Exposure of Senior School Students to Practical Work in Agriculture in Ikwerre and Obio-Akpor Local Government Areas of Rivers State, Nigeria

Abstract

Practical work facilitates the process of acquisition of basic knowledge and practical skills that prepare students for occupation in Agriculture. The West African Examination Council’s policy with respect to Science Subjects stipulates that practical work should form the basis of teaching their syllabus (WAEC Syllabus, 2007-2009). Students are expected to be introduced to several practical sessions. The study assessed the rate of exposure of Senior School Students to Practical Lessons in Agriculture. The population of study comprise all SS3 students in Ikwerre and Obia/Akpor Local Government Areas of Rivers State, Nigeria. The sample comprises 320 male and female SS3 students selected through multistage sampling technique. Data were subjected to descriptive and inferential statistics. The results of data analysis reveal that students were exposed to less than 34% of Agricultural Science Practical lessons prescribed in the WASCE/SSCE Syllabus. The frequency of Crop-related Practical lessons ranked first, followed by Tools and Equipment-related Practical. The frequencies of Soil-related Practical ranked last, implying that it was receiving the least attention. Significant differences observed in the frequencies of practical work were in favour of Schools located in Rural Areas and the Private-owned Senior Schools. It was concluded that Teachers adoption Learner-Centred rather than lecture method in teaching Agricultural Science and ensure that the frequency of students’ exposed to practical lessons in Agriculture be significantly improved. More emphasis should be placed on Soil-related and Field-trip-related Practical work that are currently receiving the least attention while the stakeholders should ensure that the student to teacher ratio drastically reduced so that teachers will have enough time to attend to Practical Agricultural lessons.