching agricultural students in the teaching and
learning process.
b)
Teaching
agricultural students being always actively involved in a manner in which they
interact with the teacher, with instructional aids and with the environment.
c)
Teaching and
learning of teaching agricultural that promote students’ development of basic
life skills.
d)
Enabling
students to utilize the learnt skills in solving their everyday problems using
their own initiatives.
e)
Teaching
agricultural teachers’ effort to discourage rote learning and passivity in the
classroom.
Attitudes of Students
towards the Study of Teaching agricultural in Secondary Schools
According
to Chang (2005), individual interest, ability and needs are important factors
that contribute to attitudinal life of students studying Teaching agricultural.
Also, culture and gender play a major role in determining the attitude of
students to Agriculture, Margolis (2008). Ohiwerei and Nwosu (2009) also
identified the following external factors as key players in career interest
choices:
i.
Teachers’
Influence,
ii.
Parental
Pressure
iii.
Economic and
Political Condition of the Country,
iv.
Peer Groups’
Pressure
v.
Adequate
Vocational Choice Information and Subject Studies/ Combination.
Turner and Lapan (2002)
identified family and friends, Mcwhirter, Hackett and Bandalos (1998) stated
that parents influenced children’s educational plan. Turner, Steward and Lapan
(2004) identified encouragement from parents and influence of people
surrounding an individual as some of the factors that can affect career
interest (Chang, 2005; Davis, 2009; Margolis, 2008; Sugahara, Hiramatsu, and
Boland, 2009; S. C. K. Wong and Liu, 2010). So also attitude towards task increase
one’s performance; choosing not to do the activity will decrease performance
(Meece, Wigfield, and Eccles, 1998). Ruble and Martins (1998) opined that
children who develop more positive competence-related beliefs and values for
activities they believe in are appropriate for their gender tend to seek more
engagement of such activities in the future. Parental educational and
occupational status and critical life event can spur a transformative learning
experience that may shape a career development and life direction of children
(Fisher and Griggs, 1994 and Trusy, Watts, and Erdman, 1997). Carpenter and
Foster, 1977 and Dick and Rallis, 1991) reported that a young person’s belief
about a career’s value is influenced by the perceptions, attitudes and expectations
of others such as parents, teachers, guidance counselors.
Relationship between Students’ Attitudes and their
Performance in Agriculture Science
1. Self-Concept
and Academic Performance
A student’s attitude
towards the study of Teaching agricultural can affect his performance in the
subject. Some students exhibit a dislike for the subject due to the fact that
it involves rigorous practical works which are carried out on the farm. This
dislike as shown by apathy towards various practical farm activities a then
leads to low performance and subsequent failure.
Motivation has been
recognized as another pertinent factor that is related to student’s scholastic
performance. According to Kushman Sieber and Harold (2000) in Broussard (2002),
high motivation and engagement in learning are associated with increased level
of student’s success and low dropout rates. Studies show that a moderate amount
of anxiety aids in academic performance by creating motivation. However, high
levels tend to interfere with the students concentration and memory which are
necessary for academic success.
So many factors have
been known to influence the academic achievement of students in their various
school endeavours. These factors can be either be personal (poor self-concept,
motive, readiness, emotion, attitude, maturational level of the student) or
environmental. The personality of an individual refers to a collection of
emotional, thought and behavioural patterns unique to a person that is
consistent overtime. It can also include an individual’s thoughts, behaviour,
feelings, emotions, attitudes, physique adjustment, unique learning history
response patterns, habits and general poise (Denga, 2007).
According to Okwubunka
(2007), low self-concept can be closely associated to learning difficulties in
students. A student who believes he is incapable of accomplishing his academic
task is bound to be an academic failure. Denga (2007) views self-concept as an
organized configuration of perceptions of self which are admissible to awareness.
He further stated that self-concept is what determines the goals that are set,
attitudes, behaviour and responses that one makes towards others. The way an
adolescent perceives himself or herself with little or no regards for what one
may say or think of him or her is referred to as self-concept. According to
Child (2003), the conception which we hold of ourselves as a result of
interaction with insignificant others and influences on our behavior
collectively is known as self-concept.
Many studies show likely
correlation between self-concept and academic performance. Wang (2007) stated
that there are recent researches that show a causal relationship between
academic self-concept and subsequent achievement and that this relationship is
reciprocal in nature. Thus, while better student achievement leads to
improvement of self-concept, positive self-concept can help increase student
achievement concurrently. Weiner (2006) stated that highly motivated students
in any area of interest may perform more difficult task than those who have low
motivation in the same area.
