Agricultural Science Teachers Research Articles

Impact of school gardens on secondary schools' agricultural science education in east Berbice Corentyne, Guyana

This study aimed to investigate gender disparities among Agricultural Science teachers in Region 6, East Berbice Corentyne, Guyana, focusing on their perceptions of school gardens and their influence on the pedagogy of agricultural science in secondary schools. Data were collected via electronic questionnaires from 30 teachers across 17 secondary schools to examine the integration of school gardens and their impact on teaching agricultural science. The results revealed that students participating in school gardening activities showed a greater propensity towards considering agriculture as a potential career and demonstrated an enhanced understanding of its practical aspects. Furthermore, incorporating school gardens facilitated interdisciplinary learning, bridging agricultural science with subjects such as social studies, language arts, and mathematics. This interdisciplinary approach promoted a deeper understanding of real-world applications across various disciplines. The findings emphasised the significance of creating conducive learning environments to support effective agricultural science instruction. Providing teachers and students with comfortable teaching and learning spaces fosters engagement and enhances pedagogical efficacy. This study contributes to the expanding body of literature advocating for integrating school gardens into educational curricula, particularly in agricultural science instruction. By recognising the multifaceted benefits of school gardens, educators and policymakers can better support the development of holistic and engaging learning experiences for secondary school students.

Evaluating Climate Change Knowledge, Attitudes, and Behaviors (KAB) in Agricultural Sciences and Technologies Education

The aim of this study is to determine the levels of knowledge, attitudes, and behaviors (KAB) regarding climate change among undergraduate and postgraduate students enrolled into the Agricultural Sciences and Technologies in Niğde province. The research involved 200 students at both undergraduate and postgraduate levels, encompassing Turkish and English speakers. Research data were obtained through a personal information form designed to assess students' knowledge levels, behaviors, and attitudes toward climate change. The survey consists of four sections measuring students' demographic characteristics, behavioral traits related to climate change, attitudes toward climate change, and knowledge about the subject. Descriptive statistics, including percentages for categorical variables and mean ± standard deviation for continuous variables, were used in data analysis to transparently illustrate the distribution of background variables such as age, gender, and education. Focusing on knowledge about climate change, 66% of students indicated that they attribute climate change to human activities. It was observed that students' awareness of environmental issues, specifically recycling, is at a rate of 22.5%. In conclusion, when examining the knowledge, attitudes, and behaviors of students are studied Agricultural Sciences and Technologies regarding climate change, the study highlights the need for more effective education and awareness programs on environmental issues.

Assessing Attitudes Impacting the Utilization of Instructional Materials by Agricultural Science Teachers in Gombe State Secondary Schools

Assessing Attitudes Impacting the Utilization of Instructional Materials by Agricultural Science Teachers in Gombe State Secondary Schools

Assessment of Factors Militating Against Agricultural Science Practical in Secondary Schools in Kwara State, Nigeria

This study assessed the factors militating against agricultural science practical in secondary schools in Kwara State, Nigeria. A descriptive survey research design was used, and a sample of 478 agricultural science teachers was selected using multistage sampling techniques. Five research questions were raised and answered while five null hypotheses were formulated and tested at 5% level of significance. Data was collected through a self-developed questionnaire and analysed using frequency count, percentage, mean, and Pearson-Product Moment Correlation. The findings revealed that insufficient human resources, negative attitudes of learners, limited time, financial resources, and inadequate infrastructure were significant challenges impeding the successful implementation of agricultural science practical in secondary schools. The study recommends among others that government should prioritize the recruitment of qualified and experienced agricultural science teachers to teach agricultural science practical in secondary schools.

Students’ Attitude towards Agricultural Science in the Hinterland Regions of Guyana

This research investigates the attitudes of students towards Agricultural Science in the Hinterland Regions of Guyana, aiming to grasp their perspectives and aid educators in crafting dynamic lessons to instill a positive perception of the subject. It serves as a valuable resource for policymakers and curriculum developers, shedding light on the subject's importance and effective engagement strategies. Additionally, it delves into the correlation between gender and students' viewpoints on learning Agricultural Science.
 Utilizing a questionnaire, data was gathered from 100 students and subjected to thorough analysis employing descriptive and inferential statistics to address multiple research inquiries. While the results did not reveal a significant relationship between gender and students' attitudes, variations in mean scores across gender groups were observed.
 The implications of this study underscore the necessity of dispelling misconceptions surrounding Agricultural Science and integrating hands-on activities to bolster student involvement. Furthermore, the findings offer insights for creating incentives like scholarships and informing the Ministry of Agriculture's needs assessment report. Collaborative endeavors among educators and stakeholders are essential for enriching the caliber and allure of Agricultural Science education, ultimately nurturing a proficient and well-informed workforce within the agricultural sector.

