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AGRICULTURAL SCIENCE PROJECT TOPICS AND MATERIALS
Crop Production and Horticulture
1. The Impact of Organic Fertilizers on Crop Yield in Maize Farming.
2. Effect of Climate Change on the Growth and Yield of Rice.
3. Comparative Analysis of Traditional and Modern Irrigation Methods in Tomato Production.
4. Evaluation of Pest Control Methods in Cassava Farming.
5. Role of Improved Seed Varieties in Enhancing Wheat Production.
6. Effects of Plant Density on Yield and Growth of Soybeans.
7. Study of Crop Rotation Practices on Soil Fertility in Subsistence Farms.
8. The Role of Mulching in Reducing Water Loss in Vegetable Farming.
9. Impact of Intercropping on Yield Stability in Maize and Beans.
10. Post-Harvest Management Practices for Reducing Losses in Banana Production.
Animal Husbandry
11. The Effects of Feed Quality on Broiler Chicken Growth Performance.
12. Analyzing the Impact of Artificial Insemination in Cattle Production.
13. Effect of Vaccination Programs on Poultry Mortality Rates.
14. Role of Breeding Techniques in Improving Sheep Productivity.
15. Impact of Housing Systems on Milk Yield in Dairy Cows.
16. Assessment of Rabbit Farming as a Viable Income Source for Small-Scale Farmers.
17. The Impact of Heat Stress on Pig Growth and Reproduction.
18. Study of Disease Incidence in Goats and its Effect on Meat Production.
19. Analysis of Forage Quality and Its Effect on Livestock Health.
20. Role of Aquaculture in Enhancing Food Security.
Soil Science
21. The Effects of Continuous Cultivation on Soil Nutrient Levels.
22. Role of Biochar in Improving Soil Fertility and Water Retention.
23. Assessment of Soil Erosion Rates in Farmlands under Different Land Use Types.
24. The Impact of Cover Crops on Soil Health in Arid Regions.
25. Evaluation of Soil Amendment Techniques for Improving Crop Production.
26. Effects of Soil Compaction on Crop Root Development.
27. Study of pH Levels and Their Influence on Crop Growth.
28. The Role of Microbial Activities in Enhancing Soil Fertility.
29. Comparison of Conventional and No-Till Farming Systems on Soil Health.
30. Impacts of Flooding on Soil Properties and Crop Yield.
Agricultural Economics
31. Analyzing the Role of Cooperatives in Enhancing Farmers’ Access to Credit.
32. Effect of Market Access on Income Generation for Smallholder Farmers.
33. Economic Implications of Adopting Organic Farming Practices.
34. Study of Input Subsidies on Agricultural Productivity in Rural Areas.
35. Role of Agricultural Insurance in Mitigating Farmers’ Risks.
36. Impact of Farm Mechanization on Rural Employment Levels.
37. Comparative Analysis of Export Earnings from Cocoa and Palm Oil.
38. The Effect of Agricultural Extension Services on Farmers’ Income.
39. Economic Viability of Urban Farming in Lagos State.
40. Role of ICT in Improving Market Linkages for Smallholder Farmers.
Agricultural Technology and Innovation
41. The Use of Drones in Precision Agriculture: Benefits and Challenges.
42. Impact of Smart Irrigation Systems on Water Use Efficiency.
43. Role of Greenhouses in Improving Vegetable Yield.
44. Evaluation of Genetically Modified Crops in Enhancing Food Security.
45. Application of Blockchain Technology in Agricultural Supply Chains.
46. Adoption of Mobile Applications for Pest Management by Farmers.
47. Role of Vertical Farming in Enhancing Urban Food Production.
48. Study of Biogas Production from Agricultural Waste.
49. The Use of Hydroponics for Cultivating Vegetables in Urban Areas.
50. Effectiveness of Solar-Powered Equipment in Reducing Post-Harvest Losses.
Sustainable Agriculture
51. The Impact of Agroforestry Practices on Biodiversity Conservation.
52. Role of Conservation Tillage in Sustainable Agriculture.
53. Assessment of Organic Farming Practices in Reducing Greenhouse Gas Emissions.
54. Study of Crop Residue Management in Sustainable Soil Fertility.
55. Role of Integrated Pest Management in Sustainable Farming.
56. Effects of Agrochemicals on Aquatic Ecosystems.
57. The Impact of Climate-Smart Agriculture on Food Security.
58. Study of Renewable Energy Adoption in Rural Farming Communities.
59. Role of Farmer Field Schools in Promoting Sustainable Agriculture.
60. Analysis of Agroecological Practices in Enhancing Resilience to Climate Change.
Agricultural Policy and Rural Development
61. The Impact of Government Policies on Rice Farming in Nigeria.
62. Study of Land Tenure Systems and Their Effect on Agricultural Productivity.
63. Role of Public-Private Partnerships in Agricultural Development.
64. The Effects of Agricultural Subsidies on Rural Livelihoods.
65. Analysis of Youth Participation in Agriculture as a Tool for Poverty Reduction.
66. Role of Gender Equality in Enhancing Agricultural Productivity.
67. Impact of Infrastructure Development on Rural Farming Communities.
68. Effectiveness of Agricultural Development Programs in Reducing Hunger.
69. Study of Export Policies and Their Influence on Agricultural Trade.
70. Assessment of Food Security Policies in Nigeria.
Environmental and Natural Resource Management
71. The Effects of Deforestation on Agricultural Productivity.
72. Role of Water Harvesting Techniques in Enhancing Crop Yield.
73. Impact of Agrochemicals on Groundwater Quality.
74. Evaluation of Wildlife Conservation in Agricultural Landscapes.
75. Role of Wetland Management in Supporting Sustainable Agriculture.
76. Effects of Overgrazing on Soil Erosion in Pastoral Areas.
77. The Impact of Desertification on Crop Production in Northern Nigeria.
78. Study of River Basin Development Projects on Agriculture.
79. Role of Climate Mitigation Strategies in Enhancing Agricultural Productivity.
80. Analysis of Agro-Waste Recycling for Soil Improvement.
Agricultural Education and Extension
81. Effectiveness of Extension Services in Improving Agricultural Practices.
82. Role of Farmer Training Programs in Enhancing Adoption of Innovations.
83. Study of Agricultural Science Curriculum in Secondary Schools.
84. Impact of Field Demonstration Farms on Knowledge Transfer.
85. Role of Women Extension Agents in Promoting Gender Inclusion.
86. Assessment of ICT Tools in Agricultural Extension Services.
87. The Impact of Community-Based Organizations on Agricultural Education.
88. Role of Radio and Television in Disseminating Agricultural Information.
89. Study of Agricultural Literacy Levels among Rural Farmers.
90. Analysis of Youth Engagement in Agricultural Training Programs.
Miscellaneous
91. Role of Bees in Pollination and Crop Yield.
92. The Impact of Flooding on Agricultural Productivity in Coastal Areas.
93. Role of Medicinal Plants in Rural Livelihoods.
94. Effects of Urbanization on Arable Land Availability.
95. Impact of Farm Size on Agricultural Output.
96. Role of Agro-Processing Industries in Reducing Post-Harvest Losses.
97. Study of Livelihood Diversification in Farming Households.
98. Analysis of Food Value Chains in Nigeria.
99. Role of Livestock Integration in Enhancing Farm Sustainability.
100. Effects of Seasonal Variation on Crop Prices in Local Markets.
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MASTERS TOPICS AND MATERIALS IN AGRICULTURAL SCIENCE EDUCATION
Curriculum Development and Teaching Methods
Pedagogy and Instructional Materials
Gender, Equity, and Agricultural Education