Adediji (2007) stated
that when pupils express lack of interest in a subject, it affects the way they
react and listen to the teacher. Thus, interest and attitude of the learner
towards a particular subject matter a lot. This agrees with Hansford and Hattie
(2002), Shavelson and Bolus (1982) that states that achievement motivation has
a great influence on students’ performance academically.
2. Attitude
and Academic Performance
Attitude as a psychological
concept is a relative. It could be viewed as the way one reacts towards an
object or situation. It could be favourable or unfavourable. Inyang –Abia
(2003) asserts that attitude is a desire or tendency to approach or avoid
something” He stated further that attitude of an individual can be either
positive or negative. When it is positive, the individual approaches the
object. Otherwise, the object is avoided when attitude is negative. Attitudes
are interwoven with affective and highly motivated experience so that they
viewed as personality characteristics.
According to
Jegede (2001) and Okpala (2006) there is a positive relationship between
students’ attitude and their performance in academics. In a study carried out
by Bassey (2002) to determine the degree of co-variation between students’ test
attitude and their test performance. Results show that there was a significant
difference in performance in the different attitudinal groups with respect to
their varying levels of attitude. Umoinyang (2004) carried out a study to
establish the relationship between student’s attitude and their academic
achievement in Mathematics. He used 229 students (118 males and 111 females)
randomly selected from six (6) secondary schools in Abak Local Government of
Akwa Ibom State, Nigeria. Achievement was based on their 1988 1st terminal
examination and attitude was measured based on the responses to the
questionnaire designed and validated by the researcher. A positive and
significant correlation was found between students’ attitude towards
Mathematics and their academic achievement in the subject. This could suggest
that attitude to school or the subjects can be related to performance if it is
on the premise that positive attitude leads to higher performance of the
students in their academics. Camilus (2011) reported that students’ attitude
plays a very important role in their academic performance in Teaching
agricultural.
Challenges Facing the
Effective Teaching and Learning of Teaching agricultural in Secondary Schools
Modebelu and Nwakpadolu
(2013) identified seven major challenges facing Teaching agricultural teachers
in their quest to achieve effective teaching and learning of the subject. These
are:
i.
Inadequate
qualification of teachers
ii.
Absence of farms
for practical
iii.
Inadequate
technical know-how
iv.
Inadequate
teaching methods
v.
Inadequate
instructional materials
vi.
Poor funding
vii.
Poor attitudes
of students towards teaching agricultural
To corroborate this
view, Puyate (2008) asserted that effective teaching cannot be carried out without
the adequate provision of learning facilities. Also, in the aspect of funding,
Puyate (2008) opined that teachers must be well remunerated for them to
effectively impart the needed knowledge on students. This is a major challenge
for the education system in Nigeria. Other challenges include broad curriculum
objectives, unclear specification of areas that require practical skills
(Olaitan, 1992, Egbule. 1998, Obi, 2005), poor programme delivery system, cases
of duplicated topics (Egbule, 1998), poor performance of candidates who
enrolled in teaching agricultural examinations (Mamman, 2000) and high
unemployment rate among Teaching agricultural graduates (Olaitan, 1997; Okorie,
2000; Obi, 2005; and Ikeoji and Agwubike, 2006).
Solutions to the Challenges Facing the Effective
Teaching and Learning of Teaching agricultural in Secondary Schools
Modebelu
and Nwakpadolu (2013) suggested ten possible ways of managing and redressing
the challenges. These include ensuring that only professional qualified
teachers teach, repositioning of teacher preparation institutions to produce
highly relevant manpower who are conscientious and well motivated in the field,
provision of relevant instructional materials and so on. Modebelu and Duvie
(2012) also recommended innovative teaching methods for effective teaching and
learning of teaching agricultural. Egbule (2004) also suggested that teaching
and learning of teaching agricultural must both be competence-based and
production-oriented. Egun (2009) suggested that there is the need for a total overhauling of agricultural
administration in Nigeria. Egun (2009) proposed a model of training which could
improve competency of graduates of agricultural schools in Nigeria. Onu and
Ikehi (2013) suggested the establishment
of Agricultural Students Scholarship Fund (ASSF). This will boost the morale of
students to choose and study Agriculture in higher institutions of learning in
Nigeria. Odachi (2011) suggested that Information and Communication Technology
(ICT) should be incorporated into Agriculture in Nigeria.
