STRATEGIES FOR IMPROVING INSTRUCTIONAL DELIVERY IN THE TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN JUNIOR SECONDARY SCHOOL
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STRATEGIES FOR IMPROVING INSTRUCTIONAL DELIVERY IN THE
TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN JUNIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Over a century ago, Nigeria was an agro-economy-based nation.
Then Nigerian economy was sustained through agricultural produce such as cocoa,
ground nut, palm produce. Agriculture then seemed sustaining because everybody
was involved, everybody had interest and it appeared to be everybody’s major
source of family sustenance. There were less cases of unemployment due to less
interest or crazy of white collar jobs. Families were not complaining of hunger
as there were food surplus in most homes. The problem then was inadequate money
(cash) to educate young ones, procure quality health facilities and enhanced
standard of living in line with the developed nation. Egbule (2004) defines
agriculture as a process of training learners in the process of agricultural
productivity as well as the techniques for teaching of agriculture. Agricultural
science is therefore designed for inculcation of the necessary skills for the
practice of agriculture for effective citizenship and contribution to food
security for national sustainability. That is why the FRN (1994) outlines the
seven major objectives of teaching and learning of agricultural science to
reflect the following;
1. ability to stimulate students interest in agriculture. 2.
Ability to enable students acquire basic knowledge of agriculture. 3. Ability
to enable students integrate knowledge with skills in agriculture. 4. Ability
to expose students to opportunities in the field of agriculture
5. Ability to prepare students for further studies in
agriculture.
Attainment of the above objectives depends on teachers’
factors and pedagogical approaches. Agricultural science teachers are trained
and groomed from teacher 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, enable students integrate knowledge with
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 of Agricultural science.Furthermore, Agricultural
education programs provide a curriculum aimed at helping individuals gain
knowledge and skills in agriculture. Moore (1994) studied the historical
teaching me±odologies in agricultural education and found three major teaching
approaches in agriculture: formal steps, project approach, and problem solving
approach. For this reason, the role of teachers and their teaching strategies
are never ending topics in all educational settings. (Martin et al., 1986;
Miller et al., 1984).Recently there has been much concern expressed about
quality teaching in educational institutions, while industries in the rapidly
changing society have been concerned about the well educated person. These
concems have led to the issue of teaching strategies and their effectiveness in
secondary agriculture education (Kahler, 1995; Martin, 1995; Moore, 1994;
Rollins, 1989). As agricultural educators, the responsibility is to ensure
adequate teaching and learning as necessary to meet the changing needs of the
industry and the values of society (Melion, 1995, p. 5). According to Carkhuff
(1981), teaching is the opportunity to help others to live their lives fully,
which means we help to give to our learners' lives through their physical,
emotional, intellectual and social growth. Anderson (1994) concluded that
student outcomes may heavily depend on the teacher's instructional planning,
teaching method selection, and having a variety of learning activities.
1.2 STATEMENT OF THE PROBLEM
Agricultural science taught at basic and secondary schools
has not been able to transform the citizens and the nation adequately.
Graduates still lack basic vocational and entrepreneurial skills expected to be
acquired from agricultural science. Graduates still wallow about in search of
white collar jobs instead of becoming self reliant and employers of labour. It
also appear to be due to inadequate teaching and learning process on the part
of the agricultural science teachers in Nigerian secondary schools. Therefore,
this study will investigate effective instructional Materials to improve
teaching and learning of agricultural science in secondary schools in
Opobo/Nkoro LGA of river state.
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