Secondary School Agriculture Research Articles

Exploring the Influence of School Climate on Teaching and Learning of Agriculture at Senior Secondary Schools in Eswatini

School climate is the quality and character of school life reflected in its norms, goals, values, interpersonal relationships, teaching and learning practices and organizational structures. No study has been conducted to assess the school climate that exists in Eswatini schools. Thus, this study sought to assess the school climate that exists in senior secondary schools influencing the teaching and learning of agriculture in Eswatini. The study utilized a qualitative research approach employing a phenomenological research design. Purposive sampling was used to sample 25 agriculture teachers in Eswatini. An interview guide was used to collect data in February 2024. Trustworthiness was ensured by addressing issues related to credibility, transferability, dependability and confirmability. Thematic analysis was used to analyse the qualitative data. The study concluded that the climate in Eswatini schools does not fully support the teaching and learning of agriculture. The study therefore, recommended a review of the school policies set by the Ministry of Education and Training; in order to create a conducive school climate that supports the teaching and learning of agriculture in senior secondary schools in Eswatini. The study revealed strategies that can be used to improve the school climate in senior secondary schools needed for the teaching and learning of agriculture in Eswatini. Keywords: Agriculture Student, Agriculture Teacher, School Climate, Teaching, Learning.

Influence of Institutional Factors on the Integration of Practical Skills in Teaching and Learning Agriculture in Secondary Schools in Matayos Sub-County, Busia County, Kenya

Agriculture plays an important role in the economy of any nation as it is the background on which most of the activities emanate from. Throughout history, agriculture has had a significant impact on civilization, serving as one of its primary drivers. The purpose of the study was to investigate selected factors influencing the integration of practical skills in the teaching and learning of agriculture in secondary Schools in Matayos Sub-County, Busia County, Kenya. The study was guided by one main objective namely; to determine the influence of institutional-related factors on integration of practical skills in teaching and learning of agriculture in secondary schools. The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data was collected using questionnaire, interview schedules and observation. The target population for the study consisted of 23 principals, 23 agriculture instructors, 1,591 form three and four agriculture students, and one quality assurance officer in secondary schools in Matayos Sub-County, Busia County, Kenya. The study sampled a total of 367 respondents which comprised of 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through random and 1 quality assurance and standard officer. Quantitative data was cleaned and analyzed using SPSS version 26 and data presented using tables and charts. Qualitative data was coded and themes identified then presented alongside quantitative data. The study revealed that institutional related factors like availability of resources, administration support and collaboration with other stakeholders influenced integration of practical skills. The study concluded that schools faced various challenges which hampered integration of practical skills in teaching and learning of agriculture in secondary school in Busia Sub-County, Kenya. The study recommends that teachers be provided with regular professional development courses to enhance their teaching methodology. Additionally, adequate resources should be allocated for practical purposes in teaching and learning of agriculture.

Influence of Students’ Participation in Young Farmers’ Club on Performance in Agriculture in Secondary Schools in Suba Sub-County, Kenya

Agriculture is one of the most important sectors for economic growth in Kenya. Setting up of young farmers’ club (YFC) in secondary schools is one way of attracting young people in agriculture as well as developing their production skills. Inadequate participation in young farmers’ club may lead to poor performance in agriculture and negative attitude towards the subject by secondary school students.The aim of this study was to determine the influence of students’ participation in young farmers’ club on performance in agriculture subject in secondary schools in Suba Sub-County. A cross-sectional survey research design was employed in the study which targeted 628 Form Three agriculture students in public secondary schools in Suba Sub-County. Data was collected from an accessible population of 286 Form Three Young Farmers’ Club members in 37 public secondary schools in Suba Sub-County. Stratified random sampling was used to get the study sample of 126 respondents. Data was collected using semi-structured questionnaires. Experts from the field of Agricultural Education and Extension of Egerton University assessed the instrument to ensure validity. Reliability was estimated through a pilot testing of 30 agriculture students in five secondary schools in neighbouring Nyatike Sub-County. The reliability was estimated using Cronbach alpha co-efficient where a co-efficient of 0.817 was computed and taken as satisfactory. Data was arranged,coded and analyzed using SPSS version 25. The study findings revealed that students’ performance in agriculture subject is significantly enhanced by participation in Young Farmers’ Club. This study recommends that students’ participation in Young Farmers’ Club activities should be encouraged in all secondary schools as a way of augmenting the students’ performance in agriculture subject. This can be done by availing adequate time for YFC’s activities. In addition, students in YFCs should be accorded with the required facilities in order to make their participation worthwhile.

