Constraints to Effective Coverage of Neco Agricultural Science Syllabus : Current School News

Constraints to Effective Coverage of Neco Agricultural Science Syllabus in Central Education Zone of Plateau State

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Constraints to Effective Coverage of Neco Agricultural Science Syllabus in Central Education Zone of Plateau State.

Abstract

This research was set out to find out the school-related, teacher-related, students-related constraints to effective coverage of NECO agricultural science syllabus and the strategies to effectively cover the NECO agricultural science syllabus in central education zone of Plateau State.

A survey research design was employed for the study. Four research questions were developed and answered based on the purpose of the study.

Also, four null hypotheses were formulated and tested at the probability of 0.05 level of significance. The population for the study was 294 made up of 46 government agricultural science teachers, 243 senior agricultural science students and 5 secondary school principals in central zone of plateau state.

A structured questionnaire was developed, validated by three experts and used to collect data from the 265 respondents.

The research questions were coded and analyzed in the Statistical Package for Social Scientists (SPSS) version 20 using mean statistic and standard deviation, while t-test statistics was used to test the hypotheses at 0.05 level of significance.

Based on the data analyzed, the following findings were made: (i) Twenty four school-related constraints to effective coverage of NECO agricultural science syllabus were identified.

(ii) Twenty two teacher-related constraints to effective coverage of NECO agricultural science syllabus were identified.

(iii) Fourteen student-related constraints to effective coverage of NECO agricultural science syllabus were identified and

(iv) Thirty six strategies to effective coverage of NECO agricultural science syllabus in central education zone of plateau state were identified.

Based on the findings of the study conclusions were drawn and recommendations made which include; Seminar, workshop and conferences should be organized to educate the stakeholders on how to handle constraints that hinder effective coverage of agricultural science syllabus.

Introduction

1.1 Background of Study

Agriculture is the cultivation of crops and rearing of animals for man and industrial usage. Agriculture is the cultivation of crops, rearing of livestock, processing, storage, distribution, and marketing of agricultural products for man and industrial usage (Ali, 2015).

The agricultural sector has a multiplier effect on any nation’s socio-economic and industrial fabric because of the multifunctional nature of the sector (Ayinde, Muchie and Olatunji 2011).

It has the potential to be the industrial and economic springboard from which the country’s development can take off (Stewart, 2000).

In Africa, agriculture provides a source of employment for more than 60 percent of the population and contributes about 30 percent of the Gross domestic product (Alvaro, Tingju, Katrin, Richard and Claudiu 2009).

In Nigeria, apart from oil which is the current mainstay of her economy in terms of foreign exchange earnings, agriculture contributed 33.69% to Nigeria’s GDP in 2013 and the sector employs around 70% of the workforce (National Bureau of Statistics, 2013).

It is because of the importance of the agricultural sector in Nigeria economic growth and development before and after the discovery of oil that the educational sector made agricultural science a study subject at both the junior and senior secondary schools.

Agricultural science is a broad multidisciplinary field that encompasses the parts of natural, economic and social sciences that are used in the practice and understanding of agriculture.

References

Adegoke, B. A. & Ibode, F. O. (2009). Knowledge of English Language as a predictor of students’ cognitive achievement in senior secondary school mathematics. University of Ibadan, Ibadan Nigeria.

Agwagah, U. N. V. (2009). Instilling problem solving, critical and creative thinking skills into mathematics instructions. Paper presented at a workshop on retraining of junior secondary school teachers on skills of teaching and recordkeeping organized by Ebonyi State University in collaboration with Ebonyi State Universal Basic Education Board held in October, 2009.

Aiyepeku, T. F. (2006). Inspection of schools and colleges: Ibadan: Glod Press.

Ali. C. C. (2014). Utilization of indigenous agricultural knowledge and practices (IAKP) in mitigating and adapting the effects of climate change on crop production in Enugu North Zone. Unpublished MEd. Thesis at the department of vocational teacher education. University of Nigeria, Nsukka.

Allison, D. S. & Ojedapo, D. O. (2011). Time Frame and syllabus completion of senior secondary mathematics in Omoku, Nigeria. Mediteranean Journal of Social Sciences 2 (5) 41 – 47.

Alvaro, C., Tingju Zhu, Katrim, R., Richard, S. J. & Chauda, R. (2009). Economy Wide impact of climate change on Agriculture in Sub-Saharan Africa. International food policy research institute (IFPRI). Discussion Paper 00873:1.

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