A REVIEW ON AVAILABILITY OF TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN JUNIOR SECONDARY SCHOOL

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A REVIEW ON AVAILABILITY OF TEACHERS AND LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN JUNIOR SECONDARY SCHOOL

CHAPTER ONE:

INTRODUCTION

1.1 Background to the Study

Agricultural science is a vital subject in the curriculum of junior secondary schools, particularly in developing countries like Nigeria, where agriculture plays a significant role in the economy and sustenance of livelihoods. The subject aims to impart knowledge and practical skills necessary for agricultural development, which is crucial for food security, employment, and overall economic growth. However, the effectiveness of teaching and learning agricultural science largely depends on the availability and quality of teachers and laboratory facilities.

In many Nigerian junior secondary schools, there is a noticeable gap in the provision of qualified agricultural science teachers and adequate laboratory facilities. These challenges hinder the delivery of practical and engaging lessons, which are essential for students to grasp the complexities of agriculture. The lack of resources not only impacts students’ understanding of the subject but also their interest and potential to pursue careers in agriculture. This study aims to investigate the availability of teachers and laboratory facilities for effective teaching and learning of agricultural science in junior secondary schools, focusing on how these factors influence educational outcomes.

1.2 Statement of the Problem

The teaching of agricultural science in junior secondary schools is intended to provide students with the theoretical knowledge and practical skills necessary to engage in agricultural activities. However, in many schools, the absence of qualified teachers and well-equipped laboratories has resulted in a significant decline in the quality of agricultural education. Students often experience difficulties in understanding key concepts, leading to poor academic performance and a lack of interest in pursuing agriculture as a career.

The problem is further compounded by the increasing emphasis on theoretical learning at the expense of practical experiences, which are crucial for students to develop a deeper understanding of agricultural practices. This study seeks to address these issues by examining the extent to which the availability of teachers and laboratory facilities affects the teaching and learning of agricultural science in junior secondary schools.

1.3 Objectives of the Study

The primary objectives of this study are:

To assess the availability of qualified agricultural science teachers in junior secondary schools.

To evaluate the adequacy and condition of laboratory facilities available for the teaching of agricultural science.

To determine the impact of teacher availability and laboratory facilities on students’ academic performance in agricultural science.

To explore strategies for improving the availability of teachers and laboratory facilities for the effective teaching and learning of agricultural science.

1.4 Research Questions

The study seeks to answer the following research questions:

How many qualified agricultural science teachers are available in junior secondary schools?

What is the state of laboratory facilities for agricultural science in these schools?

What is the relationship between the availability of teachers, laboratory facilities, and students’ academic performance in agricultural science?

What measures can be implemented to enhance the availability of teachers and laboratory facilities for agricultural science education?

1.5 Significance of the Study

This study is significant as it highlights the critical role that teachers and laboratory facilities play in the effective teaching and learning of agricultural science in junior secondary schools. The findings will be valuable to policymakers, school administrators, and educators in understanding the challenges faced in agricultural science education and in developing strategies to address these issues. By identifying gaps and proposing solutions, the study aims to contribute to the improvement of agricultural education, which is essential for fostering the next generation of agricultural professionals in Nigeria.

1.6 Scope of the Study

The study will be conducted in selected junior secondary schools within a specific region, focusing on the availability of agricultural science teachers and laboratory facilities. It will examine both public and private schools to provide a comprehensive overview of the current state of agricultural science education. The study will also consider factors such as the teachers’ qualifications, experience, and the quality of laboratory facilities, including equipment and materials available for practical lessons.

1.7 Definition of Terms

Agricultural Science: A branch of science that deals with the study of agricultural practices, including crop cultivation, animal husbandry, and soil management.

Junior Secondary School: A level of education in Nigeria that typically includes students aged 12 to 15, following primary education and preceding senior secondary education.

Laboratory Facilities: The equipment, materials, and spaces provided for conducting practical experiments and demonstrations in agricultural science.

Qualified Teachers: Educators who possess the necessary academic qualifications and professional training to teach agricultural science effectively.

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