Factors Affecting the Teaching and Learning of Agriculture in Secondary Schools in Bushenyi District Bitooma Sub-County

The teaching and learning of agriculture in secondary schools have faced challenges over the years, leading to a decline in student interest and performance. Despite its relevance in everyday life, the subject struggles to captivate students and has witnessed diminishing participation in national examinations. This study delves into the factors affecting the teaching and learning of agriculture in Bitooma-Kyamuhunga Sub-County, Bushenyi District, focusing on the period from 2007 to 2010. Previous research highlights various challenges, including teacher qualifications, instructional materials, traditional biases, and government support. Teachers' interaction with students, availability of textbooks, and societal perceptions significantly impact the effectiveness of agriculture education. A cross-sectional survey combining qualitative and quantitative methods was conducted in five secondary schools. Data was collected from head teachers, agriculture teachers, and students from different classes through questionnaires, interviews, and observations. Findings revealed a lack of instructional materials, with only a fraction of students having access to essential resources like textbooks. Additionally, teacher qualifications varied, with only half possessing formal qualifications in agriculture. Traditional biases and parental attitudes further deterred student interest, contributing to the subject's poor performance. The study underscores the need for more qualified agriculture teachers, adequate instructional materials, and government support to improve the teaching and learning of agriculture. Recommendations include enhanced teacher training, provision of resources, and efforts to change societal perceptions towards agriculture. Addressing the identified challenges can revitalize agriculture education, fostering student interest and improving academic performance. Collaboration between stakeholders, including educators, policymakers, and communities, is crucial in overcoming these obstacles and promoting agricultural literacy among students. Keywords: Learning, Agriculture, Secondary Schools, Students

Teacher-Related Factors and their Influence on the Integration of Practical Skills in Teaching and Learning of Agriculture in Secondary Schools in Busia County, Kenya

The purpose of the study was to determine the teacher-related factors and their influence on the integration of practical skills in teaching and learning agriculture in secondary schools in Busia County, Kenya. The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data were collected using questionnaires, interview schedules and observation. The study sampled a total of 367 respondents, which comprised 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through simple random sampling and 1 quality assurance and standard officer. Data was analyzed descriptively and presented using tables and charts. The study revealed that teacher-related factors influence the integration of practical skills. The factors include various teaching methodologies, teacher competencies, and teacher qualifications. However, the teaching methodology deployed by teachers does not favour the integration of practical skills, as most teachers prefer the lecture method. The schools however faced various challenges which hampered the integration of practical skills in teaching and learning of agriculture in secondary school in Busia County, Kenya. The study therefore recommends that the agriculture curriculum in Kenya should be aligned with the national agricultural policy and strategy to ensure that students are exposed to the latest developments and trends in the field and other career-related areas after their secondary school education; Teachers be provided with regular professional development courses to enhance their teaching methodology and enough resources be allocated for practical purposes in teaching and learning of agriculture.

Agriculture Teachers’ Perceptions on the Inclusion of Indigenous Technical Knowledge in Secondary School Agriculture Curriculum, Nakuru County, Kenya

Agriculture Teachers’ Perceptions on the Inclusion of Indigenous Technical Knowledge in Secondary School Agriculture Curriculum, Nakuru County, Kenya

Contribution of Classroom Climate to the Teaching of Agriculture at Senior Secondary Schools in Eswatini

