COMPARATIVE ANALYSIS OF AGRICULTURAL SCIENCE INSTRUCTIONAL RESOURCE UTILIZATION IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ANKPA EDUCATION ZONE OF KOGI STATE

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ABSTRACT

The research work was conducted to compare the extent of utilization of agricultural science instructional resources in Public and private secondary schools in Ankpa Education Zone of Kogi State. Five research questions and four hypotheses were formulated and tested at 0.05 level of significance to guide the study. The study adopted survey research design. Checklist and structured  questionnaire  were employed as  instruments  for data collection.  The data collected  were  analyzed  using  frequency,  percentages,  mean  and  standard  deviation  for answering  research  questions  while  t-test  was  used  to  test  the  null  hypotheses  of  no significant difference at 0.05 level  of significance.  The population  for the study was 215, made up of 168 teachers of agricultural science in public secondary schools and 47 teachers of agricultural science in private secondary schools. No sampling was done because of the manageable size of the population. Findings of the study revealed that most of the required instructional resources for the teaching and learning of Agricultural Science, especially in animal production were not available in both public and private secondary schools. Some simple farm tools, consumable resources and printed materials were to some extent  fairly utilized other materials were underutilized. Findings of the study on constraint to availability and  utilization  of  instructional   resources  such  inadequate   fund,   inadequate   skill  for improvisation,  inadequate  power  supply  and  the  use  of  other  subject  masters  to  teach Agricultural  science  e.t.c.  were  identified.  It  was  therefore,  recommended  that  teachers should improvise, government through the ministry of Education should make fund available to purchase  and  improvise  the required  instructional  resources,  seminars  and  workshop should be organized for teachers to improve their skills and school should organize field trip

to places of agricultural interest.

CHAPTER ONE

INTRODUCTION

Background of the Study

Agriculture  contributes  immensely  to  the  nation’s  economic  development  by providing job opportunities,  ensuring food security, foreign exchange earning  and  also generation of revenue. These important contributions of agriculture are usually ensured through agricultural education.

Agricultural  education  is  a  process  of  training  learners  in  the  process   of agricultural productivity as well as the techniques  for teaching of agriculture  (Egbule,

2004).  Similarly  Osinem  (2008)  opines  that  agricultural  education  is  therefore  an important school programme that is offered at all levels of education ranging from home to the school and the community;  implying  that  it can be formal,  informal  and non- formal. The author further explained  that agricultural education provides  learners with sound  academic  knowledge  and  skills  as  well  as  ample  opportunity  to  apply  this knowledge through classroom activities, laboratory experiments, project participation and supervised  agricultural experiences.  It  emphasizes  skills development  in all aspects of agribusiness  such  as  planning,  management  safety,  finances  and  leadership.  It  also furnishes learners with the  necessary communication and interpersonal skills as well as knowledge of technical agricultural science to would be teachers at all levels. It equips learners to be self-employed or work in agricultural extension services, foreign services, in business or industry and as agricultural educators.

Osinem (2008) noted that in order to prepare learners for successful careers  in agriculture,  agricultural  education  focuses  in providing  learning  experiences  that will enable them to demonstrate desirable work ethics and habits, apply the basic agricultural

competencies and background knowledge in agriculture and related occupations, analyze

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entrepreneurial  skills needed  by individuals  preparing  to enter agriculture  and  related occupations, acquire leadership and participatory skills necessary for the development of productive  citizens  in our democratic  society,  gain  effective  social  and  interpersonal communication  skills among others. At the junior  secondary school level, agricultural education  is referred  to as agriculture  while at  the senior secondary school level it is referred to as agricultural science.

Agricultural Science is one of the vocational subjects taught in senior secondary school in Nigeria. This is because of its promising role in promoting self reliance through the  provision  of  employment,  opportunities  and  production  of  staple  foods  for  the populace  together  with  raw  materials  supply  for  the  agro-allied  industries,  (Daluba,

2013). Osinem (2008) observed that agricultural science was introduced into secondary school  curriculum  in 1967  with  the  commencement  of  6-3-3-4  system  of  education, agriculture was made a core subject at both junior and secondary school curriculum. The Federal Republic of Nigeria (2008) outlined the basic objectives of teaching agricultural science at the secondary school as stimulation  and sustenance  of students’  interest  in agriculture; inculcation of farming skills to students, acquisition of basic knowledge and practical skills in agriculture among others. Agricultural science as a vocational subject cannot be effectively taught without the use of instructional resources.

