STRATGIES FOR IMPROVING INSTRUCTIONAL DELIVERY IN THE TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN JUNIOR SECONDARY SCHOOL
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STRATGIES
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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