TEACHING AND LEARNING PRACTICAL AGRICULTURE IN SENIOR SECONDARY SCHOOLS IN ESAN CENTRAL LOCAL GOVERNMENT AREA, EDO STATE, NIGERIA

Abstract

This study assesses the teaching and learning practical agriculture in senior secondary schools in Esan Central Local Government Area, Edo State, Nigeria. The primary objective was to explore the socio-economic characteristics of the participants, determine students' perceptions towards practical agriculture, and identify challenges faced by both teachers and students. A mixed-method approach, utilizing descriptive statistics and SPSS, was used to analyze data from 60 students and 10 teachers. The results showed a gender imbalance among students (61% female, 39% male), while the gender distribution among teachers was more balanced (60% female, 40% male). Most students (79.6%) were aged 16-18, with 57.6% in SS3, a critical stage for agricultural skill development. The study highlighted challenges such as inadequate teaching tools (mean = 2.900) and insufficient farmland (mean = 2.600), both of which limited effective hands-on learning. While 93.2% of students had a positive perception of practical agriculture, 6.8% showed negative perceptions, likely due to resource constraints and outdated teaching methods. Furthermore, 79.7% of students expressed a positive attitude towards agriculture. Teachers also faced challenges, including stress from insufficient resources (mean = 2.200) and student disengagement. The study underscored the need for improved resources, teacher training, and curriculum reforms to enhance agricultural education in the region.

Keywords: Practical Agriculture, Secondary Education, Teaching Challenges, Student Perception, Educational Resources