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IN-SERVICE
NEEDS OF AGRICULTURAL SCIENCE TEACHERS IN SECONDARY SCHOOLS
ABSTRACT
The purpose
of this study was to determine the in-service needs of agricultural science
teachers of Secondary School in animal science teaching. The population
comprised of all the Agricultural Science Teachers (47 teachers) in Enugu North
Local Government Local Government Area. The data-gathering instrument was the
questionnaire designed by the researcher and validated by three experts in
Enugu State College of Education (Technical), Enugu. Three research questions
were posed for the study and the instrument was structured on a four point
opinion scale of strongly agree, agree, disagree and strongly disagree. Means
was used in analyzing the data so collected. The findings of the study revealed
that agricultural science teachers should undertake training in animal science
components. Government should fund schools, to enable them establish livestock
farm. In-service training should be organized for teachers of agricultural
science to update their knowledge in the area animal science and that teachers
of agricultural science should be adequately motivated. Based on the findings,
some recommendation were made.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Agriculture
as defined by Oxford Advanced Learners Dictionary 6th edition is the science or
practice of farming. It is the art, science business and industry of
cultivating the land to grow crops, rear animals and preparing plants and
animal’s product for mans use.
Before
recorded history, man depended on wild animals for food, clothing, shelter and
transport. Due to increasing human population, the demand for food and animal
protein had out weighed the supply from natural resources which fluctuated,
became laborious and expensive. Therefore man had gone a little bit further as
society made transition from hunting to pasturalism and cultivation, certain
animal species were domesticated in areas other than their natural habitat.
These farm
animals are exhaustible resources but are renewable. Their renewability however
depends on the level of management adopted. It is for this reason one has to
learn the scientific techniques involved in the maintaining and improving these
resources to maximum yield and their usefulness to mankind.
Agriculture
is one of the core subjects in both junior and senior secondary schools in the
Nigerian 6:3:3:4 system of educational programme (ONWUEGBUNAM 1993).
Agricultural science teaching covers the following areas;
1. Animal science/production
2. Crop science
3. Soil science
4. Agricultural extension and
5. Agricultural economics.
Animal
science include the production and management of many different species of
domesticated animals like cattle, sheep, goat, pig, poultry, rabbit, horses,
fisheries and many others for human consumption.
According to
WAEC regulation (2002), schools presenting candidates for the examinations in
addition to having a school farm where students should be trained in the art of
growing various crops, should also keep the following livestock like cattle,
sheep and goats, fish, rabbit, pigs or poultry birds. This will ensure that the
students should be able equipped with the skills and management techniques
involved in animal production.
To improve
the animal protein needs of the Nigerian populace, the Federal Government of
Nigeria is making efforts towards increasing animal protein productions. Apart
from encouraging ministries of Agriculture at both state and local government
levels to establish livestock unit, the National policy on education (1998) has
emphasized the teaching of Agriculture at the secondary schools level.
Among the
objectives of teaching and learning of agriculture in secondary schools,
Agricultural science curriculum for JSS and SSS 1998 revised include;
stimulating and sustaining students interest to acquire basic knowledge,
practical skills in agriculture, prepares students for further studies and occupation
in Agriculture. To achieve the objectives of secondary school agriculture,
agricultural science is taught as a single subject although divided into units
as below:
UNIT I - Soil science
UNIT II -
Crop production
UNIT III -
Animal production
UNIT IV -
Agricultural engineering
UNIT V -
Agricultural economics and extension
In unit III
which is animal production, WAEC has spelt out that practical and theoretical
approach should be used to teach the topic. To this effect, the WAEC syllabus
(1998-2000) stipulated that school farms where crops are grown with at least
one species of livestock from each of the following two groups; pig, rabbit and
poultry or goat, sheep, cattle and where feasible fish pond should be
established.
In animal
production, students are to cover the following topics as contained in the said
WAEC agricultural science syllabus which is stated above;
- Identification of parts and
important organs of farm animal e.g. cattle, sheep, goat, pig, poultry, rabbit
etc.
- Functions of some of the
organ of farm animal’s skin, feather, liver, kidney, lungs etc.
- Digestive system, difference
between the digestive system of monogastric and ruminant animals.
- Circulatory system
reproductive system and nervous systems.
- Explanation of the following
process under animal production: Oestrus cycle, heat period, mating,
parturition, lactation and colostrums, gestation period, ovulation and
artificial insemination.
- The process of egg formation in
poultry
- Reproductive hormones and their
function
- Livestock management; housing,
feeding and hygiene of at least one monogastric animal.
The students
are expected to carry out the following practical exercises authorized in the
WAEC agricultural science syllabus (1998-2000) as follows;
Identification
of
- Common breeds of animal and types
of animals available in the locality.
- Major internal organs of farm
animals
- Animals feeds and feeding stuff
and their local sources
- Main parts and parasites of farm
animals
- Diseases of farm animals their
prevention and control
- Routine management practices in
farm animals
- Fish harvesting and prevention.
The above
requirements make the teaching of animal science as a component of agricultural
science program in the secondary school by teachers very demanding.
According to West African Examination
Council report (2008) students performed well in other units except in animal
science. For illustration purposes in 1986, the report showed that most
candidates identified the digestive systems of ruminants and non ruminants
correctly but could not label the unlabelled parts.
A -
Oesophagus/gullet
B –
Rumen
C -
Reticulum
D –
Omasium
E –
Obamasium
F –
Duodenum
G –
Ileum
H –
Colon/large intestine
I –
Rectum
J –
Stomach
Also
candidates were poor in identification of specimen obtained from animal
products probably due to the methods used in imparting the knowledge or the
teachers are not well equipped.
