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Educational Zone of Imo State University of Nigeria Research Publications NWUGO, Angelina Onyinyechi Author PG/M.ED/S/90/8728 Problems Militating Against the Preparation of Secondary School Students for Agricultural Title Occupations in Owerri Educational Zone of Imo State Education Faculty Faculty Education Department October, 1991 Date Signature FACULTY OF EDUCATION PROBLEW km'PI1ATING AGAINST THE PREPARATION QF SECONDARY SCKOC& STUDENTS FOR ACifEICULTURAL OCCUPATIONS IN OWE- EDUCATIONAL A PHWtCT REPORT SUWITTED TO THE PE;PARTlGNT CF VOCATIONAL EDUCATIGN, IN PARTIALFULFWNT OF THE Rt;UUIRE;IIclENTS FOR THE AVJMD CF MASTERS DEGm IN AGRICULTURAL EDUCATION. NWUGO, ANGELINA ONYIMECHI (MRS) PG/MED/S/ 9O/8728 DEPARTMENT OF VCCATIONAL EDUCATION UNIVERSITY OF NIGEKIA, NSUKKA.. Nwugo, Angelina 0. a post-graduate student in the Department of Vocational Education and with Registration Number ~G/ME~/S/90/8728 has satisfactorily completed the requirements for the degree af Masters in Agricultural Education. The work embodied in this thesis is original and has not been subnitted in part or full for any other diplma or degree of this or any other University, SUPERVISOR. iv. DEDICATION This work is dedicated to my husband and children for their 1w, mozal and finan0is.l support. I wish to express ~y gratitude to all wha contributed In no measurable way to make this work a success. In particular, I must express my profound gratitude and deep appreciatim to my supervisor, Dr. J. N. Ogbazi without whose patience, guidance and personal dedication and commitment, it would have been Wsible for me to bring this project to this stage. My thanks also go to the typist, Mrs. A. C. Onwuka who pains- takingly and diligently typed all the manuscripts. Finally, I an most grateful to my husband for his mature, +mibxdimding, mmal and financial support throughout the whole exercise. TABLE OF CONTENTS i CEXTIFICATION *ma orno 0.0 ii APPROVAL PAGE 0 0 0 0 iii DEDICATION 0 0 0 0 0 0 iv v TABLE OF CONTENTS .. .. .. vi LIST OF TABLES .. 0 0 . .. vii THESIS ABSTRACT ... ... ... viii CHAPTER ONE: IN'PRODIJCTION .. Background of the Study 1 Statement of the Problem 4 Purpose of the Study 4 Significance o< Study 5 Resemch Questions 5 Hypotheses ... ... ... 6 Assumptions of the Study 6 Limitations of the Study 7 Definition of Operational Terms 7 CHAPPER TWO : R13TIEW OF P3LAl1ED LITERATURE 0 Traditional African Education t 1 Development of Western Education hi Xigesia .. 7 2 Development of Vocational Education in Nigeria. 73 Emergence of New Education in Nigeria ... re* 13 Problems of Prepaxing Senior Secondary School Students for Occupations in Agriculture ... 7 5 CHAPTER TWO t The Need for Qualified Agricultural Scienoe Teachers in Senior Secondary School ,. , , l l l 15 Funding of Agirucltural Education in Senior The Agricultural Science Curriculum for Senior Secondary Schools ... ,.. ... ,,. ... 18 Importance of Resources and Infrastruew in the Preparation of Students for Occupations in Agriculture. ... ... .,, ,,. ,@. 19 Vocational Guidance and Agricultural Education. 21 The Place of Co-operative Vocational Education in the Preparation of Senior Secondary SchooL Students for Occupcltione in Agriculture, 2 3 Sample ... ... ... .am .ae me* .a* 26 Procedure for Sampling ... *a. ere a** 2 6 Description of Instrument ... ,. ... 27 Validation of the Instrument. ,., .., ... 28 Reliability of the Instrument . ... ,.. 2 8 Administration of the Instrument ... ... 29 Technique of Data Analysis .. .. 2 9 CHAFE3 M)m: DATA PRESEN!FATION, ANALYSIS, FINDINGS AND DISCUSSION eae earn a*. oea a erne 32 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary of Introduction .. ... ... .. .+. 59 Summary of Procedures Used ... .r* .. a. 59 Summary of Findings ... ... ... ... ... 60 Recommendations ... ... ... .** .go 6 1 Implications of the Study ... 0. a** 62 SUGGESTIONS for Further Research ~CES:0.. .*. ..a boo .*. .a. eee err ow. ere 65 APPESIDICES~ .** 0.. ..* ... **. ... ... ..* ... w.. 70 A List of Sample Schools in Each Local Government Area of the Owerri Educational Zone ... ... ... ... ..a ... B Cover Letter to Agricultural Science Teachers ... ... C Questionnaire for Agricultural Science Teachers ... ... D The6-3-3-~Education-l.lSystemCha;rto ... .a. LIST OF TABLES ~ii. The Location and Population of Secondary Schools and Agricul- tural Science Teachers in Owerri Educational Zone of Imo - State. Summary of Number of Schools and Teachers Initially Sampled Summary of Number of Teachers Finally Used as the Sample. Distribution of Questionnaires and Percentage Return. Problems Militating Against the Preparation of SSS Students for Occupations in Agriculture as Perceived by Agricultural Scienoe Teachers. Presentation of Four (4) Major Problems Militating Against the Preparation