Project – Assessment of Teaching and Learning of Agricultural Science in Secondary Schools in Imo State

ABSTRACT

The study examined “Assessment of Teaching and Learning of Agricultural Science in Secondary Schools in Imo State”. The study objectives are to find out if: Insufficient numbers of qualified teachers affects students’ mass failure in Agricultural science subjects; Unavailability of instructional materials for teaching of Agricultural science subject affects students’ mass failure in Agricultural science subjects; The previous socio-economic backgrounds of the students affect them in studying Agricultural science subject; and the attitude and interest of students towards the nature of Agricultural science subject contribute deeply to their mass failure in SSCE. The study employed the descriptive survey design.  The nature of the problem was duly considered in the study.  The research design used for this study is the survey design. The reason why this design was adopted was because the researcher would make use of the primary data obtained through the questionnaire. The area of the study covers students of five selected secondary schools located within Orlu Local Government Area, Imo, Imo. The target population consists of public secondary school students in Orlu Local Government Area, Imo. Simple random sampling technique was adopted for the study. The researcher useD a total of one hundred (100) students from five (5) selected public secondary schools in Orlu Local Government Area, Imo. The research instrument used was questionnaire. The data collected was analyzed using simple percentage while hypotheses were tested using Chi-Square Statistics. The study recommended that Government both at the federal and state levels should employ more qualified teachers for secondary schools to ensure efficiency and optimal performance in Agricultural science subject. The study also recommended that Teachers should develop positive relationship with students and stress classroom activities, that will involve active teaching-learning process and students participation in the class. The study concludes that insufficient numbers of qualified Agricultural science teachers and instructional materials for teaching affects Agricultural science subject.

 CHAPTER ONE

INTRODUCTION

1.1    Background of the Study

The assessment of teaching and learning of Agricultural Science in secondary schools in Imo State has been the subject of various studies, reflecting a range of perspectives and methodologies. One significant study by Nwosu and Okeke (2015) examined the effectiveness of different assessment techniques used by teachers in Imo State. They found that traditional assessment methods, such as written exams and quizzes, were predominantly used, often at the expense of more practical, hands-on assessments that could better capture students’ understanding and skills in agricultural practices. This reliance on traditional methods was attributed to a lack of resources and training for teachers, which hindered the implementation of more innovative and effective assessment strategies. The study highlighted the need for professional development programs to equip teachers with the skills necessary to employ a variety of assessment techniques that can provide a more comprehensive evaluation of student learning.

Another relevant study by Eze and Nwachukwu (2017) focused on the impact of continuous assessment on students’ performance in Agricultural Science. Their research indicated that continuous assessment, when properly implemented, significantly improved students’ engagement and understanding of the subject matter. The study involved a comparative analysis of schools that employed continuous assessment methods versus those that did not. Results showed that students in schools with continuous assessment performed better in both theoretical and practical aspects of Agricultural Science. Eze and Nwachukwu (2017) concluded that continuous assessment not only helps in monitoring students’ progress but also encourages consistent study habits and reduces the pressure associated with final exams. These findings underscore the importance of adopting continuous assessment practices to enhance the teaching and learning of Agricultural Science in secondary schools in Imo State.

The term agriculture is derived from two Latin words oger meaning field and culture meaning cultivation. Literally 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. Agriculturalscience 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 Orlu 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.

Notwithstanding, it has been observed that there are many problems militating against the teaching and learning of agricultural science in Post primary schools as enumerated by many writers on problem of agricultural science in Nigeria. They attributed the high level of failures in agricultural science to lack of students concentration in the classroom, their view steamed from observed students performance in agricultural science.

1.2    Statement of the Problem

The teaching and learning of Agricultural Science in secondary schools in Imo State is critical for fostering a new generation of knowledgeable and skilled individuals who can contribute to the agricultural sector’s growth. Despite the subject’s importance in promoting sustainable agricultural practices and enhancing food security, there are significant challenges impacting its effective delivery in schools. These challenges not only affect students’ academic performance but also their overall interest in pursuing careers in agriculture. Understanding the root causes of these issues is essential for developing strategies that can enhance educational outcomes in this vital field.

One major problem identified is the inadequacy of teaching resources and materials in schools. Many secondary schools in Imo State lack the necessary equipment, textbooks, and practical learning tools that are crucial for an effective Agricultural Science curriculum. This shortage limits teachers’ ability to provide hands-on learning experiences that are essential for students to grasp complex agricultural concepts. Consequently, students are often unable to connect theoretical knowledge with practical applications, which diminishes their engagement and enthusiasm for the subject.

In addition to resource constraints, the qualifications and training of teachers play a significant role in the effectiveness of Agricultural Science education. Many educators lack specialized training in agricultural practices and pedagogy, which can hinder their ability to deliver the curriculum effectively. Without a strong foundation in both agricultural science and effective teaching methods, these educators may struggle to inspire and motivate their students. This situation can lead to a lack of depth in the teaching process and result in students receiving a subpar educational experience.

Furthermore, the curriculum itself may not adequately reflect the current needs and trends in the agricultural sector. The rapid evolution of agricultural practices, technologies, and sustainability issues necessitates a curriculum that is both relevant and dynamic. However, many schools in Imo State still rely on outdated materials that do not incorporate contemporary agricultural challenges and innovations. This disconnect between education and real-world application can diminish students’ preparedness for future careers in agriculture and limit their understanding of current agricultural trends.

Additionally, there is a lack of effective assessment methods in place to evaluate students’ understanding and competencies in Agricultural Science. Standardized tests may not fully capture students’ practical skills or critical thinking abilities related to agriculture. As a result, assessments often focus on rote memorization rather than on the application of knowledge in real-life scenarios. This limitation can negatively impact students’ motivation and hinder their overall learning experience, as they may not see the relevance of their studies to their future endeavors.