The impact of classroom climate on students and staff can be either beneficial or a barrier to the teaching and learning process. Unfortunately, there is no study that has been conducted on the contribution of classroom climate to the teaching of high school agriculture students in Eswatini. Therefore, the study sought to find out the contribution of classroom climate to the teaching of agriculture in senior secondary schools in Eswatini. An exploratory research design was used in the study. A total of sixteen schools were randomly selected; and one agriculture class was picked for an observation for the contribution of classroom climate to the teaching of agriculture. After the observation, an interview was conducted with the classroom teacher to complement and explain some of the observation. The observation schedule and interview protocol were peer reviewed to address issues of trustworthiness. Data were collected in February 2019. Findings revealed that the four variables: presage, context, process and products were contributing to the classroom climate; thus enhancing the teaching of agriculture. Therefore, the study recommended that agriculture must be taught by teachers who have received training on the subject matter and have the technical skill in solving problems.

The Study Abroad Experiences of Secondary Agriculture, Food and Natural Resources Students

The purpose of this research was to explore the study abroad experiences of secondary school Agriculture, Food, and Natural Resources (AFNR) students as they relate to career determination, self-awareness, cultural awareness, and global competence. There were two distinct samples from which data were collected: (a) students who participated in a secondary school study abroad experience and (b) a comparison group of undergraduate students at [University] enrolled in AFNR Education without secondary school AFNR study abroad experience. Both groups were given a survey measuring number of countries visited, career determination, self-awareness, cultural awareness, global competence, and demographics. Results illuminate several trends worthy of further consideration, including AFNR travelers reported higher levels of global competency and cultural awareness when juxtaposed to the comparison group. Examining the relationships among variables, cultural awareness and number of countries visited yielded the strongest relationship. None of the correlations were statistically significant; therefore, potential conclusions are limited. From this exploration, encouraging both students and teachers in natural sciences programs to explore opportunities for international study abroad focused on AFNR, especially when programmatic objectives include student development of global competence and cultural awareness, is recommended.

Assessment of Skills Utilization towards Farming by Secondary School Agriculture Graduates in Lilongwe

Assessment of Skills Utilization towards Farming by Secondary School Agriculture Graduates in Lilongwe

Influence of school agricultural farms on academic performance in agriculture in secondary schools

Performance in agriculture in secondary schools countrywide has remained dismal since the year 2016 and it is mainly attributed to poor pedagogical skills and a lack of proper teaching materials and infrastructure. This study, therefore, sought to assess the influence of school agricultural farms on academic performance in agriculture in secondary schools in Hamisi Sub-County, Kenya. The study employed a descriptive survey research design involving census sampling. Data was collected using questionnaires. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) Version 25.0, with Spearman’s rank-order correlation being employed to check for multicollinearity among study variables. The study established that, to a large extent, school agricultural farms influence academic performance in agriculture. The study recommends that efforts be made by all relevant players to ensure that secondary schools offering agriculture have access to functional farms for effective instruction. For their part, teacher training institutions should improve their ability to provide teachers with relevant knowledge, skills, and strategies for teaching agriculture, and the Ministry of Education should ensure that schools offering the subject have adequate resources for running their demonstration farms.

TEACHER RELATED FACTORS AND ENROLMENT OF STUDENTS IN AGRICULTURE IN SECONDARY SCHOOLS IN KENYA

Agriculture is one of the optional subjects done in secondary schools in Kenya. This suggests that students enrolment in the subject is influenced by a number of factors. This study aimed to establish teacher related factors influencing enrolment in agriculture in secondary schools in Kakamega North Sub-county, Kakamega County, Kenya. The study which was anchored on Behaviorism learning theory and Connectivism learning theory adopted correlational research design and descriptive survey design. The population for the study consisted of school principals, school career masters, agriculture teachers, form three students and Parents. Purposive and stratified random sampling was used to select twenty (20) schools, twenty (20) Principals, twenty (20) career masters, twenty (20) agriculture teachers, 300 form 3 students and twenty (20) Parents Teachers Association (PTA) members. Data from the respondents was collected using questionnaires and interview schedules, while observing the necessary ethical considerations. Data collected was analyzed using Statistical Packages for Social Sciences (SPSS) for windows version 25. Qualitative data was analyzed thematically and findings presented. The study established that teaching approach (63.6%) was major teacher related factor influencing enrolment of students in agriculture. The Chi-square test of independence [ꭕ2 (36, N=7) = 42.00, p = .007], at p≤0.05 level of precision, indicated that there is a statistically significant relationship between teacher related factors and enrolment of students in agriculture. The study therefore recommended that agriculture teachers should employ right instructional approaches in teaching and learning of agriculture to inspire more students to pursue agriculture related careers.

