REQUIRED SKILL NEEDS OF TEACHERS OF AGRICULTURE IN SOIL CONSERVATION FOR EFFECTIVE TEACHING IN SENIOR SECONDARY SCHOOLS

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REQUIRED SKILL NEEDS OF TEACHERS OF AGRICULTURE IN SOIL CONSERVATION FOR EFFECTIVE TEACHING IN SENIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Teaching of agriculture at the secondary school requires a sound background in theory and practical aspects by the teachers of practical agriculture. The new 6-3-3- 4 system requires that agriculture be taught as pre-vocational subject at the primary and junior secondary schools and as a vocational subject in senior secondary school level (National Policy on Education, 2004).

The relationship between teaching and learning is at the heart of the education process. Each teacher and student is an individual and as such will have their own ideas and preferences with regards to teaching approaches and how they like to learn. It should never be assumed that because you have clear intended outcomes for a session that you teach this will necessarily be what students will learn. Each of us responds differently to learning situations. Some, for example, will enjoy learning in mathematics lessons and will respond to mathematical ideas with ease, while finding reading difficult; others will respond well in practical learning situations, while finding the accumulation of information from graphical representation difficult. Good teachers have recognised the challenges presented by these factors for a long time and have learned to plan their lessons in ways which address a range of preferred learning styles and which present opportunities for students to tackle learning in a variety of ways. Martin and Odubiya (1991) suggests that it is not always easy to define good teaching practice. Teachers may appear to be well organised and efficient but this in itself will not guarantee that students learn. Teaching and learning are complex processes that are subject to many social, cultural and economic influences. In order to succeed, effective teachers need to vary their teaching approaches, to be adaptable and to be vigilant in gauging how students respond to their teaching style, the resources they use and the environment in which they are working.

STATEMENT OF THE PROBLEM

In essence, the competence of computer teachers could be measured, apart from their knowledge of the subject, in terms of the care and maintenance of computers in their care. Since no empirical evidence has been provided to support these areas among teachers of computer in secondary schools. It is against this background that this study was designed to investigate the availability of qualified teachers for effective teaching and learning of practical agriculturein junior secondary schools in Nigeria. In addition, the study investigated the facilities possessed by the secondary schools in the teaching of practical agriculture. Towards this end, the following research questions were addressed to direct the study.

PURPOSE OF THE STUDY

The purpose of the project is to determine the facilities for effective teaching and learning of practical agriculturein Junior Secondary Schools in Nigeria.

OBJECTIVES OF THE STUDY

Ø Assess the degree of the availability of qualified teachers in Junior Secondary Schools in Nigeria.

Ø Determine the source of supply of practical agriculturelaboratory facilities in Junior Secondary Schools in Nigeria.

Ø Determining the extent of utilization of the available practical agricultureequipment for effective teaching and learning.

SIGNIFICANCE OF THE STUDY

It is the researchers wish repair the materials that will highlight the needs for making available the laboratory equipment for teaching practical agriculture.

It is also hoped that the result of this will highlight the extent to which availability of practical agriculturelaboratory equipment helps teachers ton achieve higher performance in the teaching of practical agriculturein Junior Secondary School and those who want to be self employed. This study will be of assistance to the educational planners it will help them to make necessary changes in terms of providing funds, staff recruitment, development and the availability of teachers.

The finding of the study will also provide solutions to the problems of unavailability of qualified teachers in order to promote the effectiveness of teaching and learning in junior Secondary Schools in Nigeria.

RESEARCH QUESTION

The following research question guided the study:

· To what extent are practical agricultureteachers available in Junior Secondary School in Nigeria.

· What are the sources of supply of practical agricultureor the availability of practical agriculturelaboratory facilities in Junior Secondary School in Nigeria.

· To what extent does availability of qualified teachers are effective to the teaching and learning of this subject (practical agriculture)

HYPOTHESES

HO1: There is no significant relationship between teachers’ competency on computer and their availability secondary schools.

HO2: There is no significant relationship between teachers’ proficiency and practical agriculturein secondary schools.

SCOPE OF THE STUDY

This study will be limited to junior secondary schools that are offering practical agriculturein Nigeria and to serve as sampling techniques to other Junior Secondary Schools offerings practical agriculturein Secondary Schools.

This study will also be designed to find out the extent of the availability of teaching and learning and to determine the extent of supply and the utilization of the available agriculture laboratory facilities.

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