Comparative Analysis of Students’ Academic Performance in Agricultural Science in Public and Private Secondary Schools in Kaduna State, Nigeria

Filed in Articles by on November 26, 2022

 – Comparative Analysis of Students’ Academic Performance in Agricultural Science in Public and Private Secondary Schools in Kaduna State, Nigeria –

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Background to the study  

Agricultural Science subject is part of the vocational subject taught in primary schools and secondary school which inculcated the process of farming in all its branches and among other things includes the cultivation and tillage of the soil, dairying, the production, cultivation, growing, and harvesting of any Agricultural commodities,

the raising of livestock or poultry, and any practices performed by a farmer on a farm as an incident to or in conjunction with some farming operations, and it may include the manufacturing or processing of coconut, tobacco, pineapples or other farm products (Bolens, 1997).

The general objectives of Agricultural science subject are to: stimulate and sustain students‟ interest in farming; demonstrate that farming is a dignified and paying occupation;

enable students to acquire basic agricultural knowledge, practical skills and attitudes; enable students to integrate agricultural knowledge and skills in solving agricultural problems of their families and societies; prepare students for employment in farming and/or further studies in agriculture (URT, 1997).

Agricultural science subject has been taught as a core subject in ordinary level secondary schools since its introduction in 1972 up to 2004 when the government phased it out.

The reason for phasing it out was to avoid placing students prematurely into vocational programmes which might not meet their future career preferences as well as the teaching process of the subject which was thought to unable students to master both vocational and cognitive skills at the end of the teaching and learning cycles, thus rendering them incapable of undertaking self or direct employment in the formal and informal sectors (Young, 2011).


The educational stakeholders in Kaduna State raise a lot of concern about the failing performance of public secondary school students when compared with their counterpart in private schools (El-Rufa‟i, 2016).

Despite the fact that, the scheme of work and curriculum for secondary schools are the same all over the country, it seems to be commonly believed that Public secondary school students are handicapped academically.

However, Oke (1992), Adeyemi (1998), and Onipele (2005) stated that, “private secondary schools‟ students performed higher than students of public secondary schools”.

Also Abari and Odunayo, (2012) stated that, „in terms of infrastructural facilities and academic achievement private secondary schools are ahead of public schools.

In spite of proclaims of inducing more facilities to public secondary schools by Kaduna state government, it has been considered by people that, private secondary school students are 6 better over public secondary school in their final senior secondary certificate examination (SSCE) result. 


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