Comparative Performance of Senior Secondary School Agricultural Science Students in Zaria and Sabon Gari Local Government Areas of Kaduna State, Nigeria

Comparative Performance of Senior Secondary School Agricultural Science Students in Zaria and Sabon Gari Local Government Areas of Kaduna State, Nigeria

Influence of Teaching Experience on Use of Practical Methods among Secondary School Agriculture Teachers in Bureti Sub County, Kenya

Influence of Teaching Experience on Use of Practical Methods among Secondary School Agriculture Teachers in Bureti Sub County, Kenya

Understanding the Perceptions of Secondary School Youth toward Agricultural Careers in Democratic Republic of Congo, Kenya and Nigeria

Youth are critical participants in the modernization of African agriculture but often their perception of farming is negative. A baseline survey of 1264 students from eight secondary schools in Democratic Republic (DR) of Congo, Kenya and Nigeria was conducted to assess their attitudes toward career pathways to agriculture and agribusiness. KoboToolBox was used to collect data online before compilation and inspection for errors in Microsoft Excel and exportation into STATA for analysis. Findings were presented as summary statistics, frequencies and multiple linear regression. A large majority (86%) of the students attended agricultural courses and 54% identified agriculture as having a place in their future, but often not as their highest career ambition. Livestock, field cropping, small animal production, and horticulture were the most viable enterprises for the youngsters. Nearly half (46%) that were averse to agriculture as a career path based their decision upon excessive labor requirements (30%), difficulties in securing land (25%), and low returns to effort (20%). Disparities from a country, area and gender perspective were recorded. Perceptions and career plans among the sexes differed; with females having less experience with machinery, and were more drawn to horticulture and agro-processing. Despite unfavorable attitudes toward agriculture, the study established that youth from these countries recognize that opportunity exists from adopting modern farming methods and commercial agricultural enterprises. The results of this study suggest several avenues for future Start Them Early Program activities intended to strengthen career pathways toward agriculture in African secondary schools. Keywords: Africa, agricultural education, career pathways, Start Them Early Program, youth

The Complexity And Compatibility Of ICT Integration In The Teaching And Learning Of Agriculture In Swaziland

In Swaziland, ICT integration in teaching and learning is at the infancy stage. Learning opportunities provided by the increasing use of technology in classrooms are not being harnessed in secondary schools. The purpose of the study was to describe ICT integration in the teaching and learning of Agriculture in relation to complexity and the compatibility of the ICT tools in Swaziland. Specific objectives were (1) to describe the complexity of ICT tools as perceived by the teachers and (2) to further describe the compatibility of ICT tools in relation to the teachers’ experiences. A descriptive correlational design employing a mixed method approach was used to conduct the study. Data was collected using a Semi-structured interview guide and a survey questionnaire. The population for the study was (N=325) involving all secondary school Agriculture Teachers (N= 312) and key informants who were Agricultural Education Administrators (n=13). The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the study. Descriptive statistics were used to analyse data. With regard to complexity findings revealed that (1) computers make teaching of complex concepts easy, (2) computer use fits well in my curriculum goals, and that (3) learning to use ICT in teaching is a challenge. In overall findings indicated that the ICT tools were less complex to use by the Agriculture Teachers while teaching. The study further revealed that complexities of ICT use by Agriculture teachers were brought about by the age of teachers and the frequent changing of technologies. In relation to compatibility of ICT usage findings revealed that Agriculture Teachers agreed that (1) ICT is quick in meeting information needs, (2) Working with computers make them feel comfortable, (3) ICT use in teaching was very convenient, (4) Agriculture requires more ICT assistance, (5) computers brought positive changes in the schools, and that (6) computer use suits the learners needs. The study further indicated that Agriculture teachers perceived that ICT devices were (7) compatible with existing practices, (8) ICT philosophy was compatible with the subject content, and that (9) ICT integration allows well demonstration of real situations. It is recommended that a policy articulating the need and usage of ICT integration to support teaching and learning be enacted, thus, compelling Internet service providers to extend their bandwidth of Internet to all schools. It is further recommended, that ICT integration pedagogical skills be part of all pre-service and in-service teacher preparatory programmes.