Agricultural Science Education and Technology
Sustainable Agriculture and Environmental Education
Policy, Economy, and Agricultural Education
Agricultural Science and Extension Education
Agricultural Science Education and Agribusiness
Agricultural Science Education and Socio-Cultural Factors
Agricultural Science Education and Research
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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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After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
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Account Number: 0046579864
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Bank: FIRST BANK
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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UTILIZATION OF ICT FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF AGRICULTURE IN JUNIOR SECONDARY SCHOOL, GOMBE STATE
Chapter One:
Introduction
1.1 Background to the Study
The integration of Information and Communication Technology (ICT) in education has transformed traditional teaching and learning processes, making them more dynamic, interactive, and efficient. In the context of teaching agriculture in junior secondary schools, ICT facilities offer significant potential to enhance both teaching methodologies and student engagement. The use of ICT can provide students with up-to-date information, interactive learning experiences, and practical skills that are essential for modern agricultural practices.
Gombe State, like many regions in Nigeria, faces challenges in the educational sector, including limited resources, inadequate infrastructure, and traditional teaching methods. The adoption of ICT in teaching agriculture could address some of these challenges by providing innovative solutions that improve educational outcomes. Effective utilization of ICT facilities can bridge the gap between theoretical knowledge and practical application, preparing students for future careers in agriculture and related fields.
1.2 Statement of the Problem
Despite the recognized benefits of ICT in education, its utilization in the teaching and learning of agriculture in junior secondary schools in Gombe State remains suboptimal. Several factors contribute to this issue, including inadequate ICT infrastructure, lack of trained teachers, insufficient funding, and resistance to change from traditional teaching methods. This study seeks to investigate the extent of ICT utilization in teaching agriculture, identify the barriers to effective implementation, and suggest strategies for improvement.
1.3 Objectives of the Study
The primary objectives of this study are to:
Assess the current level of ICT utilization in the teaching and learning of agriculture in junior secondary schools in Gombe State.
Identify the types of ICT facilities available and their usage in the classroom.
Evaluate the impact of ICT utilization on students’ learning outcomes in agriculture.
Identify the challenges faced by teachers and students in using ICT for teaching and learning agriculture.
Provide recommendations for enhancing the effective utilization of ICT in teaching agriculture.
1.4 Research Questions
This study will address the following research questions:
What is the current level of ICT utilization in the teaching and learning of agriculture in junior secondary schools in Gombe State?
What types of ICT facilities are available for teaching agriculture, and how are they being used?
How does the utilization of ICT facilities impact students’ learning outcomes in agriculture?
What challenges do teachers and students face in using ICT for teaching and learning agriculture?
What strategies can be recommended to improve the utilization of ICT in teaching agriculture?
1.5 Significance of the Study
This study is significant for several reasons:
Educational Improvement: It will provide insights into how ICT can be effectively utilized to improve the teaching and learning of agriculture, leading to better educational outcomes.
Policy Development: The findings can inform policymakers and educational planners in Gombe State on the necessary steps to enhance ICT integration in schools.
Teacher Training: It highlights the need for professional development and training programs for teachers to effectively use ICT in their teaching practices.
Resource Allocation: The study will identify the resources needed for successful ICT integration, guiding investment and funding decisions.
1.6 Scope and Limitations of the Study
Scope
The study focuses on junior secondary schools in Gombe State. It examines the use of ICT facilities specifically for teaching and learning agriculture, including the availability of ICT resources, the extent of their use, and the impact on student learning outcomes.
Limitations
Geographical Limitation: The study is limited to junior secondary schools in Gombe State, and findings may not be generalizable to other regions.
Data Collection: The accuracy of the data may be affected by the willingness and honesty of respondents in providing information.
Resource Constraints: Limited access to certain schools or ICT facilities due to logistical and financial constraints.
1.7 Definition of Key Terms
ICT (Information and Communication Technology): Technologies that provide access to information through telecommunications, including the internet, wireless networks, computers, and other communication mediums.
Agriculture: The science, art, and practice of cultivating soil, growing crops, and raising livestock.
Junior Secondary School: The educational level following primary school, typically encompassing grades 7-9 in Nigeria.
Utilization: The act of using resources or facilities effectively.
HOW TO RECEIVE PROJECT MATERIAL (S)
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08068231953 or 08168759420
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(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
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BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
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OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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THE FACTORS AFFECTING LEARNING IN AGRICULTURAL SCIENCE
ABSTRACT
The purpose of this study was to find out the factors affecting learning in agricultural science. The research work was also aimed at identifying the factors affecting the teaching and learning of agricultural science. In carrying out the study the samples were made up of students and teachers. A total sample size of fifty respondents were interviewed and administered questionnaires, the findings were analyzed and discussed. The result of the study revealed that insufficient land, inadequate simple farm tools, insufficient of improved instructional materials and lack of agricultural laboratory equipment are some of the factors affecting teaching and learning of agricultural science in area of study. It was recommended that, the government should as a matter of fact supply the relevant and much needed in teaching and learning to these junior secondary schools since science can best be learnt through experimentation. There should be provision of teachers with practical a agricultural science qualification to handle the subject in schools.
TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION
Background of Study
Statement of the Problem
Objective of the Study
Significance of the Study
Scope of the Study
Limitation of the Study
Definition of terms
CHAPTER TWO
Literature Review
CHAPTER THREE
Methodology
Design of the study
Population Sampling
Sampling Techniques
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR
Presentation and Analysis of Data
Data Presentation
Data analysis
CHAPTER FIVE
Summary
Conclusion
Recommendation
REFERENCE
QUESTIONNAIRES
CHAPTER ONE
INTRODUCTION
BACKGROUND INFORMATION
The term agriculture is derived from two Latin words oger meaning field and culture meaning cultivation. Literarily agriculture refers to the production of crops and rearing of animal for man use. Agricultural production involves series of activities which include the cultivation of other products into forms that could be used by man. The preparation of products include; processing, package, storage, marketing etc. agriculture is regarded as the live-blooded of a nations domestic economy and the mother of all other business occupations and professional. The development of agriculture in Nigeria will help minimize over dependence on crude oil, the market of which fluctuates. Types of agriculture are; subsistence agriculture and commercial agriculture.
The Subsistence Agriculture: As men advance from the hunting and gathering stage, they developed the art of cultivating certain plants and domesticating certain animals, this was a period of self-sufficiency which was the beginning of settled life and people began to group themselves in villages. They made crude implement to provide enough food for their family. This practice is found today in every isolated area where communication has been limited; the people have not been exposed to modern ways of forming and surplus capital for investment is not available.
The Commercial Agriculture: This is the type of farming which involve cultivation of large acres of land, because most operation is usually mechanized and yield term of money, skilled labour and management. It is mostly practice by very rich farmers. The practices also required application of agrochemical and may causes environmental pollution. It may also encouragement erosion and other ecological mishaps and special marketing strategies have to be planned for successful evaluation and marketing of farm produce.
1. In this scientific age, agricultural science has an important role to play in the school and also in the economic, social and political development of any nation. Infact the main distinction between the so called development and developing countries is due to the degree of scientific development in those countries. Virtually today, people everywhere are aware of the significant role that agricultural science and products of agriculture play in the society, because of the importance attached to the study of agricultural science right from the elementary school to university level. Agricultural science is also an applied science that make use of scientific theories and principles to bring about a product or an effect. It applied principles from among others, genetics, chemistry, biology, ecology and geography etc.
2. Agricultural science played an important role in secondary schools in Ovia North east Local Government Area. because many of our farmers have little or no scientific methods of the subject and they can only be enlightened by the young ones who must have studied the subject in schools.
3. Agricultural science in secondary school must involve theories and practices therefore it embraces the use of all the sense organs practically, agricultural science makes people very healthy and physically fit. It is vital to practice agricultural science in secondary school to check the migration of our people from rural areas to the urban areas.
4. Acquisition of skills is on other direct advantages of agricultural science in secondary schools students. Because the principles practice and appreciation of agriculture help to prepared them for after school paid jobs. The acquisition of skills is one of the domains entrenched in any good educational system. Therefore, agricultural science like other practical subject helps to develop the psychomotor domains in students.
5. The focus of this research work is to investigate the factors affecting teaching and learning of agricultural science in Ovia North East Local Government Area, Edo State for instance, agricultural science unlike the other subject has been problem to many students. The reasons for such retrogression could be attributed to the acute shortage of professionally qualified teachers and teaching aid.
STATEMENT OF PROBLEMS
This study intend to investigate the factors affecting the teaching and learning of agricultural science in Ovia North East Local Government Area, Edo State and to find solution to this factors. Based on this problem, there must be need to give serious attention so as to achieve technological advancement and help in our everyday living. Because a sound background in scientific knowledge would provide a good base for further scientific learning on the contrary, most students lack this basic background and this is as a result of some factors in teaching and learning of agricultural science by the teachers and students.
Specifically, this study will be geared towards answering questions identified below;
i. The teachers method of teaching is also responsible for the factor affecting the teaching and learning of agricultural science in Ovia North East Local Government Area, Edo State.
ii. Student in secondary schools see agricultural science as a dirty subject.
iii. The non-availability of teaching aids are factor in the study of agricultural science in secondary schools?
iv. The problems of acute shortage of professional qualified constitute science in secondary schools.
v. The attitude of parents is a factor affecting the teaching of agricultural science in secondary schools.
vi. Inadequate land is also a factor affecting the teaching of agricultural science.
OBJECTIVES OF STUDY
This study is aimed specifically at analyzing and diagnosing the factor affecting the teaching and learning the factor affecting the teaching and learning of agricultural science and also at providing suitable suggestions that will help improve the teaching and learning of agricultural science in secondary schools in Ovia North East Local Government Area, Edo State. The following are some of the specific objective to be achieved;
i. To identify the factors affecting the teaching and learning of agricultural science among secondary school students.
ii. To examine the factors affecting/inhibiting the teaching and learning of agricultural science in secondary schools in Ovia North East Local Government Area.
iii. To find the possible ways of over-coming these factors.
iv. To make recommendations based on the findings it will hope that the findings of this project work will be of immense benefit to agricultural science teaching and learning throughout Ovia North East Local Government Area, Edo State, since they will be exposed to factors hindering the development of agricultural science.
SIGNIFICANCE OF THE STUDY
The study will help to throw some light on the factors affecting the teaching and learning of agricultural science in the area of study. The outcome of this study will be useful to the teachers, students and government of Edo State in general, Ovia North East Local Government Area in particular. The result of the findings will guide the classroom situation; it will also be of immense benefit to the individual especially when it aims at self reliance.
SCOPE OF THE STUDY
The scope of the study cover the attitude of teachers, students, government and parents towards agricultural science teaching and learning in secondary schools in Ovia North East Local Government Area, Edo State.
HOW TO RECEIVE PROJECT MATERICAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
http://graduateprojects.com.ng/
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
INFLUENCE OF GENDER ON THE PERFORMANCE OF STUDENTS OF AGRICULTURAL SCIENCE IN PUBLIC SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Gender party in education is a thing of concern in this era according to united conference held in Aduis Ababa (2001) show progress on girls education will account for over (10) million unnecessary child and material deaths. Education equips girls and women with basic confidence in their abilities and right an ability to acquire and process information and increase power. Before now, female educations were not given a second thought due to the fact that most parents felt that money spent on female education is a waste. That after all, the education of female ends in the kitchen as the adage says”. In Orhionmwon Local Government Area of Edo State, some home hardly boast of any female university graduates due to the level of Illiteracy. The wrong impression of parents on gender inequality towards female education cannot be over emphasized. Parents are also of the view that women are meant for child bearing taking care of jay to day activities of domestic works. Record has proven that women can do as well as their men counter parts.
