Availability and utilization of instructional materials for the teaching of agricultural science in secondary schools in Kaduna South and Chikun Local Government Areas of Kaduna State

 

Jiriko R. K^1*, Olorunaiye E.S², Nwafulugo F³ and Omengala A⁴

 

Research Article | Published January 2015

Journal of Educational Research and Reviews, Vol. 3(1), pp. 6-11

 

 

¹Department of Agricultural Technology, Kaduna Polytechnic, Nigeria.

²Department of Agricultural Engineering, Kaduna Polytechnic, Nigeria.

³Department of Chemical Engineering, Kaduna Polytechnic, Nigeria.

⁴Department of Agricultural Engineering, Kaduna Polytechnic, Nigeria.

 

*Corresponding author. Email: rifkatumbe@yahoo.com.

 

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Agriculture remains the bedrock of the Nigerian economy. However, the performance of students in West African Examination Council (WAEC) and National Examination Council (NECO) has been alarming in recent times (agriculture inclusive). Teaching is not complete until knowledge has been successfully transferred which in most cases may not just be tied to teacher effectiveness or teaching skill but the instructional materials used in the learning process. Therefore this study was carried out to determine the instructional materials available in secondary schools for teaching of Agricultural Science, determine the frequency of use of the said materials and the qualification of the teachers. Questionnaires were administered to 100 Agricultural Science teachers in Chikun and Kaduna South Local Government Areas of Kaduna State. The mean equation and descriptive statistics were used to analyze the data. The results showed that the available instructional materials in our secondary schools are chalkboards, charts, pictures, maps, good books in the library, excursions, real objects, rock samples, field tools and apparatus. They had mean values of 2.6 to 4.0. School farm, pH meter, exhibits and models are not easily available in our Secondary Schools (mean value 1.9 to 2.3). The study revealed that chalkboard is very frequently used in teaching of Agricultural Science (mean value 3.9). Charts, exhibits, specimens, pictures, field tools, rock samples and apparatus are used frequently in teaching of agricultural science (mean value 2.4 to 2.8). Field trips, real objects, maps, school farms, library, pH meter are used occasionally in teaching (mean value 2.24 to 2.4). The teachers teaching Agricultural Science in the studied area are qualified (mean 3 to 4). They also have teaching qualification (62%). Most of the teachers (50%) read general agriculture and have been teaching the subject for about 10 years. The schools, government and nongovernmental organizations should help in providing the instructional materials that are lacking.