PERCEPTION OF AGRICULTURAL SCIENCE TEACHERS ON CONSTRAINTS OF USING SMALL RUMINANT ANIMALS FOR TEACHING AGRICULTURAL SCIENCE IN SECONDARY SCHOOL
The study sought to identify the factors constraining the use of small ruminant animals in teaching in secondary school in Ifedore Local Government in Ondo State structured questionnaire was designed and administered on teachers of agricultural science through random sampling technique to collect relevant information. Descriptive statistics and Liker-type rating scale were use to analyse the data collected.
The study found that majority of the teachers possess skill in small ruminant animal production.
Furthermore, all items forward as constraints to teaching small ruminant animals production were agreed to by the respondents. In case of the effects of constraint on teaching small ruminant animals production, teachers agreed to five out of six items
Finally teachers agreed to all items on the strategies for improving the teaching of small ruminant production in secondary schools.
TABLE OF CONTENTS
Table of Contents
Background of the Study
Statement of the Problem
Objective of the Study
Significance of the Study
Definition of Terms
REVIEW OF LITERATURE
Meaning of Ruminants
Ruminant Production System
Advantages and Disadvantages of Small Ruminants
Adaptation and Environment
Benefits of Food Products from Small Ruminants
Research for Development
Design of the study
Area of study
Population of the study
Sample and sampling procedure
Instrument for data collection validation of the instrument
Administration of the instrument
PRESENTATION AND ANALYSIS OF DATA
Summary, Conclusion and Recommendations
BACKGROUND OF THE STUDY
The national Policy on Education made provision for 3 years junior school (JSS) education and further 3years in the senior secondary school (SSS). Practical Agriculture is one of the core subjects at the J.S.S. which implies that all pupils will at least go through a-3 year course in practical agricultural. At the S.S.S level however, Agricultural Science remains a core subject only as an alternative to other vocational subjects. The policy further indicates that the Junior Secondary school education is pre-vocational and those who leave school at this stage may go on to an apprenticeship system. The senior secondary school however, is vocational and is supposed to make school leavers immediately employable if they are unwilling to go on to the tertiary level. The intention of government in referring to agriculture at that J.S.S. as “practical Agricultural” as opposed to “Agricultural Science” at the S.S.S is not stated and can only be implied.
A number of basic objectives may be pursued where agriculture is included in the school curriculum. These are.
- Learning of basic scientific procedures by introduction the general methods and logic of science
- Acquisition of practical skills and knowledge relevant to agricultural activities
- Development of positive attitudes toward manual labour thus encouraging self-reliance.
- Making the education relevant to the culture
- Equipping school leavers for job opportunities that are most like to be available in the rural areas thus reducing the rural to urban shift of population
- Generating income for schools (adapted from Bergman and Burher, 1980)
The achievement of some or a combination of some of these objectives will require availability of adequate resources such as: farm space; skilled personnel; crops, animal; vaccines; agro-chemicals and so on.
STATEMENT OF THE PROBLEM
The objectives of including agriculture in the curriculum of secondary schools have not been achieve. Among the objectives are: acquisition of practical skills and knowledge relevant to agricultural activities and equipping school leavers for job opportunities that are most likely to be available in rural areas.
The fields of agriculture in which saleable and manipulative skills can be acquired include crops, ruminants and non-ruminant animal production. It is not clear whether the resources for teaching the required skills are in place. It is therefore the intent of this study to investigate factors that constrained the achievement of these objective using small ruminant animals as a test case.
OBJECTIVE OF THE STUDY
- To examine teachable skills in small ruminant animal production
- To identify the major constraints faced by schools in teaching small ruminant animal production
- To examine the general effects of these constraints on the objective of NPE for vocational agriculture
- To suggest improvement strategies for teaching small ruminant animal production in school.
SIGNIFICANCE OF THE STUDY
The study is significant because it provide information relating to the reasons why the teaching of small ruminant animals production is constrained it will also provide information that will help improve the teaching of small animal production.
- What are the skills require to teach small ruminant animal production
- What are the major problems faced by schools in the teaching of small ruminant animals production
- What are the implications of these problems on the objective of NPE on vocational agriculture
- What are the improvement that can be made to enhance the teaching strategies of small ruminant animal production
DEFINITION OF TERMS
Small Ruminant: They are the types of animal that chew and cud and also posses complex stomach with compartments
Perception: Perception is a process of understanding and seeing out physical, practical and theoretical aspect of agricultural education through the sense organ.
Production: This is the process of growing or making food, goods or materials, especially large quantities.
This Project is is available for the below list of Nigerian State capitals.
Abia Umuahia, Adamawa Yola, Akwa Ibom Uyo, Anambra Awka, Bauchi Bauchi, Bayelsa Yenagoa, Benue Makurdi, Borno Maiduguri, Cross River Calabar, Delta Asaba, Ebonyi Abakaliki, Edo Benin. Ekiti Ado Ekiti, Enugu Enugu, Gombe Gombe, Imo Owerri, Jigawa Dutse, Kaduna Kaduna, Kano Kano, Katsina Katsina, Kebbi Birnin Kebbi, Kogi Lokoja, Kwara Ilorin, Lagos Ikeja, Nasarawa Lafia, Niger Minna, Ogun Abeokuta, Ondo Akure, Osun Oshogbo, Oyo Ibadan, Plateau Jos, Rivers Port Harcourt, Sokoto Sokoto, Taraba Jalingo, Yobe Damaturu, Zamfara Gusau, FCT Abuja.
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