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

CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Introduction
The main focus of this study is to determine the perception of senior secondary school students toward practical agricultural science. Therefore this chapter focused on the discussion of findings, conclusion drawn from the findings and recommendation based on the major findings
Discussion
The research findings showed that student had a positive perception of practical agricultural science, this findings was corroborated by findings done by Fabiyi  etal (2015) in their studies they  reported that student have a positive perception of agricultural science,  this finding negate Ordoho  (2014)  who reported that some students  perceived agricultural science as having no future prospects for them and that others believe that agricultural science is not as important as mathematics and English language which are viewed as core subject needed to get employment or admission into tertiary institution.
 The findings also reveals that students had a positive attitude towards practical agricultural science, the attitude might have been as a result of motivation and various pedagogical methods used by agricultural science teachers to stimulate the interest of students toward practical, the results of this study are  in consonant with findings of Kidane and Worth (2013) who found a favourable positive attitude of students towards farming and studying Agricultural Science in the secondary school., the findings of this study disagrees with FAO (1997) research that students prefer other subjects to Agricultural Science, .However the findings further shows that there is  no significant difference between male and female students in their attitude towards agricultural science practical ,in tune  with the findings of this study is a study conducted by Olashinde and Olatoye (2004) in Nigeria which  concluded that there is no differences between male and female students attitude to science. The result also uphold Olagunju  (1998) who also reported that there is no significant differences between male and female students but in science achievement, this findings negates Adesoji (2008) that reported that there is  a significant differences between male and female student attitude to science ,
The findings also shows  that student   perception of practical agricultural science greatly influenced  and determined their choice of agricultural science a career, this was also supported  by Okebukola (1996)  who  reported that students perception will determine  his/her disposition to work and how well he/she we use the knowledge  acquired, also in line with this findings is the one conducted by mager (1966) who  started that favorable perception and attitude towards a school subject will maximize the possibility that a student we  willingly learn more about the subject.
The findings also showed that students have positive interest  in practical agricultural science, this positive interest might be as a result of the students positive perception of practical agricultural science ,this results concur with the study conducted by Njoroge and Orodho (2014) which shows that senior high school student had a positive  interest in practical agricultural science, however the findings is contrary to that of Darko etal (2015) which found that many students did not have interest in agricultural science due to their wrong perception about agricultural science ,the findings further showed that there is no significant differences in the  interest of students based on their gender, this agrees with the findings of Ehiemere, Tsojo and Gidado (2011) who establish that students like practical agriculture but negate the findings of Falaye and Ayoola (2006) that reported the lack of interest of  female students towards practical,
Conclusion
Based on the findings of the study, the following are the major conclusion
 Agricultural science students have a positive perception towards practical agricultural science and that there was no significant difference between the perception of students toward practical agricultural science. ,
 Students  perception of practical agricultural science influence there aspiration in studying agricultural science or related field.
 Students have interest in practical agricultural science and this interest is applicable to both male and female student with no significant differences in their interests.
Student have a positive attitude towards practical agricultural science and there was no significant differences in  attitude of students based on their gender
It could be concluded that gender differences does not have any effect on student perception and interest in practical agricultural science
Recommendations
Based on the findings of the study the following recommendations were made.
Teachers should help in maintaining the positive perception of student by avoiding the use of some aspect of practical agricultural science like cutting of bushes as a direct   alternative means for flogging students when they misbehave.
Female students should be given equal opportunity in agricultural sectors like their male counterparts since there is no significant difference in their perception, attitude and interest towards agricultural science.
Students intended future career in agriculture largely depend on their perception towards the subject, in this regard the youths should be advised to take agriculture as a means of employment instead of going into other areas such as factories and ministries to look for job.
Teacher of agricultural science should continue as much as possible to raise the interest of students on practical agricultural science through motivation and various pedagogical methods to enable the students learn and excel in agriculture to bring about the desired national developments.
Students’ interest in the subject should be sustained through the provision of Agricultural Science facilities and learning resources. The provision of these facilities and resources will create a conducive environment for the continuous development of interest and skills in Agricultural Science.