Addressing these multifaceted issues is essential for improving the assessment of teaching and learning in Agricultural Science within secondary schools in Imo State. By enhancing resource availability, providing targeted teacher training, updating the curriculum, and implementing more effective assessment strategies, stakeholders can work towards creating a more conducive learning environment. This approach will not only enrich students’ educational experiences but also empower them to become capable contributors to the agricultural sector, ultimately benefiting the broader community and economy in the region.

1.3    Purpose of the Study

Study has been undertaken with a view to identify the problems involved in the teaching and learning of agricultural science in secondary schools and Orlu Local Government Area and factors responsible for these problems. Specifically, the study sought to find out if:-

1. Insufficient numbers of qualified teachers affects students’ mass failure in Agricultural science subjects.
2. Unavailability of instructional materials for teaching of Agricultural science subject affects students’ mass failure in Agricultural science subjects,
3. The previous socio-economic backgrounds of the students affect them in studying Agricultural science subject.
4. The attitude and interest of students towards the nature of Agricultural science subject contribute deeply to their mass failure in SSCE.

Research Questions

In assessing the purpose of the study, this research project will answer the following questions:

1. Does insufficient numbers of qualified Agricultural science teachers affects students’ mass failure in Agricultural science subject?
2. Does unavailability of instructional materials for teaching of Agricultural science subject affects students’ mass failure in Agricultural science subjects?
3. Does previous socio-economic background of the students affect them in studying Agricultural science subject?
4. How would interest of students towards the nature of Agricultural science subject contribute deeply to their mass failure in SSCE?

 

 Research Hypotheses

In carrying out this research work the following theoretical statements are buttressed to serve as a direction on which the work will be premised:

1. H₀: Insufficient numbers of qualified Agricultural science teachers does not affects students’ mass failure of students in Agricultural science subject

H₁:  Insufficient numbers of qualified Agricultural science teachers and instructional materials teaching affects Agricultural science subject.

1. H₀:There is no significant relationship between availability of instructional materials for teaching of Agricultural science subject and students’ mass failure in Agricultural science subjects.

H₁:   There is significant   relationship   between availability of instructional materials for teaching of Agricultural science subject and students’ mass failure in Agricultural science subjects.

 1.6    Scope of the Study

The research work seeks to examine the factors militating against effective teaching and learning of agricultural science in secondary. The study will be limited to five selected schools in Orlu Local Government Area, Imo.

 

1.7   Significance of the Study

There is need to apply knowledge from agricultural science to many area of our life in other to benefit the society. The achievements of the objective necessitates an understanding of the basic teaching of agricultural science. We cannot attain national objectives in the light of poor or average performances in examinations and lack of application of agricultural science to life students.

Without doubt, improved teaching and learning of agricultural science will spur us into greater heights. This study will help to make our educational administrators to see the need to have qualified agricultural science teachers to handle the subject effectively for the benefit of the students and society at large.

This study will help to sensitize the educational administrators to appreciate the need to make available the necessary materials, example, chalkboard, graphs, audio-visual materials etc. that will enhance effective learning of agricultural science if they are not available.

This study will if need be direct the agricultural science teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about the above mentioned desirable experience in the learners. This study will have a great significance because it is going to provide information to agricultural science teachers for formation and evaluation of their plans.

It will be useful to learners for through this, they will be able to identify the factors militating against the proper teaching and learning of agricultural science. This study will help to produce sound agricultural science students that will function very well in the economy such as:

(a) Knowing how to use scarce productive resources with alternative uses to meet prescribed ends and be able to apply the principles of agricultural science.

(b)  The product of agricultural science that should be able to pick employment within a limited employment opportunity in any economy.

This work will serve as a source of encouragement to students and teachers that will come across it. It is hoped that the findings of this study would also form the basis for further research work by future researchers on this issue.

 1.8 Definition of Terms

Assessment: Assessment refers to the systematic process of collecting, analyzing, and interpreting information to evaluate an individual’s understanding, skills, or performance. In education, assessments can take various forms, including tests, quizzes, projects, and observations, and are used to measure student learning outcomes, guide instructional decisions, and improve educational practices.

Teaching: Teaching is the act of facilitating learning by guiding students through the acquisition of knowledge, skills, and attitudes. It involves planning, delivering, and assessing instructional activities, often adapting methods to meet the diverse needs of learners. Effective teaching engages students, fosters critical thinking, and promotes an environment conducive to learning.

Learning: Learning is the process through which individuals acquire knowledge, skills, attitudes, or competencies through experience, study, or instruction. It is an active process that involves understanding, applying, and integrating new information, often resulting in changes in behavior or thinking. Learning can occur in various contexts, both formal and informal, and is influenced by factors such as motivation, environment, and prior knowledge.

Agricultural Science: Agricultural Science is a field of study that encompasses the scientific principles and practices related to agriculture, including crop production, animal husbandry, soil management, and agricultural technology. It integrates various disciplines such as biology, chemistry, and environmental science to address challenges in food production, sustainability, and resource management, aiming to enhance agricultural productivity and sustainability.

Secondary Schools: Secondary Schools are educational institutions that provide instruction to students typically between the ages of 11 and 18, following primary education and preceding higher education or vocational training. These schools offer a range of subjects, including core academic disciplines and elective courses, with the goal of preparing students for further education, employment, or vocational training, while also promoting personal and social development.

 

Project – Assessment of Teaching and Learning of Agricultural Science in Secondary Schools in Imo State