Empirical Review
Secondary
school agricultural education programme consists of two main components,
namely: classroom/laboratory instruction and supervised agricultural
experience. Classroom curriculum and laboratory exercises provide students with
foundation knowledge in agricultural practices, preparing them for careers in
food, fiber and natural resource industries. Supervised agricultural
experiences provide students the opportunity to experience ownership of their
own agricultural enterprises or work in the industry. Supervised agricultural
experience also enables students to develop skills in agriculture related
career areas (Mark, 2008). According to Mark (2008), the educational objectives
of secondary school agricultural education and training in sub-Saharan African countries
quoted in policy papers, curricula and studies include the following: (i)
giving learners knowledge and skills for better agricultural productivity; (ii)
making the teaching of sciences more relevant, effective and practical; (iii)
influencing learners‟ attitudes, giving a positive motivation toward
agriculture and rural development and (iv) preparing students for entry in
higher and tertiary education institutions teaching agriculture.
However,
Borg and Gall (2008) observed that the objectives have not been realised, there
are still high levels of unemployment due to rural-urban migration, school
leavers aspiring to get white collar-jobs, high levels of poverty and food
insecurity in most African countries. Studies (Borg and Gall, 2008) show that few
students are willing to take up agriculture careers because of the formed
attitude towards the subject. Most African countries have low production in
agriculture even though skills and knowledge for better agricultural production
are learnt in both primary and post-primary education levels.
Marches
and Martin (2002) noted that there are internal factors being encountered
within the school as the agriculture curriculum is being implemented in
connection to teachers, students, and the teaching learning process. Teachers
characteristics are considered a key element for pupils personal and academic
development, the value given from teacher to pupil and vice-versa are usually
reciprocal, highlighting additionally the personal relationship. Malila (2003)
found that student performance is affected by different factors such as
learning abilities because new paradigm about learning assumes that all
students can and should learn at higher levels but it should not be considered
as constraint because there are other factors like race, gender, sex that can
affect student’s performance. Process of teaching and learning involves
teaching, learning strategies and teaching learning resources. Teaching process
is therefore an important school factor affecting teaching and learning of
Agriculture in Secondary schools (Fauziah, 2008).
In
many African countries, there are regional differences in popularity of
agriculture as an optional subject in secondary schools with lower interests in
agriculture subject in urban, semi-arid and arid areas. Rural schools serve
large numbers of minority student families in socio-economic distress, and many
single parent families with little education. Rural students are at risk of low
motivation and lack of school success (Corbett, 2009). Most rural schools offer
fewer support and extra curriculum programmes overall than the non-rural
schools. Local community values may differ from and even conflict with school
based values and goals framed on a national, rather than local model. Schools
focuses on preparing the youth for lives and job opportunities very differently
from the environment where they live (Handre et al., 2009). This
indicates why parents would encourage the learners to opt for something
different from what they do in the rural homes and that is diverting away from
agriculture, for to them it appears not a profitable occupation. Attitude is an
inward feeling expressed by outward behaviour. People always project on the
outside what they feel in the inside. Borg and Gall (2008) noted that attitudes
generally consist of three components; affective, cognitive and behavioural.
Affective referring to individuals feelings about the attitude object,
cognitive is an individual belief or knowledge about the attitude object and
behavioural an individual predisposition to act towards the attitudes object in
a particular way.
This
section has reviewed empirical literature on the status of agriculture science
subject in secondary schools, school based and non-school based factors
affecting learning of agriculture science subject in secondary schools.
Literature has revealed that the school factors affecting the teaching of
Agriculture revolve around the characteristics of the teaching staff, students‟
characteristics and teaching and learning process. The study sought to fill the
existing gaps in the literature on the factors affecting teaching and learning
of teaching agricultural as an optional subject in secondary schools in the
study area
Theoretical Framework
The
study was based on Mitzel (1969) model. The model advances the view that
teaching involves interplay between sets of variable: teachers and students,
their interactions and the product of those interactions. Dunkin and Biddle
(1974) expanded on the Mitzel model to include four major variable types which
are; presage, context, process and product.
The
presage variable includes teacher personality, preparation, general
characteristics, background, competencies and inadequacies, teacher education
experiences and teacher properties (Mitzel, 1969). The context variable
addresses the student characteristics and classroom environment (Mitzel 1969).