Adoption of Indigenous Language (Igbo) In Teaching of Agricultural Science at the Primary School: A Panacea for Food Insecurity

This Study was carried out with the aim of ascertaining whether the adoption of indigenous language (Igbo) in teaching of Agricultural science at the primary school could help in solving food insecurity. The study adopted the descriptive survey research design. Three research questions guided the study. The population of the study comprised 350 agricultural science teachers. The sample for the study was 210, comprised 52 teachers and 158 pupils in the public primary schools in Abakaliki Education Zone of Ebonyi State. The research instrument used for the data collection was questionnaire developed by the researchers and validated by three experts. The reliability of the instrument was established using Pearson product moment correlation. The reliability coefficient of the instrument was found to be 0.79 which was considered highly reliable. The data analysis was done using mean (x̄) and standard deviation. The results of the study showed that adoption of indigenous language (Igbo) in teaching of food crop production, farm animal production and maintenance of farm tools and equipment will help in solving food insecurity in the state. Based on these findings relevant recommendations and suggestions were made.

Management of Agricultural Education Teachers as a Correlate for Students’ Learning Outcome in Ekiti State Secondary Schools

This study examined the management of agricultural education teachers as a correlate for students’ learning outcome in Ekiti State secondary schools. The study specifically investigated Teachers’ Management Characteristics and Agricultural Science students’ learning outcome in Ekiti State secondary schools. The study also examined the relationship between Agricultural Science teachers’ management characteristics and students’ learning outcome in secondary schools in Ekiti State. It equally investigated students’ interest in studying Agricultural Science in Ekiti State secondary schools and determined the relationship between the secondary school location and students’ learning outcome. The study adopted the descriptive research design of the survey type. The population of the study comprised all the 607 teachers of agricultural science and 41,478 senior secondary school students of Agricultural Science in the 203 public secondary schools in Ekiti State. The sample for this study was 576 respondents, comprising Ninety-Six (96) Agricultural Science teachers and Four Hundred and Eighty (480) Agricultural Science students from twenty-four (24) secondary schools in Ekiti State. Multi stage procedure which involved purposive, simple random and stratified sampling techniques was used to select the sample for the study. Two set of instruments tagged “Teachers’ Management Characteristics Questionnaire (TMCQ)” and “Proforma on Students’ Learning Outcome (PSLO)” were used for the study. The three instruments were validated by experts. TMCQ had a reliability coefficient of 0.85. The data were analysed using descriptive and inferential statistics. The descriptive statistics of Frequency Counts, Percentages, Mean and Standard Deviation were used to answer the research questions while the inferential statistics involving Pearson Product Moment were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that the predominant management characteristics of Agricultural Science teachers in Ekiti State secondary schools were qualifications, teaching experience, teaching methods, gender, marital status and age. The study showed that the level of students’ learning outcome in Agricultural Science as well as students’ interest in studying Agricultural Science in Ekiti State secondary schools were moderate. Also, it was found that there was significant relationship between Agricultural Science teachers’ management characteristics and students’ learning outcome in Ekiti State secondary schools. Based on the findings of this study, it was concluded that management characteristics of Agricultural Science teachers were important factors that influenced students’ learning outcome in Agricultural Science in Ekiti State secondary schools. Teachers’ qualifications were the best predictor of students’ learning outcome in Agricultural Science in Ekiti State secondary schools among others. Qualified and experienced teachers should be employed to teach Agricultural Science at both junior and senior secondary schools levels. The veteran and experienced teachers should serve as mentor for the beginning teachers so as to ensure expected students’ learning outcome is achieved.

