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

The WAEC guideline (2007) demands that every school who intend to offer agriculture as part of the examination subject at secondary level  must have a school farm or demonstration field this form an important base for the subject.
The importance of instructional materials in the teaching/learning experience has also been identified by Gibson (1981). Seawell (1990) and Bilgin (2006) confirm that without adequate pieces of apparatus, Agricultural Science and Science lesson would become rigid, boring, dull and unrealistic. The uniqueness of the subject therefore results from the variety of materials and experiment necessary for its effective teaching and learning  .Effective use of teaching aids makes teaching more practical and learning more enhanced, leading to high self confidence and development of positive attitude to learning by student as noted by Umoinyang and Okpala (2001) and Falaye and Ayoola (2006). also have it that the mere use of these materials however does not guarantee effective teaching and communication. It is their careful selection and skilful handling by the teacher that renders them useful in facilitating learning (Bremner, 1990). It is therefore necessary for teachers to have working knowledge of the criteria to use in selecting and evaluating them and principle underlying their effective use.  Although Okon and Ibanga (1982) had earlier recognized this fact and noted that successful instructional exercise depends primarily on the teachers dynamism and personality as well as professional competence.
Psychologists have carried out intensive and extensive empirical studies on effect of reinforcement on the course of learning. Research evidence bounds that the greater the amount of reinforcement the rapid the rate of interest and learning. If this statement is true then it’s correct to assume that behavior could be controlled by reward. Olaguntoye (2000) asserted that a stimulating and relevant course to the student will attract an over whelming enthusiastic responses different  from the students sluggish and dull response. Olaitan (2000) says that student will create more interest in practical agriculture if they are exposed to the use of modern implements or machine such as tractor, sprayer, planter, harvester e.t.c, the use of different types of machine and chemicals rather than the traditional implements which involve the excessive use of energy.Appraisal of Reviewed Literature
Some literatures reviewed in this study revealed  that, the main purpose of teaching Agricultural science in secondary school is to train students to be self reliance and self-sufficient,( FRN , 2013 ) and to enable students acquire useful knowledge and practical skills in agriculture, FME (as cited by Obi, 2005)