Millions of girls around the word has been denied education due to selfish believe, all eyes and hands should be on millennium goals to eradicate gender inequality with education as instrument of propagation the values of the society and with the relative success of women in almost all procession and government post societies, vice-visa parents not completely change in granting female’s equal social and educational rights.
STATEMENT OF THE PROBLEM
This research work is to investigate the parents perception towards female education therefore the need to investigate the parents perception towards female education little can be taught in this sense, education is essentially a means of guiding children in securing them among and quality of experience
PURPOSE OF THE STUDY
The purpose of the study is to examine the influence of gender on the education of the girl-child it has following objectives;
1 To identify parents perception towards female education in Orhionmwon Local Government Area of Edo State.
2 To outline various solution towards female education in Orhiomwon Local Government Area of Edo State.
3 To create awareness on the importance of female education Orhiomwon Local Government Area of Edo state
4 To eradicate illiteracy in our societies
5 To remove the problem of gender me qualities
6 To eradicate the thoughts if not training of female children
7 To educate the public on the importance of training female children.
RESEARCH QUESTION
1 Is there any discrimination among female and male in terms of education
2 Does illiteracy cause the decline of female in Orhiomwon Local Government Area of Edo State?
3 Has Orhiomwon Local Government ministry of women affair done enough campaign to enlighten the people of Orhiomwon?
4 Does ignorance lead to parent’s negative perception towards female education?
SIGNIFICANCE OF THE STUDY
This study is importance as the understanding of female education in our societies it will go along way to connecting the bad impression towards the training of female children. Children who suffer from this stigma or the other are deprived of the benefit of leaning processes. Education is power’s they says when a child is deprived of education, such child may be nuisance to the society.
SCOPE OF THE STUDY
The study is exclusively limited to the perception of parents towards female education in Ikpoba Okha Local Government Area of Edo State. it is not possible to cover the whole Ikpoba Okha Local Government Area consequence upon this study is limited to the following villages Otton Village, Ogan Village, Uson Village and Ohezee-Naka
Research hypothesis
H0: There is no relationship between gender and the performance of students of agricultural science in public secondary schools
H1: There is a relationship between gender and the performance of students of agricultural science in public secondary schools
HOW TO RECEIVE PROJECT MATERICAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
http://graduateprojects.com.ng/
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EFFECT OF CLASS SIZE IN EFFECTIVE TEACHING AND LEARNING AGRICULTURE IN JUNIOR SECONDARY SCHOOLS IN NIGERIA
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Since Western education became firmly rooted in Nigeria, it has faced myriads of problems. Most of these problems are hardly lost on the various governments, whether during colonial or post-independence era. It has resulted in the setting up of various commissions (e.g. the Ashby Commission of 1960; the 1969 curriculum conference, etc) to examine Nigeria’s educational problems and make recommendations. These problems pertained to the quantity and quality of teachers, educational facilities, curriculum planning and development, etc. Adaralegbe (1983:16) noted that “a recurring feature in Nigerian secondary school system from its inception about 120 years ago was its poor staffing”. Adesina (1990:76) speaking on the physical facilities also observed “Post-independence Nigeria saw most Nigeria’s primary and secondary school buildings no better than they were during the colonial era”.
In fact, most of them are worse now having suffered from lack of maintenance and weather conditions (e.g. rain-storm). Though the various Governments, military and civilian, have given considerable attention to the provision of more teachers and schools, the reality in most schools today, from the primary to the tertiary levels, confirms that the problems still linger.
The problems of shortage of teachers and classrooms are intricately interwoven and when both combine with large pupil enrolment, the consequence is over-crowded classrooms. This is the sad truth in many Nigerian classrooms especially in the major towns and cities with many classes registering fifty (50) to
one hundred (100) students and above which is clearly above the internationally recommended standard (See Table 1).
The poor state of the physical facilities in the schools confirms Adesina’s (1990 p.76) observation that this aspect of the educational problem has been consistently ignored in educational “plans and reports”. He cited the ‘example of Banjo Commission (1961) in the then Western Nigeria and a similar One in the old Eastern Nigeria which failed to mention ‘inadequate physical facilities’ as one of the fifteen factors considered responsible for failing standard of education. Only the Old man Report on Northern Nigeria gave some attention to buildings and furniture in schools (Adesina, 1990). The consequence as noted by the West Africa study group of the Nuffied Foundation (1952) in their report on educational policy and practice in Tropical Africa is that “… most of the school buildings are poor and made worse by over-crowding…” (Adesina, 1990 p.70).
Ordinarily, the phenomenon of rural-urban drift in an emergent nation like Nigeria normally exerts pressure on the facilities and services such as hospitals, schools, transportation etc. However, the introduction of the Universal Free Primary Education (U.P.E.) first in the old Western Region in 1955 and later in the Eastern Region in 1957 as well as the launching of the U.P.E. Scheme by the Federal Government in 1976 compounded the problems of providing adequate facilities in schools to meet the resultant unprecedented upsurge in pupil enrollment (Akinyemi, 1983). With inadequate planning for the expected population explosion in schools, over crowded classrooms now become a permanent feature of academic setting at all levels of thee educational system.
In addition, Educational planning in Nigeria has always been thought of in terms of quantitative growth, which is usually above the financial capacity of the Government (Adesina, 1990). A recent example is the implementation of the current 6-3-3-4 system of education, which is seriously affected by lack of adequate funding and poor preparation. Even though the Federal and State Governments have shown serious commitment to educational development through their annual budgetary allocation to Education in recent years (allocation to Education sector is second only to Defense), the attention given to physical facilities is far from being adequate. The issue at stake is not how ‘huge’ the allocation is but how ‘adequate’. In a study by Ndagi (1983) on educational financing under military rule (1968-1978) it was found that:
of the financial resources allocated to secondary level institutions, over 80% -went to the personal emolument of staff and the maintenance of students while less than 10% went to the purchase of educational materials and equipment, (p. 195).
And in the case of the State Governments, the same study found out that.
of the resource allocated to secondary level education, on average, over 50% went to the personal emoluments of Staff and over 30% to the maintenance Of students while less than 15% was Used for the purchase of educational Materials and equipment; (pp. 195-196).