of SSS Students for Occupations in Agriculture. Strategies for Improving the Preparation of SSS Students for Occupations in Agriculture as Perceived by Agricultural Science Teachers. Comparism of Mean Responses of Male and Female Respondent~ the Problems Militating Against the Preparation of SSS Students for Occupations in Agriculture. Comparism of Mean Responses of More Experienced and Less Experienced Respondents on Identified Problems Militating Against the Preparation of SSS Students for Occupations in Agriculture. The pwposes ind out the major problems militating agains Students for -upations in agrLuul&ure an kling the problems in the Ovorri Education Two research questions andhull hypotheses were posed, The hypotheses were tested at 0.05 level of si@ifioance, The population smprioelt a total of 318 agricultural science teachers from a total of 110 Secondary Schools that offered agricultural science up to the SSCE level in the gone. The sample mneisted of 200 agricultural -hers from 72 secondary schools rmdomly selected from the 140 in the zone. Using the systematic rsndom sampling technique and questionnaire instrument, the data gathered were analysed using mean and T - test. At the end of the investigation, the following findin- were made: 1. About 88.5 per cent of the identified problems were considered by the agricultural science teachers as critical. 2, Among the identified problems, four were considered major. However the issue of frustration arising from fund release for agricultural projects by most school heads was considered the greatest problem among a majority of the respondents. 3. Majority of the raspondents felt that one of the most effec- tive strategies far tackling the problems was adequate funding of agricultural p:ro jects in secondary (~hoolm. Proper vocational guidance of students before their enrol- ment in Agricultural Science at the SSS level, as well as the recruitment of well qualified, experienced and competent were identified as important a1 education in tions in agricul- There was no significant difference between the male and female (except on the issue of fund release by heads of institut~ons)a.e we11 as the more experienced and less experifme& rwpmdents regarding the problems, Based on the findings the following recommendations were made: Universities and Colleges of Education concerned with the productiori of vocational agricultural teachers should increase their production. There should be joint funding of school agricultural projcubo by government, P.T.' s, Roard of Governors, almni associations and other interested groups. Adequate materials, tools and machines including infrastruc- turd facilities for agriculture should be provided in secondary sch001sr Agricultural curriculum for SSS Students should be functionally related to business and industry through co-operative occu~s- tion& education. Vocational guidance should he an integral part of achool agricultural curriculum and co-operative occupatic~nal eduoati on, -.-- CHAPrER ONE INTRODUCTION Background 0 f The Study r The role of apiculture in the industrial and economie development of a nation is too obvious. This is because there is hardly any industry that does not depend on a well developed agriculture for its raw materials. A look at some of the developed countries of the world, for example, the United States of America, indicates that the backbone of the industrial and economic positidn it inxupies today is rooted in a well- deve1oped;rgricultural base. On the other hand, a country that negle~ts apicoulkre finds itself in a chain of soaio-egonomic and political problems. Such a country is often faced with wide spread food shortages, hunger, starvation and , lack of peace. 3Liftrks~Z@?)righUy ~bswedthat "people whase stoma.chs are empty cannot have peace". In Africa it seems that the ability of the people to feed them- selves is seriously becoming a very big problem. Nwadishi (1987:r 12), lpmented thus: " ...8888888 agriculture, the main stay of the African countries has been relegated to the background. Food problem is increasing in leaps and bounds and hunger is becoming a permanent problen." . Nigeria, a country of compLex cultural diversity and enormous economic potential resources, has about 80 percent of her population engaged in agriculture, producing different kinds of food and cash crops, It is the sixth largest producer of petroleum and this commodity accounts for about 90 percent of its fore:^ export earnings. 2 l Before the discoverp of oil in the 19608, Nigeria was self-sifficient in food production and export some to neighbouring countries. But in the eaxly 19808, Nigeria suddenly degenerated from being Black African1 s largest food exporter, to being its largest importer. Margolis (1 983) and Dateline Africa
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