In this study, we considered challenges facing effective teaching and learning of Agricultural Science. Also, we examined whether there were differences in the mean achievement test scores of students in the subject in selected schools. Furthermore, we studied students' attitude to the subject and examined the relationship between their academic performance in Agricultural Science and their attitudes to the subject. The study was a descriptive survey design carried out at Ibadan North Local Government Area (INLGA) of Oyo State, Nigeria. Three public secondary schools were randomly selected from all the public secondary schools in INLGA in 2014. A total of thirty teachers and one hundred Senior Secondary School II (SSS II) students from the selected schools participated in the study. Agricultural Science Achievement Test (ASAT), Constraints facing Agricultural Science in Public Secondary Schools Questionnaire (CASPSSQ) and Students' Attitude towards Agricultural Science Questionnaire (SAASQ) were used for data collection. The data collected were analyzed using descriptive statistics, Chi-square test of independence, one- Original Research Articleway Analysis of Variance (ANOVA) and multiple comparison techniques. The major challenges confronting the teaching and learning of Agricultural Science in INLGA and their solutions were identified. The ANOVA test was significant (P=.00). Least Significant Difference, a multiple comparison technique, on the ANOVA showed that School 1 and School 2 ASAT mean scores; School 1 and School 3 ASAT mean scores were different from each other at 5% significance level respectively. A significant relationship was found between scores obtained by the students in the ASAT and the attitudinal variable of sustained students' interests in Agricultural Science (P=.02).The study therefore recommended innovative methods of teaching the subject so as to be able to sustain students' interest in the subject and obtain better academic performance.

This study examined the attitude and academic performance of public single-sex (Boys’ and Girls’ only) high school students in the teaching and learning of Agricultural Science in the aspect of practical knowledge of Agriculture. We investigated whether there were significant differences in the mean achievement test scores of students in practical Agriculture in the selected schools. We also examined the relationship between their academic performance in practical agriculture and their attitude to the subject. The study was a descriptive survey design carried out at Ibadan Metropolis, Nigeria. Six public single-sex (Boys’ and Girls’ only) schools were randomly selected from three Local Government Areas (LGAs) within Ibadan Zone comprising eleven LGAs in 2018. Sixty-nine Senior Secondary School (SSS III) students were randomly selected in Boys’ only (3) schools while ninety-seven students were randomly selected in Girls’ only (3) schools giving a total of 166 students that participated in this study. Practical Agricultural Science Students’ Achievement Test (PASSAT) and Students’ Attitude towards Practical Agriculture Questionnaire (SATPAGQ) were used for data collection. The data collected were analyzed using descriptive statistics, One-way Analysis of Variance (ANOVA), Multiple Comparison techniques and t-test for equality of means. The ANOVA test was significant (p = .00). Post Hoc (Tukey HSD) test, a multiple comparison technique on the ANOVA showed that PASSAT mean scores obtained by one Girls’ only school was significantly different from one Boys’ only schools another two Girls’ only schools’ mean scores at 5% significant level. It was found that availability of school farm, use of instructional materials  were not enough to bring about significant boost in academic success in PASSAT especially in three of the schools with less than average mean scores of 34.51, 40.23 and 44.07. The study therefore recommended that government and relevant stakeholders (Parents-Teachers Association, Old Boys’ and Girls’ Association among others) should provide human resources and needed infrastructural facilities for effective teaching and learning of Agricultural Science in both single-sex and Co-educational schools for better academic performance.

The dwindling general performance of students in mathematics has been a source of concern to all stakeholders in education. This study investigated theavailability and utilization of instructional materials for teaching mathematics in senior secondary schools in Ibadan south-west local government, Oyo state, Nigeria. Tworesearch questions were formulated and descriptivesurveyresearch design was used for the study. Simple random sampling was used to select four schools and a sample size of 100 students participated in the study. Two instruments were developed to generate data for the study. The reliability coefficient values obtained were 0.7and 0.8 respectively. Data analysis involved the use of descriptive statistics. The result shows that 100 (100%) of the respondents indicated that textbooks are available, while 4 (4%) of the respondents claimed that textbooks are not available. Also, 99 (99%) of the respondents indicated that chalkboard are available and adequate, while only 1 (1%) of the respondents claimed that Chalkboard are not available. The instructional materials has mean of 2.2. Again, 20% of the respondents claimed that they highly utilized models, 10% indicated averagely utilized, 40% said slightly utilized while 30% indicated not utilized. From the findings on this study almost allthe respondents identified that textbooks and chalkboard are the most available and been utilisedinstructional materials for teaching mathematics in secondary schools.This implies that most schools still stick to conventional „chalk and talk‟ system of teaching mathematics which may not enable secondary school students to compete with their counterparts in the global world. Therefore, Proper utilization of other instructional materials such as models should be utilized to expose students beyond „chalk and talk‟ system of teaching which will also improve academic performance of students.