In the case of students’ furniture, some state Governments have completely handed off the supply. Students either pay to the school to purchase for them or they bring from home. The latter is more popular. Such furniture now come in all shapes and sizes presenting an ugly sight in the classroom.
The phenomenon of overcrowded classroom as well as poor quality and inadequate furniture in the classroom due to unlimited expansion has taken its toll on the educational system. Only few people will deny that the quality of teaching and learning is on the decline at all levels of the educational system. The poor result of the Senior Secondary School examination (SSCE) in almost all subjects in recent years is one potent indicator. The increase in examination malpractices cannot be divorced from poor seating arrangement in classrooms. The quantity and quality of interaction in the class are likely to be adversely affected due to lack of space for moving round the class and the over whelming number of students that the teacher has to deal with within a forty-minute lesson. Nolasco and Arthur (1988) also identified five likely problems of large classes:
coping with the noise, persuading the class to use Agricultural science , managing the introduction and setting up of activities, making limited resources go a long way and monitoring the work of individuals within the class (p.5).
These and many other problems inform the decision to conduct this study with the hope that it will help to draw more attention to this ugly situation under which learning is expected to take place and educational objectives are to be attained.
The Health and Physical Education domain provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health. This domain focuses on the importance of a healthy lifestyle and physical activity in the lives of individuals and groups in our society. This domain is unique in having the potential to impact on the physical, social, emotional and mental health of students. It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. Engaging in physical activity, games, sport and outdoor recreation contributes to a sense of community and social connectedness. These are vital components of improved wellbeing.
Students’ involvement in physical activity can take many forms, ranging from individual, non-competitive activity through to competitive team games. Emphasis is placed on combining motor skills and tactical knowledge to improve individual and team performance. Students progress from the development of basic motor skills to the performance of complex movement patterns that form part of team games. They learn how developing physical capacity in areas such as strength, flexibility and endurance is related to both fitness and physical performance.
Students progress from learning simple rules and procedures to enable them to participate in movement and physical activity safely, to using equipment safely and confidently. Students undertake a variety of roles when participating in sports such as umpire, coach, player and administrator and assume responsibility for the organisation of aspects of a sporting competition. This domain explores the developmental changes that occur throughout the human lifespan. It begins by identifying the health needs necessary to promote and maintain growth and development, followed by discussion of significant transitions across the lifespan including puberty, to gaining an understanding of human sexuality and factors that influence its expression. The exploration of human development also includes a focus on the establishment of personal identity, factors that shape identity and the validity of stereotypes. Students develop an understanding of the right to be safe and explore the concepts of challenge, risk and safety. They identify the harms associated with particular situations and behaviours and how to take action to minimise these harms.
Through the provision of health knowledge, this domain develops an understanding of the importance of personal and community actions in promoting health and knowledge about the factors that promote and protect the physical, social, mental and emotional health of individuals, families and communities. Students investigate issues ranging from individual lifestyle choices to provision of health services by both government and non-government bodies. In investigating these issues, they explore differing perspectives and develop informed positions. This domain examines the role of food in meeting dietary needs and the factors that influence food choice. Students progress from learning about the importance of eating a variety of foods to understanding the role of a healthy diet in the prevention of disease.
1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the class activities take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase class size across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum class size are relaxed, policymakers need to bear in mind that the effect of any increase in class size will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in class size might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing class size.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated class size due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Agricultural science, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF THE STUDY
1. To determine the effect of class seize on effective teaching and learning of agricultural scienceinSenior secondary schools.
2.To develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle.
3. To evaluate the implication of over-crowded class on students assimilation and understanding of agricultural science.
4. To evaluate the level of competency and proficiency of teachers in teaching agricultural science in Senior secondary schools.
5. To know the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in agricultural science.
6. To recommend solution to the problems.
To findout ways class size affects teaching and learning of agricultural science in Senior secondary schools in Enugu North Local Government Area of Enugu State.
2. To examine the effectiveness of the policy guiding teacher-student ratio in Senior secondary school agricultural science
3. To examine how effective is the use of instructional materials in an overcrowded classroom environment.
1.4 RESEARCH QUESTIONS
1. What are the effects of class seize on effective teaching and learning of agricultural scienceinSenior secondary schools?
2.Canagricultural science help to develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle?
3. What are the implications of over-crowded class on students assimilation and understanding of agricultural science?
4. How is it possible to evaluate the level of competency and proficiency of teachers in teaching agricultural science in Senior secondary schools?
5. What are the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in agricultural science?
1.5 RESEARCH HYPOTHESIS
H0: The is no significant relationship between class seize of students and effective teaching and learning of agricultural scienceinSenior secondary schools.
H1: The is a significant relationship between class seize of students and effective teaching and learning of agricultural scienceinSenior secondary schools.
H0: Over-crowded class has negative implications on students assimilation and understanding of agricultural science.
H1: Over-crowded class has positive implications on students assimilation and understanding of agricultural science.
H0: It is impossible to evaluate the level of competency and proficiency of teachers in teaching agricultural science in Senior secondary schools.
H1: It is possible to evaluate the level of competency and proficiency of teachers in teaching agricultural science in Senior secondary schools.
H0: The are no challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in agricultural science.
H1: The are challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in agricultural science.
1.6 SIGNIFICANCE OF THE STUDY
1. The study when completed would enable the teacher and or instruction know the dangers associated with over-crowded classroom.
2. It would assist the government and education planner on recruitment and supervision of teachers bearing in mind the expected teacher-learner ratio.
3. The study will assist in providing a guide in the realization of one of the core objectives of Nigeria education which is to make Nigeria one of the technological advanced countries in the world.
1.7 SCOPE/ LIMITATION OF THE STUDY
The study is on the effect of class seize in effective teaching and learning of agricultural science in Senior secondary schools. This study is limited to government Senior secondary schools located in Enugu North Local Government Area.
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers in government Senior secondary schools Enugu North Local Government Area find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
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CHALLENGES IN TEACHING AND LEARNING OF PRACTICAL AGRICULTURAL SCIENCE
CHAPTER ONE
INTRODUCTION
Background of study
Agriculture is the main stay of the economy of most countries the world over – providing food, employment, income, revenue, improving the countries’ balance of payment etc (Baffour-Awuah, 1987). In 1987, the World Commission on Environment and Development (WCED) drew attention to the immersed problems and challenges facing the world’s agriculture, if present and future food needs are to be met for new approach to agriculture development. In the remaining years of this century about 1.3 billion people will be added to the human population. The global food system must be managed to increase food production by 3% to 4% yearly (WCED, 1987).