Criticizing the methods applied in the
teaching of animal science component of agriculture in the secondary school
level Ikezue (1983) remarked as follows: “it is disheartening to see that a
fifth form (SS II) student cannot identify very well some breeds of goat,
sheep, cattle and poultry because they learn them theoretically without seeing
them physically” he expressed the opinion that should the government want to
make the teaching of animal science meaningful at the secondary school level,
she should help school provide livestock farms where the student could learn
more about livestock production.
In order to
achieve this, it becomes necessary to give the in service training to teachers
of agriculture in animal science so that they can be better equipped for the
job of teaching the subject. These will enable the teachers of agricultural
science impact the knowledge to the students and update their knowledge on
animal science component.
Consequently,
it becomes necessary to investigate in service needs of agricultural science
teachers of secondary schools in animal science teaching.
1.2 STATEMENT OF THE PROBLEM
The provisions of meat for man have
moved from the primitive game hunting of our fore fathers to the modern day
management of livestock. (NERDIC 1991) stipulates that the science of animal
production requires that the agricultural teachers of animal science in our
secondary school should have at least a basic knowledge of the structure and
functions of the various organs that make up the body of farm animals.
It is a well established facts that
animals and their products constitute the richest source of protein in our diet
and as such the need to take a hard look on the decline in the science of this
important part of the agricultural science would not be over emphasized
(Akinsemni 1999). The WAEC senior school certificate examination has made it
clear that one of the following livestock e.g. poultry, sheep, goat, pig,
cattle or rabbit should be established in schools that have candidates for
agricultural examinations. Therefore it becomes imperative that qualified and
highly experienced agricultural science teachers are needed to actualize the
objective of teaching the subject in the school. Most of the time candidates
presented for the above examinations do not perform well in animal science or
agricultural science. This was shown in West African Examination Council (WAEC)
report (2008) on the performance of student on animal science.
The poor performance of students in
animal science components of the WAEC examination is an indication that the
teachers of agricultural science are not properly equipped with the skills or
competencies required for teaching the units in animal science. Some of the teachers
may have acquired the skills but cannot demonstrate the skills in the classroom
setting. Others lack some essential instructional competencies which may be
necessary to be possessed by the teachers of agricultural science in animal
science teaching to make them effective. As a result they are unable to
demonstrate the skills acquired in the course of training in their respective
schools.
These skills in teaching of animal
science curriculum in secondary school require in-service training to meet up
with the challenges of teaching the unit. Therefore this study is conducted to
investigate the in-service needs of teachers teaching animal science unit of
agricultural science in secondary schools.
1.3 PURPOSE OF STUDY
This study seeks to find out the
in-service needs of agricultural science teachers in teaching animal science in
our secondary schools.
Specifically
the study intends to
i. Find out areas of animal science
component where agricultural science teachers require in-service training.
ii. Find out the different modes of the
in-service training suitable for the serving teachers of agricultural science
in the schools.
iii. Find out how agricultural science
teachers can be motivated for effective teaching and learning of animal science
in secondary schools.
1.4 SIGNIFICANCE OF THE STUDY
The findings
of this research work will be of immense benefit to the following categories of
people:-
i. The researcher
ii. The agricultural science teacher,
iii. The students
iv. The school
v. The policy makers and
vi. The nation at large.
THE
RESEARCHER: The work will enable the researcher highlight the various problems
affecting teaching and learning of animal science component of agricultural
science in schools and provide a platform for further research work.
THE
STUDENTS: They stand a better chance of becoming self employed when armed with
the scientific techniques involved in rearing of animals like piggery, poultry,
fishery, ruminants and non-ruminants etc after their school career. It will
also afford them opportunity to acquire the necessary skills, experiences and
knowledge needed for increased animal production for those who may wish to
become full time farmers.
THE
AGRICULTURAL SCIENCE TEACHERS: The
Teachers by attending in service training will be exposed to the latest
techniques and practices in animal rearing. Also the provision of livestock
will enable them carry out and demonstrate to students the various techniques
and practices. This will steer the student’s interest and create a good farm
work habit.
THE SCHOOLS:
problem of funding in schools will be reduced because the livestock farm
will be a good source of revenue generating unit which could assist in running
and provision of other basic needs of the school.
THE POLICY
MAKERS: It will also enable the policy makers to be abreast of the problems of
teaching animal science in our secondary schools and the need for the serving
teachers to embark on in-service training to update their knowledge on the
latest management practices in animal production.
They should recognize the importance
of qualification and experience de-emphasized paper qualification in favour of
practical skills and knowledge. They should provide for the schools modern
implements and materials for achievement on the stated goals. With the above
knowledge, the policy makers will be able to formulate policies that will
encourage the schools to participate in in-service training of the teachers.
THE NATION: Finally when agricultural science
teachers are well equipped or embark on in-service training according to the
national policy on education, the student will benefit immensely which will
in-turn help the entire nation to be self reliant on animal production.
1.5 SCOPE OF THE STUDY
The study
will cover only the in-service needs of agricultural science teachers teaching
animal science in secondary schools within Enugu North Local Government Area.
1.6 LIMITATION OF THE STUDY
The
researcher was confronted with problems during the course of the study and
these are:-
- RESPONDENTS: Some of the
respondents were not available during the distribution and collection of the
questionnaire. This made the researcher to visit some of the Secondary Schools
more than twice in order to distribute and collect the questionnaire.
- FINANCE: There was no grant for
the research. Fund was not available therefore the researcher found it
difficult to transport himself to and from the secondary schools for the
distribution and collection of the questionnaire.
- TIME: The time for conducting the
research could not be over sighted. During the course of the research, there
were lectures going on. Secondly, semester examinations followed immediately
after lectures. There were, other things the researcher did in other to put
food on his table. These are some of the limitation encountered by the
researcher.
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