Effective Teaching and Learning of Agricultural Science for Food Security and National Sustainability

Abstract

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.

Students’ Perception of Lecturers’ Performance at The International Islamic University Malaysia, Department of Business Administration

“…Basically, education at all levels is based on effective teaching and learning. Effective teaching and learning are pointers to quality teaching performance and quality teachers which are all influencing components of a well-designed educational curriculum (Modebelu et al, 2013, Hanushek & Rivkin, 2006. All over, lecturers are celebrated as the most influential human resources in our universities and the correlations between the students and them have been seen to be an essential element in the teaching and learning process.…”

Student’s Perception of Teachers’ Knowledge, Attitude and Skills in the Teaching of Technical Drawing in Edo and Delta States, Nigeria

“…Teaching and learning are main aspects of learning activities that affect student achievement [13]. Effective teaching and learning are indicators of quality teachers and quality teaching performance which are all determining factors of a well-designed educational system [11,14]. Teaching involves many skills and attitudes expressed through the behaviour of the teacher and influential in shaping the behaviour of the learner [12].…”

Challenges and enhancement of youth participation in agricultural education for sustainable food security

“…For instance, Otekunrin et al (2019) documented Chief Examiner's Report for the West African Examination Council (WAEC), which stipulated that the performance of candidates was poor. The authors contended that the poor performance by the students was because of lack of interest and commitment by both the teachers and students (Diise et al, 2018;Otekunrin et al, 2019;Modebelu and Nwakpadolu, 2013). According to Otekunrin et al, little attention is paid to teaching of knowledge and skills acquisition among the Senior High School students of agriculture.…”