Global food security depends not only on increasing global production but on decreasing distortion in the structure of the world’s food market and on shifting the focus of food production to food deficit countries, regions and households. This shift in agriculture production will be sustainable, enhanced and where it has been diminished/destroyed, restored according to WCED (1987) pg 128-130.
By this, agriculture has been placed on a high agenda of governments of Ghana. One of the priorities of the present and past governments is to make Ghana self-sufficient in food production (Addo-Quaye et.al, 1995).
Example, the National Redemption Council, NRC, in 1972 introduced the Operation Feed Yourself Policy in order to increase food production (Baffour-Awuah, 1987). Schools were therefore made to establish mess farms to feed the students.
However, most agriculture production in the country is subsistence and small scaled with low yields. Even medium and large scale farmers use the common tools like hoe, axe, cutlass etc since most farmers cannot afford mechanization aside the over reliance on rainfall instead of irrigation.
In 1987, the government of Ghana initiated a reform in the education programme with wide ranging objectives. Wheeler (1980) commented about reform in education – if a curriculum remains static in a dynamic society especially in a period of rapid social change, it is likely that the education which is meant to induct the young into the society and to promote an intelligent understanding of it will cater only for the needs and values which no longer exist.
According to Awuku et.al (1991), one major means by which Ghana’s agriculture can move from the subsistence to commercial is by intensifying Agricultural Education. Dotse (1994) also said introduction of agriculture into the educational institution are essential components of the curriculum and indicates strongly that policy makers have realized that the problem confronting Ghana Agriculture can partially or if not completely, solved through agriculture education.
The study of agricultural science in the Senior High Schools is divided into General Agriculture, Crop Husbandry and Horticulture, Animal Husbandry, Fishery and Forestry. This means that the teacher who teaches the students should prepare the students adequately for the task of positively influencing the student’s attitude, perspectives and habits of mind especially as they affect the theory and practice of agricultural science. The teacher’s approach to the subject can stimulate his students to develop in and subsequently results in good performance.
According to Awuku et.al (1991), the performance of the students in agricultural science should match student’s interest and practice of the subject. He further stated that lack of textbooks, poor management, poor funding etc as some of the many factors among others that influence the outcome of the teaching –learning process. It is therefore imperative for all stakeholders in the educational system to ensure that practical agriculture is encouraged in schools to help the nation achieve its goal in food security.
Statement of the Problem
Though Agricultural Education has been a priority of the government, the teaching and learning of Practical Agriculture at pre-tertiary levels leaves much to be desired. According to Baffour-Awuah (1987), Agriculture Education in Ghana at the pre-tertiary level is faced with much problems hindering achievement of its goals.
There is low interest in both teachers and students (Akinmade, 2002). This low interest could be attributed to the usual approach to teaching this practical oriented subject which is no longer enticing enough to boost the required interest.
The best way the youth in school can be taught agriculture is by “doing” (Awuku et al, 1991) but the common sense is that most of the youth who completed SHS and were not able to pursue further studies in Agriculture show disinterest in agriculture and rather drift to urban centres to find jobs. There
Awuku et al (1991) indicated that one objective for Agriculture education in the school curriculum is to make teacher and student a supplementary extension officer to local farmers. But most students learn Agriculture in the school mainly because it is one of the examination requirements (Baffour-Awuah, 1996). Therefore what is the future of Ghana’s Agriculture? It is therefore imperative for such issue to be addressed.
Purpose of Study
The purpose of this study is:
Agricultural Education at the SHS level is very crucial as it is the basis of continuing to higher levels. It also contributes to the general objectives of educational profession of the country and the economy depends largely on the success of Agriculture.
Research Objectives
Research objectives to be measured are
Research Questions
The study was guided by the following questions;
Significance of Study
The study would create adequate opportunities to the Municipal Directorates of Education and other related stakeholders of education to know the challenges pertaining to Agriculture Education in Senior High Schools. This would help them in organizing in-service training to teachers at the Senior High School level.
It will benefit other researchers that may conduct further research to help improve the teaching and learning of agriculture at the senior high schools level.
The findings of the study will be helpful to school administrators whose duty is to raise the standards of the subject in their schools.
Furthermore, the study will provide insight into the challenges, if any, of the teaching and learning of agricultural science in SHS level. The issues raised in the study and the suggestions made would be beneficial in the modification of facilities and programmes to improve the existing situations in the schools.
It will also help teachers to find better methods of handling the subject in order to arouse and maintain the interest of students in agriculture and help them choose it as a vocation.
Delimitations
The study is delimited to students in four SHS in Mfantseman Municipal offering agricultural science as core and /or elective subject. The agricultural science syllabus is common to all schools in Ghana offering the subject.
All schools in Ghana offering the subject use the same textbooks prescribed and supplied by the Ministry of education, Science, Youth and sport.
Limitations
The primary constraints that limited the scope of the research are money and time. Hence the research was confined to three of the four SHS in the Mfantsiman Municipal. The limited area could decrease the generalisability of the findings.
Organization of Study
The first chapter of this study deals with the introduction which covers the background of the study, the significance of the study, the delimitation and the limitation of the study.
The second chapter is the review of relevant and related literature. Highlights of methods used, which comprises of the delimitation of the study area, the population and sample sizes, the instrument used for gathering the data and how the instrument was administered, are composed in the third chapter.
The fourth chapter deals with the presentation and analysis of data and finally chapter five deals with the discussion of the findings, summary, conclusion and suggestions.
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IMPACT OF AGRICULTURAL SCIENCE IN THE KOGI STATE SECONDARY SCHOOLS ON THE STUDENTS
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.
How, 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 our, 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. 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 (2001), Babalola and Ezenwa (2001) who asserted that on 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 of both the 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 PROBLEMS
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 good, 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 agriculture 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 become 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.
PURPOSES OF THE STUDY·
To find out if qualitative teacher are available in required proportion in the teaching of agricultural science in junior secondary school in Nkanu West Local Government Area.·
To find out if there are adequate facilities for the teaching of agricultural science.·
To identify the extent to which fund is available for the schools for practical agriculture;·
To find out level of discipline in schools necessary to progressive Work in junior Secondary School Agriculture.
