Perceived Influence Of Practical Agricultural Science On Students Performance In WAEC And NECO

Introduction

1.1 Background to the Study

Agriculture is one of the key sectors of the economy. It provides the basic means of sustenance for individuals and the nation at large. Janneh (2005) described agriculture as the backbone of the economy. Agriculture has been defined as the science and practice of farming. It involves the growing of crops and rearing of animals for human use (Olaitan and Omomia, 2006; Hornby, 2015). The important role that agriculture plays in the economy of nation led to the initiation of the teaching of Agricultural Science in Nigerian secondary schools in 1967.

The secondary school is a stage between the primary and tertiary levels. The importance of secondary education made the Federal Government of Nigeria to state the broad aims of secondary education as preparation for useful living within the society and for higher education (FRN, 2013). The underlining principle here is that secondary schools should be able to provide quality secondary education to all those who can benefit from it. The secondary school curriculum contains subjects that are capable of preparing its recipients to live a useful life in the society and also prepares them for higher education. One of the subjects that help to achieve this objective is Agricultural Science.

The introduction of Agricultural Science into the secondary school curriculum was to enable school leavers appreciate the dignity of labour and teach them to be self-reliant and productive. It was also expected that Nigeria being a basically an agrarian country need informed lower and middle level manpower that could utilize scientific knowledge to improve the quality and quantity of the agricultural output.
Moreover, Agricultural Science given the status of a vocational subject and other subjects like Animal Husbandry and Fisheries Management are part of the elective subjects students can offer at the Senior Secondary School (SSS) levels with the main focus of arousing the interested students to acquire practical agricultural knowledge that is capable of making them selfreliant in near future. (Otekunrin et al. 2019b).

The agricultural sciencepractical is important for giving students the opportunity to get outdoors and experience. It is in line with this that JohnDewey and Jean Piaget advocated a hands-on approach to learning. Piaget believed that involvement is the key to intellectual development. Getting students actively involved in agricultural science practicals not only helps them to understand, but gives them an appreciation of the naturalworld, something that is slipping away in today’s society. Agricultural science practicals are ideal settings for learning.

In the measurement of students’ academic performance in agriculture as a school subject, various tasks are undertaken within the school and outside the school. Within the school, such exercises include, farm practice, assignments, and field work supervised by the agricultural science teacher, teacher made tests, terminal examination etc. Outside the school,external and independent examination bodies have emerged over the years to validate the assessment of student academic performance. The examination bodies include the WAECand National Examination Council (NECO). These examination bodies use standardized tests to measure students in agriculture. Such test items measure student’s performance in all the secondary schools with respect to the stipulated national curriculum

1.2 Statement of the Problem

Agricultural science practical is one of the prerequisites for effective implementation of agricultural science curriculum in secondary schools (Ladele and Agbebaku, 2006). A holistic implementation of agricultural science curriculum in secondary schools is expected to embrace classroom instruction and practical experiences which the students in agriculture are exposed to.

Despite Nigerian government policies and programmes through the education sector, examination records of the West African Examination Council (WAEC) showed that Agricultural Science results are generally poor in Nigeria (WAEC, 2015) and cited by Otekunrin et al. (2017a);

Poor academic achievement of students in Agricultural Science (both in practical and theory sections) leaves many stakeholders in serious concern that a lot of them may not have arousing interest in taking up agriculture oriented courses in the higher institutions of learning in near future. The reality of this is that many youths will not have interest in agriculture as a career and also may serve as a source of discouragement for other students that may want to taking up a career in agriculture or related ones (Otekunrin et al. 2019b).

This may lead to the problem of food insecurity in the country. Agricultural Science as a subject is not complete without the aspect of functional agricultural practical laboratory and availability of a school farm for on-the-farm experience for the students. School farm is a major component of the school and with a vision to bring back unprecedented rebirth in the teaching and learning of agricultural science that is practical oriented and able to complement what the students are been taught in the class room environment. With seasoned and well-trained teachers in this field coupled with the availability of other instructional materials, the students can be encouraged to create interest in the subject which may reflect ultimately in their academic performance in both practical and theoretical aspect of the subject.

1.3 Objectives of the Study

The overall aim of this study is to examine the perceived influence of practical agricultural science on students performance in WAEC and NECO in Jalingo Metropolis, Taraba State Nigeria. Hence, the study will be channeled to the following specific objectives;

• Determine whether there is a significant relationship between agricultural practical and students performance.
• Determine whether agricultural practical enhances students level of comprehension and retention of agricultural science subject in senior secondary schools.
• Determine whether agricultural practical improves students preparedness for WAEC AND NECO examination.
• Determine whether agricultural practical enhances students relatibility with WAEC AND NECO examinations.
• Determine whether there is a significant difference on the performance of students taught using agricultural practical and those taught using the conventional method.

1.4 Research Questions

The following are some of the questions which this study intends to answer:

• Is there is significant relationship between agricultural practical and students performance?
• Does agricultural practical enhances students level of comprehension and retention of agricultural science subject in senior secondary schools?
• Does agricultural practical improves students preparedness for WAEC AND NECO examination?
• Does agricultural practical enhances students relatibility with WAEC AND NECO examinations?
• Is there a significant difference on the performance of students taught using agricultural practical and those taught using the conventional method?

1.5 Research Hypotheses

Ho: There is no significant relationship between agricultural practical and students performance.

Ha: There is a significant relationship between agricultural practical and students performance.

1.6 Significance of the Study

The study would benefit agricultural science teachers, students, curriculum planners,and the government. This would help to improve the effectiveness of agricultural science teachers incarrying out their task. The findings of this work would benefit students when the most appropriate agricultural science practical facilities is established and used by agricultural science teacher, it will improve students’ performance and interest in the subject.The result of this study would also be beneficial to curriculum planners by creating awareness of the importance of using agricultural science practical for effective teaching and learning, so that,such consideration can be made when designing the curriculum and relevant facilities can be indicated. Furthermore, this research study would be of great significance to the governmentat all levels. The work is in line with the Federal governments’ effort to enhance teaching of science syllabus in the country. The work would also create awareness to the government on the importance of establishing standard agricultural science practical facilities for effective teaching and learning of agricultural science in secondary school.

1.7 Scope of the Study

The scope of this study boarders on the perceived influence of practical agricultural science on students performance in WAEC and NECO in Jalingo Metropolis, Taraba State Nigeria. Hence the study will be delimited to some selected secondary schools in Jalingo Metropolis, Taraba State Nigeria.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definition of Terms

Agriculture:

The science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products.

Academic Performance:

How well or badly students do in studies at school.

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

• Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
• Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
• Chapter three deals on the research design and methodology adopted in the study.
• Chapter four concentrate on the data collection and analysis and presentation of finding.
• Chapter five gives summary, conclusion, and recommendations made of the study.