Improving Knowledge Gain in Secondary School Agricultural Education through Supervised Agricultural Experience Programme (SAEP) in Migori County, Kenya

This study focused on determining the influence of SAEP on knowledge gain in secondary school agricultural education among Form Three students in Migori County, Kenya. It zeroed on analysing the differences in knowledge gained in agriculture between two groups, one taking part in SAEP and the other not taking part. It utilised quasi-experimental design, particularly the pre-test and post-test none-equivalent control group design incorporating a sample of 384 forms three agriculture students in Migori County. A test for measuring learning outcomes was used to collect data before and after the programme. Analysis of data was done using SPSS (Version 22). Descriptive statistics were used to present and describe data while inferential statistics were used test hypotheses at α = 0.05. The study established that there was a statistically significant difference in the acquisition of knowledge of specific agriculture content between secondary school agriculture students exposed to SAEP as opposed to the control group.

Teaching secondary school agriculture at the psychomotor domain: a conceptual framework for enhanced skills development for food security

ABSTRACT Purpose: To develop a conceptual framework that can be employed in secondary school agriculture classes on skills development for food security. Design/Methodology/Approach: The conceptual framework was developed from the findings of an earlier study by the authors on the effect of agricultural teaching approaches on skills development for food security. Qualitative data were collected and analysed through descriptive statistics. Findings: Skills development can be enhanced at the psychomotor domain of Bloom’s taxonomy through integration of practical agricultural activities as guided by the conceptual framework. The skills developed at secondary school level can be timely applied for food security and nutrition which can ultimately reduce poverty and boost economic development in any country. Practical implications: The conceptual framework can be used as a guide to developing agricultural skills which can be the drivers of economic development in any country. Such a transition can be an avenue for ultimate achievement in eradicating extreme poverty and hunger by the year 2030. Theoretical Implications: The paper makes a contribution to the growing body of knowledge by highlighting practical learning opportunities that can be incorporated within the psychomotor domain. The hands-on-skills developed are applicable at meeting the four pillars of food security. Originality/value: In the current studies on secondary school agriculture a conceptual framework that incorporates learning at the psychomotor domain of Bloom’s taxonomy is hardly found. When incorporated into the theory, the framework can be a guide to skills development for enhanced food security and nutrition.

Attitude of Students towards Lecture Teaching Methods in Agriculture in Secondary Schools in Mukaa Sub-County of Makueni County, Kenya

Attitude of Students towards Lecture Teaching Methods in Agriculture in Secondary Schools in Mukaa Sub-County of Makueni County, Kenya

The Relationship between Agricultural Teaching Approaches and Food Security in Kenya

The continued food insecurity, despite the teaching of agriculture amidst the novel coronavirus (Covid-19), is a major global concern especially in Africa. There is food shortage in Africa and Kenya in particular despite the teaching of agriculture as a major subject in secondary schools. Many youth who have graduated from Kenyan secondary schools cannot adequately employ the agricultural skills developed during and after school for food security. The teaching approaches employed in secondary school agriculture should be able to develop skills of students on the aspects of food production, its accessibility, food safety, and nutrition as well as production economics. Towards this direction, this paper investigates the relationship between the agricultural teaching approaches employed in secondary schools and food security in Kenya. The study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. The research findings established that the lecture method, class discussions, class projects, problem solving, and tours and field trips were the common methods in agriculture classes. Though recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insignificant relationship between the teaching approaches and food security. There are other factors not in the scope of this study that could be affecting food security and can be tackled at secondary school level. This paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.

Assessment of professional development needs of teachers of agriculture in public secondary schools in Nyamira County

Assessment of professional development needs of teachers of agriculture in public secondary schools in Nyamira County