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.
This material content is developed to serve as a GUIDE for students to conduct academic research
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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