Students Perception Of Practical Agricultural Science In Senior Secondary Schools
[A CASE STUDY OF IFELODUN LOCAL GOVERNMENT AREA OF OSUN STATE]

From the literature reviewed it proved  that the nature of agricultural science as a school subject demands for practical and involvement of students which was posited by Olaitan and Uwadie (2003) who emphasized “Learning by doing”.     
Many factors were found to be responsible for the hindering  effective  practical’s  and active participation of students, and the negative attitude put on toward practical agricultural science, Nwosu (1998) observed that girls fail to participate in science subjects due to their negative attitude on anything called science, Falaye and Ayoola (2006) corroborated this by submitting that practical component entails physical labour and strenuous gardening activities girls being weaker than boys usually prefer practical activities that are less tasking on physical energy and tend to dislike agricultural science.
Samuel (2004) reported lack of necessary equipment for practical while Olaniyan and Ojo (2008) corroborated  that increase in student enrolment in Nigeria secondary schools  have created large classes that make it difficult for one teacher to manage the practical classes, why Wootoyitide ,(2010), Ssekamuwa , (2009), UNESCO (1999)  posit lack of fund and Erongu (1995) reported lack of school farm
Fertile (1992) also reported lack of motivation for student make them to lose interest in practical agricultural science; Olaitan (2004) asserted that student develop negative attitude towards practical agriculture because it does not deviate significantly from the traditional practice at home; Falaye and Ayoola (2006) corroborated this by pointing out that student attitude toward practical agricultural science is largely determined by their erroneous perception and misconception of the profession as the major livelihood option for the resource-poor farmers who have no other meaningful sustenance to earn a living, this myopic view as affected the students moral and perception negatively, Orodho (2014)  in is own separate studies reported wrong perception of student towards agricultural science as one of the hindrances to practical’s in senior secondary schools          
Osinem (2008), Samuel (2012), and Uche (2005) in their separate studies emphasized actual involvement of studenst in practical and motivation, will change the negative attitude of students toward practical agricultural science ,and Tatto corroborated this by reporting thar success of teaching  and  learning depend greatly on ability to motivate both learners and teachers. Based on the literature reviewed it seems clear that not much, and indeed very little, have been done regards to comparing perception of students on practical agricultural science in secondary schools. This present study aim at bridging the gap.