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

This situation had reduced teaching of practical subjects like Agriculture changing it into a theoretical exercise. UNESCO (1999) observed that lack of financial resources hindered the expansion of facilities which led to specific problems in vocational subjects like Agricultural Science. In some cases the courses apparently are largely limited to theoretical classroom presentation because of lack of farmland. Those that have farmland also mostly experience shortage of simple farm tools,  irrigation equipment and consumables such as fertilizers.
    All these require a lot of funds, without which it is not possible to build sound attitudes to farming since the practical aspect cannot be provided. according to Itodo (2004), most schools faced a lot of challenges when it comes to practical work in Agricultural Science. Most of these challenges are in connection with lack of funds. Wootoyitidde (2010) posits that Agriculture as a practical subject requires facilities like land, equipment and a well-equipped laboratory. These facilities demand a lot of funds which many schools are not able to afford, hence making it difficult for such schools to undertake the needed practical work in Agriculture. It is essential for students to learn and practice skills in a good quality school farm. However, in most cases this is not possible because the schools do not have good quality farms due to inadequate funds (Erongu, 1995) A recent study conducted by Darko, et al. (2015) revealed among others that frequent use of lecture method in teaching, inadequate teaching and learning materials and their availability, and difficulty in planning field trips were the challenges to effective teaching and learning of Agricultural Science in the Senior High Schools. According to Orodho (2014), some students are of the perception that Agricultural Science has no future prospects for them. Others also believe that Agricultural Science is not as important as Mathematics and English Language which they view as core subjects needed to get employment or admission into tertiary institution.
Lack of specialized man power: One of the major hindrance pointed out by the united Nation university publication (2005), stated that in developing countries around the world the major hindrance they faced in practical agriculture is lack of specialized man power, this statement goes along way in concurring with Ayodeji (2001) statement that for the practice subject the major constraints remains lack of specialized man power to handle them in most schools he also pointed out that most agricultural science teachers in secondary schools are not real graduate of agricultural education, and so would not know the boundaries and integrity of their job, constituting to a hindrance to a sustainable practical agriculture Cooney (1990) opined that student do not understand agricultural science if it’s taught by an ineffective teacher, Izumi and Evess (2002) buttressed this by saying that teacher’s quality is the most among other critical factor like quality curriculum, funding, small class size and learning situation.
Inadequate land and equipment is one of the hindrance facing practical agriculture. Samuel (2004) in his book practical agriculture maintains the stand that most school lack farm and even the few that does especially in the urban areas lack the necessary equipment for the practice.
Shimave (2000) also noted that most secondary schools do not have school farm and where they exist at all they fail to meet the standard and are thus ill-prepared to measure what school farm are set to measure. The WAEC guideline (2007) demands that every school secondary school who intend to offer agriculture as part of the exam subject must have a school farm or demonstration field. This shows that the absence of school farm has greatly contributed to gross impediment to a sustainable practical agriculture.
Olaniyan and Ojo (2008) reported that the increase in student enrolment in Nigeria secondary school these days have created large classes that make it difficult for a single teacher to manage the practical aspects. Amuha (2009) pointed out that the common problem of teaching agricultural practical in developing country like Nigeria include.
(i)    Low professional and efficiency level of teacher.
(ii)    Poor attitude of teachers and learners
(iii)    Political lapses.