Low
salary structure of the teachers, this goes a long way in demoralizing
the teacher and impeding the practical aspect of agriculture with the
belief that they not are value compared to their counterpart who also
went to the same school as they did. Tunde (2009) in his online article
titled teaching and heavily gift argues, that one of the persisting
reason why there is brain drain in the sector is because of low
incentive to the teacher which restrains them from given their best and
instead they channel their energy into other entrepreneurial activities
in the bid to make more.
The perception of most young mind towards
the concept of agricultural practical is so disdaining, Samuel (2004)
pointed out that agriculture is not exactly attractive drudgery
accessioned by crude methods, low profitability of agricultural produce
compare to oil and, telecommunication, difficult in accessing agro based
market among others are factors conspiring to discourage young people
from agriculture. He also added that young people have a wide spreading
mentality of “Making it big†at a spot which agriculture rarely
guarantees. Samuel (2004) also note that student perception of farmers
as one old rough looking poor man in the rural areas, has greatly
affected the practical aspect and agriculture at large. In addition the
persisting and continuous use of practical agriculture as a punishment
tool has re-sharpened the original concept of practical agriculture
which has brought a backwardness to it especially in Africa where
clearing of grasses, has been seen a direct substitute for flogging
students who go against the school rules. He said that this has
re-sharpened their mind that even when the teacher say it’s time for
practical agriculture, they tend to see it as punishment time but when
it’s time for other science practical time they see it as a real
business time.
Fertile (1992) in his research found out that lack of
incentives or motivation for students make them lose interest in
Agricultural science. He also pointed out that secondary school students
are forced to cultivate in the school and in their individual farm
plot, the farm been managed by student till the time of harvesting and
produce been taken by the school authority without given incentive to
student who involved in the practical work. He noted that this art is
killing the interest of student and make them feel as if agriculture
practical is a form of slavery practice.
Strategies for improving Practical Agricultural science in senior secondary schools
Since
the ideal impact of practical agriculture can never be over emphasized
it become pertinent and essential to look into strategies that can help
improve students interest to practical agriculture and not forgetting
that the teacher also have to be stimulated or better still motivated as
well. According to Tatto (2007), success in teaching and learning has
been determined largely by the ability to motivate both students and
teachers along productive lines. As part of the motivational devices, he
suggested that Agricultural and Science clubs should be provided for a
wide range of student capabilities, interests and individual differences
for students to share and exchange valuable learning in the course of
these co-curricular activities
Involvement of student in the
practical work .according to Osinem (2008) proved that learners learn
better when they hear, see and feel or touch which is the principle of
learning by doing. He also noted that this principle is best achieved by
engaging oneself in practical activities. Samuel (2012) commented that
students who participate in nurturing school farm would appreciate the
subject (Agriculture) more and even become stalk holders in agriculture.
Practical activities in the school farm promote student interest to
enter production and marketing of crops and livestock in the society
after graduation (Samuel 2012). Uche (2005) emphasized that for students
to develop keen interest toward practical agriculture they (student)
must be carried along but he also noted that excessive strenuous
exercise must be avoided as much as possible, since they are not really
set for a carrier in Agriculture yet.
Provision of sufficient Land
for school farm is one of the measures to be employed to stimulate
students interest in practical agriculture. The school farm is a
laboratory, specifically designed and operated, for the purpose of
carrying out practical’s in agricultural science or education in order
to impart knowledge and managerial skills to students through practice.
It is an area specifically earmarked for agricultural activities,
usually sited in the school or at a walking distance to the school
compound. Olaitan (2001), in a study noted that students acquire
agricultural knowledge in classrooms in such areas like crop production,
forestry, fish farming, agricultural business, farm management,
livestock production and so on. He stated that the school farm is an
agricultural laboratory that interprets the acquired theoretical
knowledge into practice through practical activities to gain experience.
Students are guided on standard school farms through hands on
experience to put the knowledge gained in the classrooms into practice
on the school farm under the watch of the teacher. The school farm
helps to inculcate into the students the need to value what they could
not do or practice by themselves and for themselves. The school farm
encourages the use of the head to think, eyes to see and to lay hands on
actual operation or techniques to make learning easier and more
permanent. According to Mama (2001), students are made to use their
heads, hands and hearts (3Hs) during practical activities on the school
farm to produce crops, livestock, keep records and participate in
managerial activities. The respect for dignity of human labour is also
built into the learners through this process.