Process variables show the interaction or interrelationship between the teacher
and the student (Dunkin and Biddle1974). Smith, Kistler, Williams & Baker
(2004) reported that all activities within the classrooms are considered
process variables. The product variables are those associated with the effect
of instruction (Mitzel 1969, Dunkin and Biddle, 1974).
Mitzel’s model recognizes the presage variables as
fundamental in understanding classroom problems and challenges using the
experience of the teacher. The experience of the classroom teacher and the
availability of teaching and learning resources tend to affect the learning
environment (context), interaction between the teacher and the students
(process) and effects of the instruction (product). On the other hand, the non
institutional factors such as the climate may affect the learners‟ attitude
towards the teaching and learning of Agriculture. This study was intended to
adopt Mitzel’s model and investigate the related challenges facing the teaching
and learning of agriculture in secondary schools in selected local governments
in Edo State.
Summary of Literature Review
In this chapter, the researcher has reviewed
literature on the status of teaching agricultural in secondary schools, the
researcher found how effective teaching
and learning of teaching agricultural is in secondary schools, the researcher
also examined the attitudes of students towards the study of teaching
agricultural in secondary schools. The challenges facing the effective teaching
and learning of teaching agricultural in secondary schools were also
highlighted and some possible solutions to the challenges facing the effective
teaching and learning of teaching agricultural in secondary schools was drafted
in this chapter. This study sought to fill the existing gaps in the
literature on the problems of effective teaching and learning of teaching
agricultural in Secondary schools.
CHAPTER THREE
METHOD OF STUDY
Introduction
This section is centered on research design, population
of the study, sample and sampling techniques, instrumentation, instrument
validity, method of data collection and lastly method of data analysis.
Research
Design
This
study employed descriptive research design. The study was designed to examine
teachers’ and students’ perception of problems of effective teaching and
learning of agricultural science in junior secondary school with specific focus
on some selected local government in Edo State.
Population of the Study
The
population of the study was made up of all students enrolled in teaching
agricultural and teachers teaching teaching agricultural at the JSS level in
some selected local government in Edo State.
Sample and Sampling Technique
Four
(4) local government areas was randomly selected from the 18 local government
area in Edo State. In each local government area, 2 secondary schools will be
randomly selected for use in this study. In each secondary school, 30 students
will be randomly selected for the study, yielding a total of 240 students that
were used for the study.
Instrument
The name of the questionnaire used in this study is
“Teachers and Students Perception on the Problems Affecting the Effective
Teaching and Learning of Teaching agricultural (TSPPAETLPA). This is made up of
15 questions based on the literature on the subject and public approach.
TSPPAETLPA utilizes a 4 point scale using Strongly Agreed (SA), Agreed (A),
Disagreed (D), and Strongly Disagreed (SD).
Validity of Instrument
The
instrument (questionnaire) will be carefully designed by the researcher and
submitted to the project supervisor to vet; by this, the content validity will
be confirmed before trial testing and consequent administration of the
instrument to the respondents in their various schools.
Method of Data Collection
The questionnaire was administered to the respondents in
the secondary schools with the aid of a research assistant in each school. (And
with approval from the principal of the secondary school), the respondents were
give a short time to fill the questionnaire after which it was then collected
back for analysis. The respondents were to respond to the questions
individually without discussion with others. A copy of the questionnaire will
be used to explain all items contained in the questionnaire to the subjects. In
addition to this, the researcher will not be far from the respondents in order
to clarify and assist subjects in areas where difficulties might be
encountered.
Method of Data Analysis
In analyzing the data collected for the study, the mean
test (
)
will be used to analyze the response of the respondents while the hypotheses
formulated earlier will be tested using the t-test and standard deviation.
However, since the rating of the instrument was on a 4 point, the mean (x) of
2.50 was used for decision such that mean (x) rating on the item equal or to or
above 2.50 was regarded as 'Agree' and mean (x) rating less than 2.50 was
regarded as 'Disagreed'.
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION, AND DISCUSSION OF
RESULT
Introduction
This chapter deals with the method of data analysis and
presentation of result. The collected data was analyzed and tested in line with
raised research questions and hypothesis. All questions were tested at 2.5
percent level of significance.
Data Analysis and Presentation
Research Question: What are the problems affecting the
effective teaching and learning of teaching agricultural among secondary school
students in selected local governments in Edo State?