EFFECTS OF MULTIMEDIA APPLICATION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE

The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students’ Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman's test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching. Keywords: academic achievement, mixed method design, multimedia, agricultural science, teaching and learning

Views of agricultural science teachers on in-service training needs in the Zambezi region, Namibia

In-service teacher training programs offer opportunities for teachers in both public and private schools to enhance their professional skills, particularly in the areas of required teaching skills, supplementary subject content knowledge, and teaching pedagogy. The lack of availability of in-service teacher training programs for teachers within the education system has undesirable consequences, particularly regarding the delivery of quality education to learners in public and private schools in the Zambezi region, Namibia. This paper discusses the perspectives of Agricultural science teachers on the need for in-service teacher training. To achieve the objectives of this paper, crucial data were collected from Agricultural science teachers in the Zambezi region through face-to-face interviews. Twelve Agricultural science teachers (comprising six from urban schools and six from semi-urban schools) were interviewed using face-to-face interview guides. The study revealed that the in-service teacher training programs attended by Agricultural science teachers were relevant to their teaching roles. Furthermore, the study emphasized that to maintain the relevance of in-service teacher training programs, components such as practical activities, projects, investigations, and subject content knowledge should be the focus, in order to continually enhance the capacities of Agricultural science teachers. The study recommends that the regional education directorate in the Zambezi region establish a policy for continuous in-service teacher training programs, including them in their annual financial plan, to improve teacher performance in the region. Lastly, to ensure the success of in-service teacher training programs, they should be conducted on an ongoing basis.

Examination Malpractice as Determinant for Poor Academic Performance of Students in Agricultural science in Ife Central Local Government, Osun State

This paper investigates examination malpractice as one of the determinants of poor performance in agricultural science among students in secondary schools in Ile – Ife. This will help in identifying the major factors responsible for this, and how to improve the students’ performance in agricultural science so as to build students in developing more interest in the subject for better agricultural productivity at all levels. The descriptive research survey type was used. The population is made of all senior secondary school students offering agricultural science and agricultural science teachers of selected schools in Ife central local government. Two hundred secondary school students were selected. Fourty students were randomly selected from each of the five schools from the local government. Also, two agricultural science teachers were selected each from the five schools in the local government. Data were analyzed using frequency counts and percentages. Findings revealed that there were examination malpractices among students in Agricultural science. Poor performance of students in agricultural science as a result of examination malpractice reduces the interest of young secondary school leavers especially youths in the area of agriculture.

The effectiveness of virtual CASE institute professional development: A participant perspective

The Curriculum for Agricultural Science Education (CASE) utilized, for the first time, a virtual method of delivery to train and certify teachers across the country in the summer of 2021. This study was created to research the effectiveness of the virtual CASE professional development (PD) sessions, determine the usefulness of the CASE Institute technology and virtual format, and determine the effectiveness of Lead Teacher facilitators on participant learning. Six features of effective professional development were utilized as the framework to guide the study. A descriptive survey was conducted among the participants who were certified in a virtual CASE course in the summer of 2021. From this survey, researchers were able to conclude that the participants found the PD effective because they were confident in the material learned and felt prepared to implement the material into the classroom. The participants highly remarked on the usefulness of the technology and materials and the effectiveness of the Lead Teachers. From the findings of this study, a list of recommendations has been collected for further research and practice in the use of virtual PD for CASE and other education programs. It is recommended for future virtual professional development events for the facilitator to be very intentional about promoting a community of practice among participants and facilitating peer-to-peer interaction.

Gardening education in early childhood: Important factors supporting the success of implementing it


 
 
 Preparing children to become the Rabbani, or godly, generation is the parents’ choice when educating their children. In Indonesia, children are seen as an investment in the nation, state and religion as they will become the generation to change civilisation for the better. Through gardening education in nursery school, it is hoped that children’s monotheism and cognitive, psychomotor and affective development will be achieved. This article offers a service-learning program, developed with the aid of agricultural science and early childhood university education, and partnered with a large social charity, Muhammadiyah. Methods used in this program are group discussion forums, gardening education for class teachers and class action by students in the class. The program involves 60 students aged six at a nursery school, Aisyiyah Bustanul Athfal, in East Java Province, Indonesia.
 This program is important as it involves measurable assessment of the educational model, learning tool requirements, methods of delivery and evaluation of activities. The program and results shared here demonstrate that gardening education can be accomplished at the nursery school level. Gardening tools are needed, but can be modified to suit this age group. Gardening education for these young children is conducted in accordance with pre-prepared lesson plans. Multilevel learning methods, ranging from reading books, telling stories and watching documentaries to practising and reflecting on gardening activities, are part of the success of this type of gardening education. School support for the implementation of this program markedly determined its success.
 
