Challenges in the Teaching and Learning of Agricultural Science in Selected Public Senior High Schools in the Cape Coast Metropolis

Darko, Ransford Opoku; Offei-Ansah, Christina; Yuan, Shouqi; LIU, Jun-ping

doi:10.12735/as.v3i1p13

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Among the responses given include; it is the most effective method to use to teach given that it helps the teacher to have ample time with students, it helps to offload the heavy agricultural syllabus, and it is the cheapest way in terms of resources and time. The findings are in line with Darko et al (2015), who established that the lecture teaching method is the oldest teaching method in agricultural science and the most effective, cheapest and easiest.…”

Section: Various Teaching Methodologies Used By Teacherssupporting

confidence: 88%

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

Shabani

Shiundu

Mutsotso

2023

East Afr. j. educ. stud.

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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.

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Section: Various Teaching Methodologies Used By Teacherssupporting

confidence: 88%

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

Shabani

Shiundu

Mutsotso

2023

East Afr. j. educ. stud.

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“…A recent study conducted by Darko et al (2015) revealed among Seraphine et al 3 others that frequent use of lecture method in teaching, inadequate teaching and learning materials and their availability, and difficulty in planning field trips were the challenges to effective teaching and learning of Agricultural Science in the Senior High Schools. Muchena (2013) observes that agriculture subject involves a variety of tools which are categorized as livestock tools, workshop tools farm tools and farm machinery.…”

Section: Literature Reviewmentioning

confidence: 99%

Influence of instructional resources in learning agriculture in secondary school on employment creation in Vihiga County, Kenya

Aholi¹,

Konyango²,

Kibett³

2018

Int. J. Educ. Admin. Pol. Stud.

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The purpose of this study was to determine the influence of instructional resources in learning agriculture in secondary school on employment creation in Vihiga County, Kenya. The study was conducted in Emuhaya Constituency, and it adopted qualitative research design using descriptive survey method. The target population was the youth who learnt agriculture in secondary schools. The study purposively sampled 150 youth out of total population of 2,736 youth who sat for Kenya Certificate of Secondary Education (KCSE) in Emuhaya Constituency between 2010 to 2012. Data were collected using structured questionnaire. The instrument was validated by Academic experts from the Department of Agricultural Education and Extension. The instrument had Cronbach's Alpha reliability coefficient of 0.814. The data was analyzed using the Statistical Package for Social Sciences, version 20, based on the objectives and research questions. The relationship between the secondary school Instructional resources and employment creation was tested using Pearson Correlation. Frequency tables and percentages summarized the results. The study established that teaching agriculture in secondary school using agricultural instructional resources was positively related to employment creation for out of school youth in Emuhaya Constituency of Vihiga County. The study recommended formulation of policies that promote harmonization between teaching agriculture and employment creation. It recommended youth to take up agricultural activities for employment, and recommended replication of similar studies in other levels of education such as primary and university.

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Scientific human resource for national development in Ghana: Issues and challenges

Tetteh¹,

Akon-Yamga²,

Jumpah³

et al. 2019

African Journal of Science, Technology, Innovation and Developm

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Challenges in the Teaching and Learning of Agricultural Science in Selected Public Senior High Schools in the Cape Coast Metropolis

Cited by 3 publications

References 2 publications

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

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

Influence of instructional resources in learning agriculture in secondary school on employment creation in Vihiga County, Kenya

Scientific human resource for national development in Ghana: Issues and challenges

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