Table 1: Showing
Respondents Opinion on Research Question 1
|
S/N |
|
|
SD |
Decision |
|
|
1. |
Majority
of the teachers teaching agricultural are not professionals |
3.58 |
0.15 |
Agreed |
|
|
2. |
Teachers
teaching agricultural are not very proficient in the teaching and learning of
Agriculture |
3.44 |
0.17 |
Agreed |
|
|
3. |
The
teachers do not possess adequate modern skills for practical oriented
teaching |
3.31 |
0.20 |
Agreed |
|
|
4. |
There
is unavailability of teaching aids and instructional materials in the
schools. |
3.53 |
0.18 |
Agreed |
|
|
5. |
Students
do not show adequate interest in the subject |
3.20 |
0.31 |
Agreed |
|
|
6. |
The
number of students that take teaching agricultural as a subject are very few. |
3.36 |
0.21 |
Agreed |
|
|
7. |
The
teacher does not use relevant instructional materials for teaching |
3.32 |
0.20 |
Agreed |
|
|
8. |
The
time allotted for the teaching and learning of teaching agricultural subject
on the time-table is too small |
3.21 |
0.25 |
Agreed |
|
|
9. |
Parents
see teaching agricultural subject as the subjects for children from poor
parents. |
3.16 |
0.30 |
Agreed |
|
|
10. |
The
instructional aids available are not adequately utilized by the teachers |
3.19 |
0.23 |
Agreed |
|
|
11. |
Teachers
should be adequately sensitized on the importance of teaching agricultural as
a subject. |
3.31 |
0.18 |
Agreed |
|
|
12. |
Adequate
instructional aids should be made available by government |
3.45 |
0.15 |
Agreed |
|
|
13. |
The
teachers should be given opportunities for updating of knowledge and skills
so as to move with the new trends |
3.53 |
0.16 |
Agreed |
|
|
14. |
Teaching
agricultural teachers should be professionals and holders of B.Sc. Ed. in
agriculture |
3.32 |
0.17 |
Agreed |
|
|
15. |
Parents
should not react negatively to their children choosing teaching agricultural
as a course. |
3.39 |
0.15 |
Agreed |
|
|
Overall
Mean ( |
3.35 |
|
Agreed |
|
|
Discussion
Based on the above table, it is evident that
1.
Majority of the respondents
agreed that teachers teaching teaching agricultural are not professionals
2.
Majority of the respondents
agreed that there is unavailability of teaching aids and instructional
materials in the schools
3.
Majority of the respondents
also agreed that teachers teaching agricultural are not very proficient in the
teaching and learning of Agriculture.
4.
Majority of the respondents
also agreed that teachers should be given opportunities for updating of
knowledge and skills so as to move with the new trends.
5.
Lastly, adequate
instructional aids were made available by government to improve effective and
efficient teaching.
Test of Hypothesis
To test
the hypothesis, the t – test statistical method was used
Hypothesis I: There is no significant
difference between the perceptions of teachers and students on the problems
affecting the effective teaching of teaching agricultural in secondary schools.
Table 2: T-test
for significant difference between perceptions of teachers and students and
effective teaching of teaching agricultural in secondary schools.
|
Source Variation |
N |
X |
SD |
Df |
Cal – t |
Crit – t |
Sig Level |
Remark |
|
Perception of Students |
105 |
3.29 |
0.24 |
198 |
3.2 |
1.96 |
0.05 |
Hypothesis Rejected |
|
Perception of Teachers |
95 |
3.17 |
0.29 |
|||||
|
Total |
200 |
|
|
|
|
|
|
|
Table 2
shows that the calculated t- value 3.2 is greater than critical value of 1.96
at 0.05 percent level of significance and a degree of freedom (df) of 198. The
result reveal with statistical indication that the hypothesis H0 is
invalid since the calculated t – value (3.2) is greater than the critical value
(1.96). Therefore H0 is rejected because there is a significant
difference between the perceptions of teachers and students on the problems
affecting the effective teaching of teaching agricultural in secondary schools.
