CHAPTER ONE

INTRODUCTION

1.1 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 practical agriculture 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.

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 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

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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.

1.2 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,

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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.

1.3 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 practical agriculture in junior secondary schools in

selected local governments in Potiskum State.

1. Many students do not have easy access to farms, greenhouses, or well-equipped

laboratories, which hinders their practical learning experiences.

2. Traditional educational systems often focus more on theoretical knowledge, leaving

students with insufficient practical skills and experience.

3. Some students may not see the relevance of practical agriculture in their lives, leading to

disinterest and reduced motivation to learn

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 4. In multicultural and multilingual classrooms, language and communication barriers can

impede effective teaching and learning.

1.4 Research Questions

The following research question will further guide the study:

1. What are the problems affecting the effective teaching and learning of practical

agriculture among secondary school students in selected local governments in Yobe

State?

2. Understand the specific areas where the teaching and learning of practical agriculture

face challenges and gaps in the current education system.

3. Develop strategies to improve access to resources and facilities, such as farms,

laboratories, and modern tools, for both teachers and students.

4. Revise the curriculum to strike a balance between theoretical knowledge and hands-on

experience and make it more relevant to the students.

1.5 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 practical agriculture in secondary schools.

1.6 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.

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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.

1.7 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.

1.8 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.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This section discusses the literature review on teachers and students perceptions of problems of

effective teaching and learning of practical Agriculture in junior secondary schools in selected

local government in Potiskum State. The following subheadings were discussed below:

 Concept of Practical Agriculture Education

 Teaching and Learning of Practical Agriculture in Secondary Schools

 Attitudes of Students towards the Study of Practical Agriculture in Secondary Schools

 Challenges Facing the Effective Teaching and Learning of Practical Agriculture in

Secondary Schools

 Solutions to the Challenges Facing the Effective Teaching and Learning of Practical

Agriculture in Secondary Schools

 Empirical Review

 Theoretical Framework

 Summary of Literature Review

2.2 Concept of Practical Agriculture Education

Practical Agriculture 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. Practical Agriculture 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. Practical Agriculture is therefore designed for inculcation of the necessary skills for the

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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

Practical Agriculture 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 practical Agriculture teacher’s practical Agriculture teachers. Practical

Agriculture 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 practical

Agriculture depends on effectiveness of teaching and learning going on.

2.3 Teaching and Learning of Practical Agriculture 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

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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 practical Agriculture 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:

 Effective communication

 Supervision (closed supervision learning processes and activities).

 Qualitative set induction

 Quality questioning (lower order, middle, higher order and divergent)

 Variation and variety (instructional aids that could take care of individual differences).

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  Stimulus variation (ensuring that students’ senses are involved)

 Repetition (simple, planned, mass etc).

 Demonstration (simple, brief and concise)

 Closure (white board summary, written exercises, oral summary etc).

 Adequate non-verbal communication etc.

 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 Practical

Agriculture 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.

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 As in learner-centered method, practical Agriculture students should occupy a prominent

position in the teaching and learning of practical Agriculture. Teachers should therefore make

these students the centre of all activities. This entails:

a) Encouraging active participation of practical Agriculture students in the teaching and

learning process.

b) Practical Agriculture 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 practical Agriculture 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) Practical Agriculture teachers’ effort to discourage rote learning and passivity in the

classroom.

2.4 Attitudes of Students towards the Study of Practical Agriculture in Secondary Schools

According to Chang (2005), individual interest, ability and needs are important factors

that contribute to attitudinal life of students studying Practical Agriculture. 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

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 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.

2.5 Challenges Facing the Effective Teaching and Learning of Practical Agriculture in

Secondary Schools

Modebelu and Nwakpadolu (2013) identified seven major challenges facing Practical

Agriculture 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

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 v. Inadequate instructional materials

vi. Poor funding

vii. Poor attitudes of students towards practical Agriculture

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 practical

Agriculture examinations (Mamman, 2000) and high unemployment rate among Practical

Agriculture graduates (Olaitan, 1997; Okorie, 2000; Obi, 2005; and Ikeoji and Agwubike, 2006).

2.6 Solutions to the Challenges Facing the Effective Teaching and Learning of Practical

Agriculture 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 practical Agriculture. Egbule (2004) also suggested that teaching and

learning of practical Agriculture 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

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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.

2.7 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

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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

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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 practical Agriculture as an optional

subject in secondary schools in the study area

2.8 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

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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).

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