Instructional resources are materials that teachers utilize to concretize the lesson. (Daluba,  2012)  The  author  explained  that  resources  for  teaching  agricultural  science could  be  human  (teachers  and  laboratory  assistants),  materials  (library,  laboratory, teaching aids), and facilities such as (running water, constant electricity and classrooms) among others. For learning to be effective, learners need to interact with resource persons and  physical  objects  which they see,  touch,  smell,  observe  and  draw.  Umaru  (2011) considered teaching aids as an essential part of teaching methods which help to clarify

agricultural   science   concepts   to   the   learners,   thus   promoting   students   academic performance. The author outlined some of the importance of using instructional materials. A good  instructional  material  can supplement  spoken  or  written  words,  it can  bring teaching to life in a way which words cannot, words  can describe people, places and objects but a picture immediately brings reality, a teaching aid can simplify and clarify what   is  complex   and  difficult   to  express   in  word.   Instructional   materials   have motivational value for them to develop the interest of the student, instructional materials can promote retention. However, Instructional materials will be rendered useless, unless when transformed into use by a competent agricultural science teacher.

Agricultural science teachers are trained and groomed from teachers’ preparation institutions for quality impact of agricultural skills, knowledge, attitudes and values for self-reliance,  promotion  of  agriculture  and  food  security  in  their  future  lives.  It  is therefore, the duty of this group of teachers to; stimulate and sustain student’s interest in agriculture, enable students acquire basic knowledge and  practical skills in agriculture, prepare and expose students for occupation.   Attainment of the goals and objectives of agricultural science depends on  effectiveness  of teaching and learning (Modebelu  and Nwakpadolu 2013).

These objectives of agricultural science can only be attainable through effective instruction and motivation of students by teachers of agriculture. Naturally the outcome of teaching is learning, which becomes more meaningful and effective if the teacher of agricultural science utilizes instructional materials in the secondary school.

Secondary  school  education  is  the  education  children  receive  after  primary education  and  before  the  tertiary  stage  (FRN,  2004).  In  specific  term,  secondary education shall provide all primary school leavers with the opportunity for education of a higher  level,  irrespective  of sex, social status religious or ethnic  background,  provide

trained manpower in the applied science, technology and commerce at sub-professional grades,  provides  technical  knowledge  and  skills  necessary  for  agricultural,  industrial commercial  and  economic  development  among  others.  To  achieve  the  stated  goals, secondary education shall be of six years duration given in two stages:- a junior and a senior secondary school stage in a three years duration each (FRN, 2004). A  Secondary school can be a public or private institution.

Public secondary schools are owned and managed by the government. Federal and state government  provides  education  as a social service  and agent of  socio-economic change  in  citizens.  The  financial  responsibilities  to  institution  are  borne  by  these proprietors who are the federal and state government.  The  government has paid steady attention to funding the education sector in their budgetary allocation every year (Nuhu,

2003).  Government  through  her  ministry  of education  provides  facilities,  equipment, textbooks  and  instructional  materials  to  public  schools  and  employs  only  qualified teachers. Government welcomes the participation of voluntary agencies, communities and private individuals  in the establishment  and management  of private secondary schools (FRN, 2004).

Private schools on the other hand are owned by private individuals or  religious organizations that receive little or no grant from the government. Today there are many kinds  of private  schools  in Nigeria.  Expensive  schools  for the  rich,  more  affordable schools for the middle class and cheap private schools that might run in someone’s house or some rented rooms (Akowu, Nosiri and Ladan, 2009).

Private secondary schools are expanding rapidly in Ankpa education zone. These now include a large number of schools that are operating without approval,  operating practically in every locality of the urban and rural areas. Private secondary schools study under sub-standard structures and unhealthy learning environment. Most of the teachers

in private secondary schools do not have teaching certificate in education also inadequate instructional materials.

From the foregoing, the study intends to comparatively analyze and determine the extent of agricultural science, instructional resource utilization by the teachers in public and private secondary schools in Ankpa education zone of Kogi State.

Statement of the Problem

For Nigeria to excel technologically in the area of agriculture there is need  for effective utilization of instructional resource in public and private secondary schools. In spite  of  the  importance  of  instructional  resource  for  the  teaching  and  learning  of agricultural  science,  there  is  no  much  emphasis  on it’s  utilization  in the  process  of teaching.  The frequent  occurrence  of poor  performance by students has been a great concern  to  all-well  meaning  individual  institution  and  industries.  The  teaching  of agricultural science should be dynamic, practically oriented and activity based. Asogwa, Onu and Egbo (2013)  reported that lack of instructional resources result to poor skill development.  Students of agricultural science graduate from secondary schools without the basic skills that would enable them become self-employed in the area of agriculture such as crop and animal production. This will result to unemployment among the youth, which may lead to social vices such as thuggery and stealing.

In spite of the fact that government supply resources to public secondary school both human and material, there was an indication that students from private secondary schools in Ankpa education zone do better than students from public secondary schools, in public  examination  such  as the  West  African  Examination  Council  (WAEC)  and National Examination Council (NECO). This was supported  by Ekundayo  (2009) who reported that private secondary schools perform better than public secondary schools in examination  such  as WAEC  and  NECO.  Hence,  the  need  to  investigate  agricultural

science  instructional  resource  utilization  in  public  and  private  secondary  schools  in

Ankpa Education Zone becomes paramount.