Discussion of Findings
Table
one shows that respondents agreed to the research questions which states that
there are problems affecting the effective teaching and learning of teaching
agricultural in secondary school. This finding is supported by Marches and
Martin (2002) when they found that students performance is affected by
different factors such as learning abilities because new paradigm about
learning assumes that all students can and should learn at higher levels but it
should not be considered as constraint because there are other factors like
race, gender, sex that can affect student’s performance. Process of teaching
and learning involves teaching, learning strategies and teaching learning
resources. Teaching process is therefore an important school factor affecting
teaching and learning of Agriculture in secondary schools. Also, Modebelu and
Nwakpadolu (2013) identified seven major challenges facing Teaching
agricultural teachers in their quest to achieve effective teaching and learning
of the subject and they are: Inadequate qualification of teachers, Absence of
farms for practical, Inadequate technical know-how, Inadequate teaching
methods, Inadequate instructional materials, Poor funding, Poor attitudes of
students towards teaching agricultural. Puyate (2004) asserted that effective
teaching cannot be carried out without the adequate provision of learning
facilities. Also, in the aspect of funding, Puyate (2008) opined that teachers
must be well remunerated for them to effectively impart the needed knowledge on
students. This is a major challenge for the education system in Nigeria.
From the test of hypothesis 1, the result shows that
there is a significant difference between the perceptions of teachers and
students on the problems affecting the effective teaching of teaching
agricultural in secondary schools. This corroborates the findings of Puyate
(2004) who asserted that effective teaching cannot be carried out without the
adequate provision of learning facilities. Also, in the aspect of funding,
Puyate (2008) opined that teachers must be well remunerated for them to
effectively impart the needed knowledge on students. This is a major challenge
for the education system in Nigeria. Other challenges include broad curriculum
objectives, unclear specification of areas that require practical skills, poor
programme delivery system, cases of duplicated topics.
Onu and Ikehi (2013) asserted that the establishment of Agricultural Students Scholarship Fund
(ASSF) will help in boosting the morale of students to choose and study
Agriculture in higher institutions of learning in Nigeria. Also, Modebelu and
Nwakpadolu (2013) suggested possible ways of managing and redressing the
challenges. These include ensuring that only professional qualified teachers
teach, repositioning of teacher preparation institutions to produce highly
relevant manpower who are conscientious and well motivated in the field,
provision of relevant instructional materials and for effective teaching and
learning of teaching agricultural in various schools in Nigeria.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This
study comparatively examines teachers’ and students’ perception of problems of
effective teaching and learning of teaching agricultural in junior secondary
school. The study was undertaken to find out the main problems affecting the
quality teaching and learning of teaching agricultural in schools.
A total of Four
(4) local government areas were selected. In each local government area, 2
secondary schools was selected and used in this study. In each secondary
school, 30 students will be randomly selected for the study, yielding a total
of 240 participants that were used for the study. Questionnaires
were used to collect data from the respondents while the t-test statistic was
used to test the hypothesis at 0.05 percent level of significance. Finding from
the study shows that:
1.
The time
allocated for the teaching of agriculture is not enough and also indicated that
availability of land also affects the teaching and learning of teaching
agricultural. They also attributed some of the causes to the community. The
community, most of the times, feel reluctant in supporting the school in terms
of provision of funds and materials.
2.
The study
revealed that funds for teaching agricultural are inadequate. Materials that
are used are also limited. These suggest that the level of attention being
given to teaching agricultural in the schools by school authorities leaves much
to be desired.
3.
The study showed
that apart from crop production, funds are not available for animal production,
demonstration plots, exhibitions, field trips and mechanization. The
respondents indicated that there are not adequate funds for the teaching and
learning teaching agricultural. There are not adequate funds for the
acquisition of equipment for the teaching and learning of teaching agricultural.
Due to this, materials and equipments are acquired once in a term and not as
and when they are needed. The time that it takes requested materials to be
delivered does not auger well for the teaching and learning of teaching
agricultural. The non-availability of funds makes it difficult to use some
methods in teaching teaching agricultural, like field trips, demonstration and
hands-on experience. Therefore most of the teachers resort to the discussion
method.
Summary of Findings
Based on the findings of
this research, it is thus summarized:
1.
Teachers teaching teaching
agricultural are not professionals.
2.
There is unavailability of
teaching aids and instructional materials in the schools
3.
Teachers teaching teaching
agricultural are not very proficient in the teaching and learning of
Agriculture.
4.
Teachers should be given
opportunities for updating of knowledge and skills so as to move with the new
trends.
5.
Adequate instructional aids
were made available by government to improve effective and efficient teaching.
6.
There is a significant
difference between the perceptions of teachers and students on the problems
affecting the effective teaching of teaching agricultural in secondary schools.
