Agro-economy-based nations rarely experience food insecurity. Such nations have already set machinery in motion towards achieving one of the Millennium Development Goals MDGs, which emphasizes on eradicating extreme poverty and hunger. This could be the major reason, developing nations like Nigeria that has been a mono-economy-based nation is leaving no stones unturned to restore and reposition its agricultural sector. Introduction of agricultural science in secondary school curriculum in Nigeria is a worthwhile effort towards adequate food security by equipping the grater percent of the youths. The study investigated effective teaching and learning of agricultural science for food security and national sustainability. It was a descriptive survey design. All the 267 principals and all the 513 agricultural science teachers in the 267 public secondary schools in Abia state of Nigeria form the sample size i.e. 780 respondents. Two research questions and one null hypothesis guided the study. The instrument for data collection was a 26 item researchers' made structured questionnaire built on a 4-point rating scale. The reliability index values of 0.88 and 0.85 were obtained using Cronbach alpha technique. Content and face validity were established by two experts. Means and grand means were used to answer the research questions while ANOVA statistic tool was used to test for the hypothesis at 0.05 level of significance. Findings indicated the following: teachers' qualifications matter in achieving quality teaching and learning of agricultural science; majority of the teachers are non degree holders; some degree holders are non-professionals; learning of the subject is more of theoretical; traditional classroom-based method of teaching and learning; inadequate facilities; means of updating knowledge were inadequate etc. Based on the findings, recommendations were made.
This work examined the influence of school farm on the teaching of Agricultural Science in senior secondary schools in Ikwuano Local Government Area of Abia State. The study utilized a descriptive survey research design with random sampling techniques. The twelve public senior secondary schools in Ikwuano Local Government Area of Abia State were purposively selected and used for the study. There was no sampling carried out for the study because of the small population rather all the 12 agricultural science teachers drawn from the 12 schools were used (one agricultural science teacher from each of the twelve schools selected). Two research questions and one null hypothesis guided the study. Instruments for data collection were a 10-item structured questionnaire built on a 4-point response format. The validity of the instrument was determined by three experts: one in agricultural education, one in educational administration and one in measurement and evaluation. Cronbach alpha was used to determine the internal consistency reliability index value of the items to be 0.86. Mean, pool mean and standard deviation were used in answering the two research questions. t-test statistic tool was used to test the null hypothesis at 0.005. The findings of the study reveal that school farm has a positive influence on the teaching of agricultural science in senior secondary schools in Ikwuano Local Government Area of Abia State. Based on these findings, it was recommended among others that government and even the school management should always ensure the establishment of a functional school farm in schools and both the agricultural science teachers and the students on their own should always ensure proper management and utilization of the school farm. M. Onwumere et al.OALibJ |
Teachers are individuals trained to possess the technical know-how and the elements of what it takes to inculcate the expected national education goals through various curriculum subjects at various levels of education. The ability of these teachers to produce graduates with the expected goals indicates teacher's productivity or effectiveness. Majority of secondary education graduates in Nigeria and other third world-nations do not adequately manifest the expected goals of secondary education and national education goals at large. This ugly situation negates the current emphasis on achieving quality science and technology driven economy in the nation. The study therefore examined issues in managing Science Teachers' productivity challenges for quality science education in Anambra State of Nigeria. Descriptive survey design was adopted for the study. Three research questions guided the study. A sample size of 708 science teachers (i.e. 342 Biology, 218 Chemistry, 113 Physics and 35 Basic science teachers), were selected through proportionate stratified sampling. A thirty-item-researchers-made questionnaire built on a 4 point scale was used for data collection. Mean and grand mean were used to answer the research questions. Findings revealed a low extent provision of supportive services for enhancement of teachers productivity in implementing science education reforms. Eight strategies for enhancing science teachers productivity were identified. Based on the findings, sponsoring science teachers to conferences on education reforms and challenges to teachers productivity by ministry of education and corporate organizations were recommended.
This study investigated the Nigerian child learning styles as a teaching strategy for achieving effective education in Nigeria. It was a survey design carried out in 258 public secondary schools in Anambra State. Respondents were made up of 1000 classroom teachers drawn through simple random sampling. Four research questions guided the study. A four-point scale questionnaire containing 28 items, validated by experts in Educational administration/supervision and Educational psychology was used for data collection. Data analysis was done using frequency distribution tables and mean scores. The findings revealed that secondary school teachers in Nigeria possess characteristics of good teaching to a high extent, eight learning styles for effective teaching were identified. The identified learning styles were applied to a low extent and five constraints responsible for the low application were also identified. Recommendations were made included that regular seminars and workshops should be organized to up-date these teachers, especially on the areas of learning styles and their effective application to encourage learners centred education.
This paper intended to provide a brief overview of the issues and challenges in the educational leadership in Nigerian schools and the political involvement in the managerial structure. Tracing down the history of education during and after the colonial era, were indications of types of schools within the stated period, whether public or mission schools, and the political involvement in the management, leadership and students' admission. Many concerned citizens have written on the educational system and attributed its deploying conditions to poor implementation of curriculum, inadequate funding and poor monitoring or supervision. The paper concludes that the politics in the educational sector was based mostly on quota system and godfathers, which adversely affect educational leadership of the country. Based on these it was recommended among others that politicians should allow the education authorities to select leaders for schools with a stated standard. Again, experts should be in the leadership positions of schools and should be made to be autonomous.
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