Purpose of the Study

The major purpose of this study is to compare agricultural science  instructional resource utilization  in public and private secondary schools in Ankpa  education zone. Specifically, the study seeks to:

1.   Compare availability of agricultural science instructional resources in public and private secondary school in Ankpa Education Zone of Kogi State.

2.   Compare the level of utilization of agricultural science instructional resources in public and private secondary schools in Ankpa Education Zone of Kogi State.

3.   Find out constraints to availability of agricultural science instructional resources in public and private secondary schools.

4.   Find out constraints to effective  utilization of agricultural  science  instructional resources in public and private secondary schools in Ankpa  Education Zone of Kogi State.

5.   Determine strategies for effective utilization of agricultural science  instructional resources in Ankpa Education Zone of Kogi State.

Significance of the Study

The  study  will  be  of  benefit  to  the  following  agricultural  science  teachers, students,  principals  and  proprietors  of  secondary  schools,  government  through  the ministry of education, curriculum planners and researchers.

The  findings  of  the  study  based  on  the  availability  of  agricultural  science instructional  resources  will  be  of  benefit  to  agricultural  science  teachers  and  school administrators. The findings will help the teachers to know which instructional resources are available for use and those that are not available and  require improvisation.  It will

help the school administrator that is the principals and proprietors to know the material resources that are lacking in the school and need to be provided.

The findings of the study on the utilization of agricultural science  instructional resources  will  be  of  benefit  to  students  of  agricultural  science  as  they  will  receive functional and relevant skills required for employment through  the  utilization of tools, equipment and necessary techniques.

The  findings  of  the  study based  on  the  constraints  of  acquiring  instructional resources, will help government through the ministry of education to plan their budget well by allocating fund for the provision of instructional materials.

The findings  of the study on constraints  to effective  utilization  of  agricultural science instructional resources will be of benefit to the government through the ministry of education and proprietors of private schools as the study will bring to their notice the quality of teacher to be employed for the teaching of agricultural science, it will serve as an interview guide for recruitment.

The findings of the study on strategies  for effective utilization of  instructional resources will be of benefit to the government  by organizing  seminars,  symposia and workshops on utilization of instructional resources for teachers. The curriculum planners will benefit from the findings of this study, which serve as a guide to help them identify various  instructional  materials  that  teachers  need  to utilize  in the  course  of teaching agricultural science to facilitate manipulative skills. During curriculum review and update such instructional materials will be included in the school curriculum for proper teaching and learning of agricultural science.

The study will be used as a resource material on utilization of agricultural science instructional resources for researchers who may be interested in researching  on related topics.

Research Questions

The following research questions were formulated to guide study:

1.   What agricultural science instructional resources are available in public and private secondary schools respectively in Ankpa Education Zone of Kogi State?

2.   What  is the  level  of  utilization  of agricultural  science  instructional  resource  in public and private secondary schools respectively in Ankpa Education Zone of Kogi State?

3.   What are the constraints to availability of agricultural science instructional resource in public and private secondary schools respectively in Ankpa Education Zone of Kogi State?

4.   What are the constraints to effective utilization of agricultural science instructional resource in public and private secondary schools respectively in Ankpa Education Zone of Kogi State?

5.   What are the strategies for effective utilization of agricultural science instructional resources in public and private secondary schools in Ankpa Education Zone of Kogi State?

Hypotheses

The study was guided by the following  hypotheses  which were tested at  0.05 levels of significance.

Ho1. There is no significant difference in the mean responses of teachers of public and private  secondary  schools  on  the  level  of  utilization  of  agricultural  science instructional resources in Ankpa Education Zone of Kogi State.

Ho2. There is no significant difference in the mean responses of teachers in public  and private  secondary  schools  on constraints  to  availability of agricultural  science instructional resources In Ankpa Education Zone Kogi State.

Ho3. There is no significant difference in the mean responses of teachers in public  and private school on the constraints  to effective  utilization of agricultural  science instructional resources in Ankpa Education Zone of Kogi State.

Ho4. There is no significant difference in the mean responses of teachers in public  and private  secondary  schools  on  strategies  for  effective  utilization  of  agricultural science instructional resources in Ankpa Education Zone of Kogi State.

Scope of the Study The  study  is  restricted  to  comparing  the  availability  of  various  instructional resources such as human resources and material resources in public and private secondary schools. Also the study will compare level of utilization of available resources and the constraints hindering the effective utilization of instructional resources strategies that will lead to effective utilization of instructional resource such as seminars, workshop and the use of qualified  teachers of  agricultural science  will serve as measures for addressing constraints to effective utilization of instructional resources.



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COMPARATIVE ANALYSIS OF AGRICULTURAL SCIENCE INSTRUCTIONAL RESOURCE UTILIZATION IN PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ANKPA EDUCATION ZONE OF KOGI STATE

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