Conclusion
The
primary goal of a teacher is to stimulate quality learning through quality
teaching. Effective teaching and learning is imperative for attainment of
classroom goals, school goals, education goal and natural goals. The study
examined various challenges or problems to effective teaching and learning of teaching
agricultural in secondary schools in Nigeria. Teachers must be qualified
professionals and technically prepared for the responsibility.
The
need for quality agricultural education makes it necessary for quality
agricultural science teachers to be available. For the objectives of
agricultural education to be translated into reality, quality teachers must be
put in place, this is because teachers are the largest and most crucial inputs
of the educational system. Teachers translate theory into practice. Hence, the qualities
and effectiveness of agricultural education depends on the quality and devotion
of the teachers.
Recommendations
The
study therefore made the following recommendations;
1.
The state government should provide sufficient
instructional materials needed for the teaching/learning process of
agricultural practical.
2.
Community
leaders should be made to allocate land for agriculture practicals or for
school farming
3.
Parents should
be made to understand the importance of learning agriculture to the individual,
the community and to the nation at large
4.
Students and
Parents should be made understand careers in agriculture so as to encourage the
teaching and learning of the subject.
5.
School
authorities should set aside funds purposely for the teaching and learning
agriculture in their schools.
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APPENDIX I
QUESTIONNAIRE
LETTER TO RESPONDENTS
Department of Vocational and
Technical Education
Faculty of Education,
Ambrose Alli University,
Ekpoma, Edo State.
Dear
Respondents,
I am a student of the above named Department currently carrying out
a research work titled “Teachers’ and
Students’ Perception of Problems of Effective Teaching and Learning of Teaching
agricultural in Junior Secondary School” with specific focus on selected local governments in Edo State.
Therefore, I humbly solicit your sincere co-operation /
assistance in answering the constructed questionnaire and your responses will
be treated with utmost confidentiality and shall be used solely for academic
purpose.
Thank you
Yours
faithfully
Section
A
Instruction: You are expected to tick (√) in the spaces you consider appropriate
1.
Sex: Male ( ), Female ( )
2.
Age: 16 – 25 yrs ( ), 26 – 30 yrs ( ), 31 – 45 yrs ( ), 45 yrs and above ( )
3.
Class: JSS 1 ( ), JSS II ( ), JSS III ( )
4.
Religion: Christian ( ), Muslim ( ), Others ( )
5.
Marital Status: Single ( ), Married ( ), Others ( )
Section B
Instruction: You are expected to tick (√)
in the space of your choice by using the following key words
Key Words
SA = Strongly Agreed
A = Agreed
D = Disagreed
SD = Strongly Disagreed
|
S/N |
|
SA |
A |
D |
SD |
|
|
Research Question What are the
problems affecting the effective teaching and learning of teaching
agricultural among secondary school students in Edo State? |
|
|
|
|
|
1. |
Majority of the teachers teaching teaching
agricultural are not professionals |
|
|
|
|
|
2. |
Teachers teaching teaching
agricultural are not very proficient in the teaching and learning of
Agriculture |
|
|
|
|
|
3. |
The teachers do not possess adequate
modern skills for practical oriented teaching |
|
|
|
|
|
4. |
There is unavailability of teaching
aids and instructional materials in the schools. |
|
|
|
|
|
5. |
Students do not show adequate interest
in the subject |
|
|
|
|
|
6. |
The number of students that take teaching
agricultural as a subject are very few. |
|
|
|
|
|
7. |
The teacher does not use relevant
instructional materials for teaching |
|
|
|
|
|
8. |
The time allotted for the teaching and
learning of teaching agricultural subject on the time-table is too small |
|
|
|
|
|
9. |
Parents see teaching agricultural
subject as the subjects for children from poor parents. |
|
|
|
|
|
10. |
The instructional aids available are
not adequately utilized by the teachers |
|
|
|
|
|
11. |
Teachers should be adequately
sensitized on the importance of teaching agricultural as a subject |
|
|
|
|
|
12. |
Adequate instructional aids should be
made available by government |
|
|
|
|
|
13. |
The teachers should be given
opportunities for updating of knowledge and skills so as to move with the new
trends |
|
|
|
|
|
14. |
Teaching agricultural teachers should
be professionals and holders of B.Sc. Ed. in agriculture |
|
|
|
|
|
15. |
Parents should not react negatively to
their children choosing teaching agricultural as a course. |
|
|
|
|