 

English

The lack of resource and the marginalization of the place of agricultural science in the general curricula in pre-university education in Ghana are identified as the key constraints in the study of the subject. The purpose of this study was to ascertain students’ perceived effectiveness of the teaching and learning of agricultural science in colleges of education in Hohoe Municipality. A simple random sampling was used to select 120 level 100 and 200 students for the study. The data collected was analyzed and outcomes presented in the forms of descriptive statistics.  The majority of respondents disagreed that administrators' support for successful teaching and learning of agricultural science was satisfactory, according to the study's principal findings. However, the respondents were divided on the effectiveness of the methods tutors use in teaching of agricultural science. They said, the lecture and discussion methods are frequently and effectively used. The respondents also concurred that the instructors' methods and approaches for persuading students to study agriculture were very successful. Additionally, it was noted that there was a significant relationship (p-value 0.10) between male and female students, constraints on teaching agriculture, and tutor effectiveness. The study concluded that, agricultural science tutors though had the requisite skills and motivation to teach, the absence of resource materials and incentives among others however, serves as a de-motivator to tutors. It also recommended tutors should also use other methods of teaching such as demonstration, field trips, exhibition, and activities to make lessons more interesting for students. Key words: Perceived effectiveness, teaching and learning, agricultural science, colleges of education, Ghana.

Black doctoral women’s socialization experiences in agricultural science and education departments

PurposeThe purpose of this study is to examine how intersecting oppressed identities shape the socialization experiences of Black women doctoral candidates in agricultural disciplines at historically white institutions. This paper addresses a gap in literature examining the experiences of Black women within the context of higher agricultural sciences education.Design/methodology/approachThis study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant.FindingsThree themes regarding participants’ socialization experiences were identified. Themes are presented according to its site of socialization: lack of trust in advising relationships, departmental belonging and negative interactions with department faculty and isolation and exclusion at conferences.Originality/valueThis study adds to the small body of research on Black women in higher agricultural sciences education. Further, this study contributes to the larger body of socialization research and the minimal research on socialization for marginalized populations in higher agricultural sciences education.

Appraising Effective Utilization of Instructional Materials for Teaching and Learning of Agricultural Science in Senior Secondary Schools in Gombe State, Nigeria

The purpose of this study was to appraise the effective utilization of instructional materials for teaching and learning of Agricultural Science in senior secondary schools in Gombe State, Nigeria. The study which was descriptive survey research was conducted in Gombe State and was guided by three research questions and three null hypotheses. The population of the study was 406 respondents involving 184 agricultural science teachers and 222 school administrators from the 74 senior secondary schools in Gombe State. The sample size of the study was 196 respondents determined using Krejcie and Morgan (1970) sample size table. A structured questionnaire was used for data collection. 0.84 reliability index was obtained from the trial test of QEUIMTLASSSS using Cronbach Alpha. Data collected for the study was analyzed using Mean statistics and t-test. Findings of the study revealed among others that Out of the 26 items listed, only 16 items namely: school farm, watering cans, plant lifters, planting hoes, etc. were functional for teaching and learning of Agricultural Science in secondary schools in Gombe State; while Instructional materials such as school farm, watering cans, plant lifters, and shovels were highly utilized for teaching and learning of Agricultural Science in Secondary Schools in Gombe State. It was recommended, Secondary Schools' administrators in Gombe State should reward teachers who form good habit of maintaining available instructional materials in the school; Ministry of Education in Gombe State should increase supervision of lessons and review teachers' workload in order for teacher to be able to examine their students' academic progress and performance as the use of instructional materials have significant effect on the students' academic performance.