SIGNIFICANCE OF THE STUDY
Agriculture development requires well- planned agricultural education programme especially of the secondary school level. This programme of teaching and learning should lay emphasis in strategies for making instructions in agriculture effective. This means that agricultural science as a subject of study needs some protection and direction to hold the interest of the youths.
With many embracing agricultural science, the nation will be able to solve some her present domestic problems especially in the areas of food shortage and foreign exchange resulting from mass importation of food and raw materials that can be produced locally in Nigeria. Effective instructional method and techniques are applied, it will enable the products of the programme acquire specific skills for self-employment, skilled people are seen as productive people in the society. This explains why the Nigerians educational goal is gradually shifting from intellectual development as can be seen in the pre-vocational junior secondary school of new educational system.
This study will be significance to a number of people 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.
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 AND DELIMITATION OF THE STUDY
This study has limited to junior sections of secondary schools (JSSS) in Nkanu West Local Government Area.
RESEARCH QUESTIONS
The problem of this Study was investigated by addressing the following research questions:-·
Are there enough teachers to teach agricultural science in schools?·
Are there adequate facilities for the teaching of agricultural science in schools?·
How adequate is the needed fund for secondary school agricultural science? ·
Is the level of discipline in schools adequate to warrant effective teaching and learning?
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EFFECTS OF TWO TEACHING METHODS ON STUDENTS ACHIEVEMENT IN BIOLOGY EDUCATION
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Traditionally, the teaching in most Nigeria Senior secondary schools is dominated by a teacher-centered method (Zhenhui 2001, Wang & Farmer 2008). Several researchers have noted that eastern teachers of adults tend to emphasize knowledge, content, teacher-centered classrooms, and exam results while, concepts such as flexibility, problem solving, critical thinking and independent learning are not recognized (Boyle 2000, Zhenhui 2001, Adib-Hajbaghery 2005, Wang & Farmer 2008). As the teachers rely on lecture, most of Nigeria Senior secondary school students see knowledge as something to be transmitted by the teacher (Zhenhui 2001). Japanese, Chinese, Korean and Iranian students are often quiet, shy and uncommunicative in classrooms (Liu & Littlewood 1997, Adib-Hajbaghery, Salsali & Ahmadi 2004, Adib-Hajbaghery 2005, Wang & Farmer 2008). These claims are confirmed by Sato (1982), who compared the participation of Nigeria Seniorsecondary school students in the classroom interactions with that of non-Nigeria Seniorsecondary school students. Sato found that the Asians took fewer speaking turns than their non-Asian classmates. It has also been noted that Korean students prefer that the teacher be the authority (Harshbarger et al. 1986). Nigeria Seniorsecondary school students are reluctant to “stand out” by expressing their views or raising questions, particularly if this might be perceived as expressing public disagreement (Song 1995).
Some studies have also shown that most of the university teachers are not familiar with modern teaching methods (Stitt-Gohdes 2001, Farhadian et al. 2007) and traditional lectures are still the most popular instructional method in the universities (Benjamin 2002, John et al. 2007, Rahmani 2007, Saville 2009). According to Brown (2003), most of the university teachers have been taught in learning environments that were instructor centered, therefore, they teach in this way too. Factors such as simplicity of lecture presentation, its appropriateness for crowded classes, limitation of time and the massive amount of theoretical content which should be presented (Bligh 2000, Adib-Hajbaghery et al. 2004, Adib-Hajbaghery 2005, Farhadian et al. 2007) have also made the instructors to use lectures as the most popular teaching method.
Overly using of lecture method will induce a hidden curriculum that teaches students to be obedient, compliant and inexpressiveness and also will reduce their self-confidence (Espeland & Shanta 2001). Studies have shown that teacher-centered teaching methods are not appropriate to teach students in nursing or other fields that training involves context and gives it meaning (Caudron 2000). Some studies have also shown that nursing students prefer teaching methods with more student involvement (Salsali 2005, Abu-Moghli et al. 2005). Some conflicting results have also reported when academic investigators have compared the effects of lectures and more active teaching methods such (Perkins & Saris 2001, Qualters 2001, Hunt et al. 2003, Barnes & Blevins 2003, Yoder & Hochevar 2005, Riggio 2007, Saville 2009).
In a study by Yoder and Hochevar (2005) it was reported that student-led discussions not only produce favorable student performance, but also foster greater participation, self-confidence and leadership ability. Hunt et al. (2003) have also reported positive learning outcomes from team learning as compared to traditional lecture methods. In contrast to these findings, a study by Barnes and Blevins (2003) suggests that active, discussion-based methods are inferior to the lecture-based method. Some other researchers have also been compared the effects of lecture and other teaching methods like computer managed instruction (Halloran 1995), teaching in small groups (Salimi el al. 2007) technology-based instruction (Jeffries et al. 2003), and individual instruction (Coleman 2001) and reported that no significant differences were observed. A study by Qualters (2001) has also suggested that students do not favor active learning methods for the fear of not covering all of the material in the course, and anxiety about changing from traditional classroom expectations. Therefore, this question has been remained worldwide that which teaching method could be more appropriate in academic education especially for nursing students. Consequently, this study was conducted to compare the effects of teacher traditional lectures, Socratic Method, and students lectures on anxiety, exam score and students? learning satisfaction. The results of this study could be helpful for the teachers worldwide and especially in the Asian region as they have similar academic structures with Iran, in which the present study was conducted.
1.2 1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the teaching methods take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase teaching methods across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum teaching methods are relaxed, policymakers need to bear in mind that the effect of any increase in teaching methods will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in teaching methods might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing teaching methods.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our secondary schools today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated teaching methods due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the secondary schools located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Physical health education, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF STUDY
1. To evaluate the effect of two teaching methods on students academic achievement in Seniorsecondary schools.
2. To assess the level of performance of students on biology based on the teaching method adopted by the teachers.
3. To evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology.
4. To find out whether the Seniorsecondary school students who take biology are motivated to learn the subject matter because of their teachers’ teaching styles. Thus, this study tried to answer the following questions:
What teaching style/s used by teachers that are most preferred by the biology students.
5. To know the level of the biology students’ attitude towards the subject.
6. To whether there is a relationship between students’ preferred teaching styles and their attitude towards biology subject.
