CHAPTER ONE

INTRODUCTION


1.1   Background to the Study

The early man lived by gathering wild animals and fruits since this system were not conducive for living the early man began to cultivate crops and rear animals for immediate use in a system called subsistence farming. Consequently upon its lapses, man later adopted commercial agriculture where in its proceeds, are not only for subsistence use but for commercial purpose (Berns, 1990).

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Agricultural education is an instruction about crop production, livestock management, soil and water conservation and various other aspects of agriculture. Agriculture in the secondary school level includes instruction in food education such as nutrition agricultural and food education improves the quality of life for all people by helping farmers increase productivity, conserve resource and provide nutritious foods.

There are four major field of agricultural education; elementary agricultural education, secondary agricultural education, college agricultural education, and lastly general education in agriculture. Elementary agriculture is taught in public schools and private schools and it deals with such subjects as how pants and animals grow and how soil is formed and conserved, vocational agriculture trains people for jobs, such areas as production marketing and conservation, college agriculture involves training of people to teach, conduct research, provide information to advance the field of agriculture and science in other ways. General education in agriculture informs the public about food and agriculture.

Despite the fact that several types of agriculture is been taught in our secondary schools today, it is important to note that there are problems and prospects associated with teaching and learning of agricultural science in our secondary schools.

1.2    Statement of the Problem

The teaching and learning of agricultural science in secondary schools may have witnessed many problems which have hindered the full integration of instruction of agricultural subjects. It may have also been that agricultural science teachers also lack adequate teaching skills aimed at ensuring quality teaching and learning of agricultural subjects.

The problems of teaching and learning agricultural science in secondary schools in Ogbia local government area may have been that there is no adequate farm tool and other necessary facilities that will facilitate the efficient integration of agricultural science into students, inadequate agricultural teachers, land tenure system in the local government, poor financing, lack of encouragement on part of parents and guidance, and students apathy to the study of agricultural science.

Due to these problems found in the teaching and learning of agricultural science in secondary schools, the researcher deem it fit to examine the problems and prospects of teaching and learning agricultural science in secondary schools in Ogbia local government area, Bayelsa State.

1.3    Purpose of the Study

The purpose of this study is to:

  1. determine if there is adequate professionally qualified agricultural science teachers
  2. examine the causes of lack of interest on the part of student in the study of Agricultural science.
  3. to determine whether there is adequate provision of teaching and learning aids such as laboratories, textbooks and demonstration farm.
  4. to ascertain the level of incentives for Agricultural science teachers.

1.4   Research Questions

The following research questions guided the study:

  1. How adequate are the professionally qualified agricultural science teachers in the school?
  2. Are there adequate teaching and learning aids for the teaching and learning of agricultural science.
  3. Are there adequate provision of teaching and learning aids such as laboratories, textbooks and demonstration farm?
  4. What are the incentives used to motivate agricultural science teachers?

1.5    Significance of the study

This research will not only add to the available literature on the problems and prospects of teaching and learning agricultural science in secondary schools, but will as well be significant to the following persons.

Firstly, to parents because it will make them to be conversant with the future hope of teaching and learning agricultural science and its attendant problems, so as to enable them to allow their words to engage in agricultural activities.

Secondly, to the students as it will boost their morale to arm and study agricultural science having known its prospects.

Thirdly, to the teachers as it will help them to identify problems in agricultural science and develop strategies in overcoming such problems.

Lastly, to the ministry of education, because it will make them to be aware of the problems encountered in the teaching and learning of agricultural science in secondary schools and provide measures in order to remedy the situation.

1.6    Scope of the study

The research work intends to cover selected secondary schools in Ogbia metropolis in Bayelsa state. More specifically, it covers the teaching and learning of agricultural science in secondary schools, the incentives for agricultural teachers, provision of adequate learning facilities and parental guidance on children.

1.7    Operational definition of terms

Agriculture: the production of crops and rearing of animals for mans use.

Teaching: change in behavior owing to past experience and practice.

Learning: is an attempt to help people to acquire some skills, attitude, knowledge, ideas or appreciation.

 

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