Research on the construction path of new agricultural science in Xinjiang based on the high-quality development of higher education

In the context of high-quality development of education, vigorously promoting the construction of new agricultural science is the need to serve the national strategy and rural revitalization, and is an inevitable choice for the development of agriculture-related colleges and universities. Exploring a new path of agricultural science construction that is in line with both national policies and local socio-economic development, and cultivating high-quality agricultural talents is a realistic problem that needs to be solved at present. This paper adopts inductive method through interviews with experts from agriculture-related colleges and universities, research institutes, industry enterprises and government authorities, and expert discussion sessions, and proposes that the construction of new agricultural science in Xinjiang needs to adopt such paths as innovative talent cultivation system, innovative talent practice platform, innovative curriculum system, innovative teacher team construction, innovative research platform for rural revitalization, and support for the construction of Xinjiang New Agricultural Science Education Union to achieve high-quality talent cultivation and enhance the ability to serve rural revitalization. This study tries to propose a new construction path for the construction of Xinjiang agricultural science, explore a new track for agriculture-related colleges and universities to serve the needs of rural strategy and shape a new development momentum.

A Social Insecurity as Predictor: Dynamics of Senior Secondary School Students Achievements in Agricultural Science in Ekiti State

This study sought to establish whether perceived insecurity of the school environment can predict the achievement of senior high school students in Agricultural Science in Ekiti State. It also sought to find out whether gender has any influence on perceived insecurity of school environment as a predictor of achievement in senior secondary school students in Agricultural Science Education. There are two research questions and null hypotheses which were formulated to serve as a guide to the study. The findings of this study showed that the Perceived Precariousness of the school surrounding significantly predicts senior secondary school students' achievement in agricultural science education while gender does not significantly influence the achievement of students in agricultural science in a perceived precariousness situation. The conclusion of the study was that secondary school students should be educated on the importance of perceived Precariousness in the school community as a predictor of their achievement in agricultural science education. It was recommended that strong awareness or orientation should be given to students on the significance of perceived Precariousness in the school community as a predictor of achievement in agricultural science.

Adoption of Indigenous Language (Igbo) In Teaching of Agricultural Science at the Primary School: A Panacea for Food Insecurity

Adoption of Indigenous Language (Igbo) In Teaching of Agricultural Science at the Primary School: A Panacea for Food Insecurity

Teachers’ Perceptions and Practices of Inquiry-Based Teaching and Learning Using CASE Curriculum

Curriculum for Agricultural Science Education (CASE) was first offered in 2007 with two foundational courses built on inquiry-based learning. Ten courses are now offered, each requiring intensive training and teacher development for effective use. Guided by National Science Education standards and a constructivist learning theory framework, the study used online survey research methods to explore teachers’ perceptions of and practices associated with inquiry-based teaching and learning when using CASE curriculum. A survey link was distributed in September 2018 to teachers certified in an introductory CASE course (Agriculture, Food, and Natural Resources) and a higher-level, more inquiry-based CASE course (Food Science and Safety) for comparison. The online questionnaire was completed by 392 participants for a usable response rate of 32%. Major findings in the study included (1) participants in both groups have an understanding of open inquiry but struggled in identifying structured and guided inquiry; (2) participants over-estimated the amount of open inquiry in the curriculum; and (3) participants showed mixed interpretations of inquiry-based and problem-based instruction among both groups. Participant ratings of the CASE curriculum were generally favorable, although results showed that teachers frequently remove or skip lessons and teach courses in a semester or quarter format, contrary to CASE recommendations. Findings are discussed in the context of improved training and other recommendations to help teachers use the curriculum in its intended manner and to get the most benefit from its use.

Effectiveness of Demonstration-Brainstorming on Student’s Performance in Agricultural Science

This study examined the comparative effects of demonstration and brainstorming methods on students’ performance in agricultural science in Zamfara State, Nigeria. Pre-test post-test quasi experimental design was adopted for the study. The population of the study consisted of 12770 SSII agricultural science students during 2017/2018 academic session in Zamfara State. A sample of 80 students (40 males and 40 females) was used as an intact class. Data was collected using a multiple-choice test consisting of 30-items developed by the researchers. Data collected was analysed using descriptive statistics in form of mean and standard deviation while the null hypotheses were tested using t-test analysis. The study results indicated that, there is no significant difference in the academic performance of male and female agricultural science students using demonstration method. But male students performed significantly better than their female counterparts in brainstorming method. Yet, both groups of the students significantly did better in demonstration method than in brainstorming method. The study recommends among others that, agricultural science teachers should always make use of demonstration in teaching agricultural science while governments through ministries of education should provide schools with necessary facilities needed for effective demonstration.