7. To evaluate the significant difference of the students’ preferred teaching styles based on gender and race.
1.4 RESEARCH QUESTION
1. What are the effect of two teaching methods on students academic achievement in Seniorsecondary schools?
2. Can one assess the level of performance of students on biology based on the teaching method adopted by the teachers?
3. Is it possible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology?
4. What is the level of the biology students’ attitude towards the subject?
5. Is there a relationship between students’ preferred teaching styles and their attitude towards biology subject?
6. Is there a significant difference of the students’ preferred teaching styles based on gender and race?
1.5 RESEARCH HYPOTHESIS
H0: Two teaching methods has negative effect on students academic achievement in Seniorsecondary schools.
H1: Two teaching methods has positive effect on students academic achievement in Seniorsecondary schools.
H0: One cannot assess the level of performance of students on biology based on the teaching method adopted by the teachers.
H1: One can assess the level of performance of students on biology based on the teaching method adopted by the teachers.
H0: It is impossible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology
H1: It is possible to evaluate from the various teaching methods which one the student prefer most to other through the proper assessment students grade points on biology.
H0: There is no significant difference of the students’ preferred teaching styles based on gender and race.
H1: There is a significant difference of the students’ preferred teaching styles based on gender and race.
1.6 SIGNIFICANCE OF THE STUDY
The major concern of the study is two teaching methods and effective teaching
and learning of biology in the Seniorsecondary school usingselected Seniorsecondary schools in Ijebu-Ode Local Government Area of Ogun State as a case study. This study should lend to awareness of studying problems of student of the school and prefer corrective measures. It is hoped that the students would be made to realize that learning involves skills perhaps better understanding of what learning is, may shape a learning attitude towards his fellow friends, schools, parents also provide knowledge and general interest for further studies in this area to the need to examine the learning comprehension skills of students with a view to identify the factors responsible for their academic performance. The study is also aimed at making the government realize that their efforts to improve the standard of education will continue to be a mirage if the teaching of learning among other learning skill is neglected in the school course outline. The study is delimited to the cause of poor study habits of high school student and its implication to teaching effectiveness. The investigation include the specific problem such as the profile of respondents the poor study habits of high school student: The effect of their poor study in teaching and learning process. What is the teaching could do to change or improve the student
poor study habits and any suggestion of teacher to improve the students poor study habits There are reason to consider that makes this study important to some groups of people like the teacher, school administrator the parents and education. Student this is because this investigation
may give them in sight concerning the cause and effect of the poor study habits of the student to the teaching and learning process to the result of this study may be very important to teaching
not only in the public school but even those in private sector the result may give these teacher some significant ideas on what they must in case they find some student having poor study habits What teachers should do is to find out the cause of such poor study habits of the students and then find for the mass necessary solution to the problems. The teacher after knowing they must talked to the parents about it so their parents could suppressive their weakness on their lessons at home
similarly the result of the study may have be significant to parents because through this they may known what to do to help improve or correct the poor study habits of their student to study their lesson in the night after supper instead of watching television or playing video games. The researchers believes that students, particularly Community primary school Nkwerre will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behaviours related to their studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the college life is typically beset of developmental adjustment demands. School administrators like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning.
Teachers will also be help in understanding better the diversity of learning of their students. As such, it is hoped that they could develop more effective methodologies in teaching their subject matter.
Guidance and Counseling Centre will also be help by this study through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding of the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables. Students will be given information on how study affects their academic performance. The result of the study will make them aware of the common study habits among their co- education students.
The significance of the study, therefore is to identify the effect of classroom environment on the teaching and learning of Biology in secondary schools in Ofu local government area. The findings will be of immense use in the counseling programme even for brilliant students to improve on their standard.. Biology is as important to a country as protein is to young ones. For better understanding and to keep them in function of science and technology it works as a vital device, the discipline acts as the vital role of an initiate to the much desired technological development needed for the national development. It has become an essential objective for the education of Biology to facilitate the students to build up abilities to distinguish the relation between Biology and the facts of life, and to recognize and realize the character of Biology performing in the human life. The performances of female and male students in Biology are different by inequalities in their physiological structures. Even though the majority of the researchers have found the better performance of boys than girls particularly in higher education, a small number of other researchers found that girls performance better than boys and during early education, a number of other researcher found no important difference. An analysis of some gender based studies that were done in the decade between 1985 and 1995 showed that there is a significant discrepancy in the literature in the disparity performance between girls and boys in the subject of Biology. The researchers noted that by means of the contradictory results and noteworthy procedural flaws observed, further experimental researches are required to explore the reality of gender bias in the classroom (Fennema and Sherman, 1978).
1.7 SCOPE OF THE STUDY
This study is centered on effect of two teaching methods on academic achievement of seniorsecondary school in biology.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers and students in Ijebu-Ode Local Government Area of Ogun State find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Teaching: Teaching is a process of assisting a learner to acquire knowledge and skills or experiences that could foster effectiveness in the later age. Thus, once a child learns what he has been taught teaching is said to have taken place. During the teaching/learning process, the teacher has to adopt a particular method or methods to impact knowledge to the learners coupled with useful materials that could help a learner to learn.
Attitudes: Attitudes are defined as “a learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object” (Fishbein & Ajzen, 1975, p. 6). Lutz (1981, p. 234) defined attitudes as representing covert feelings of favorability or unfavorability toward an object, person, issue, or behavior. People learn attitudes over time by being in contact with the object directly (experience) or through receiving information about the object.
Main idea: The is the key or point that dominates the passage.
Word to word: Reading of every word of the passage one by one without any transition skill from one phrase to another.
Diagnosis: This is the investigation of the nature of the course and extent of the nature of the students’ strength and weakness.
Literal meaning: This involves ordinary meaning of words basic or usual meaning of a word or phrase.
Evaluation: This is the ability to read beyond the line. It involves critical assessment of the reader what he is reading.
Cognitive: Ability of knowing how to, knowing what and the ability of the reader to use experience.
Affective reading: Good reading and caring for materials.
Languages: A systematic means of conventionalized signs, sounds, gestures, or marks having understood meaning.
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• Factors- one that actively contributes to an accomplishments,results, or process
• Develop- to bring out the capabilities or possibilities of
• Study Habits- manner which you consistently use to study for school or college or even for the next day lesson.
• Students- describe as one who directs zeal at a subject. Student isused for anyone who is learning.
Operational Definition:
• Factors- these refers to anything that affects study habits
• Develop- refers to fast or gradual changes in a range of time
• Study Habits- refers to the ways of studying on a particular subject
• XU Students- referring to all officially enrolled students of Community primary school Nkwerre.
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FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
http://graduateprojects.com.ng/