PROBLEMS AND POSSIBLE SOLUTIONS OF

TEACHING AND AGRICULTURE IN JUNIOR

SECONDARY SCHOOLS IN EDO STATE

BY

AMEDU R. ESTHER
MAT NO: FED/VTE/15/18398

DEPARTMENT OF AGRICULTURE SCIENCE

EDUCATION,
FACULTY OF EDUCATION
AMBROSE ALLI UNIVERSITY,
EKPOMA- EDO STATE.

JULY, 2018

i
PROBLEMS AND POSSIBLE SOLUTIONS OF
TEACHING AND AGRICULTURE IN JUNIOR
SECONDARY SCHOOLS IN EDO STATE

BY

AMEDU R. ESTHER
MAT NO: FED/VTE/15/18398

BEING A RESEARCH WORK SUBMITTED TO THE

DEPARTMENT OF AGRICULTURE SCIENCE
EDUCATION, FACULTY OF EDUCATION, AMBROSE
ALLI UNIVERSITY, EKPOMA, EDO STATE.

IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF BACHELOR OF SCIENCE
B.Sc(Ed) DEGREE IN DEPARTMENT OF
AGRICULTURE SCIENCE EDUCATION.

JULY, 2018

ii
 CERTIFICATION

This is to certify that this research work was carried out by Amedu

R. Esther with Matriculation No: FED/VTE/15/18398 in the Department of

Agriculture Science Education, Faculty of Education, Ambrose Alli

University, Ekpoma, Edo State.

________________ ________
Prof. R., Uwameiye Date
(Project Supervisor)

_____________ ________
Rev. Dr. P. S. O. Uddin Date
(Head of Department)

iii
 DEDICATION

This project work is dedicated to God Almighty who gave me life.

iv
 ACKNOWLEDGEMENT

In the course of my life so far and in attainment of my dream, I have

incurred an invaluable debt of gratitude to say to say to many people whose
enormous efforts have contributed immensely to the success of this phase
of my educational career.
First and foremost, my sincere appreciation goes to Almighty God
for the successful completion of this work, and for seeing me through all
these years of my studies.
I wish to use this medium to express my gratitude to my project
supervisor Prof R. Uwameiye, for his dedication and expert advice that
helped in the successful compilation of this research work.
Special appreciation also goes to the Head of Department Rev. Dr.
P. S. O. Uddin for his tireless effort at making the Department of
Agriculture Science Education a great one. Special thanks also to all the
lecturers in the department for their intellectual commitment all through my
academic pursuit.
I wish to express my profound gratitude to my parents Mr. and Mrs.
Gideon Aliyu for their encouragement, prayers and advice all through.
Worthy to be acknowledge are my lovely brothers and sisters.
I also wish to acknowledge my uncle Mr. Christopher Anayo for his
financial assistance, encouragement and support all through my academic
programme which yielded a successful completion of my academic pursuit
in Ambrose Alli University Ekpoma.
To my friends and well-wishers, I say thanks for your supports all
through.

v
 TABLE OF CONTENTS

Title Page………………………………………………………………………….ii
Certification………………………………………………………………………iii
Dedication………………………………………………………………………...iv
Acknowledgement………………………………………………………………...v
Table of Contents…………………………………………………………………vi
Abstract………………………………………………………………………….vii

CHAPTER ONE INTRODUCTION

Background of the Study………………………………………………………….1
Statement of the Problem………………………………………………………….5
Purpose of the Study………………………………………………………………6
Research Questions………………………………………………………………..6
Hypothesis…………………………………………………………………………
7
Significance of the Study………………………………………………………….7
Scope of the Study………………………………………………………………...8
Limitation of Study………………………………………………………………..8
CHAPTER TWO LITERATURE REVIEW
Concept of Practical Agriculture Education……………………………………..10
Teaching and Learning of Practical Agriculture in Secondary Schools…………11
Attitudes of Students towards the Study of Practical Agriculture in Secondary
Schools…………………………………………………………………………...15
Relationship between Students’ Attitudes and their Performance in Agriculture
Science…………………………………………………………………………...17
Challenges Facing the Effective Teaching and Learning of Practical Agriculture
in Secondary Schools…………………………………………………………….21

vi
Solutions to the Challenges Facing the Effective Teaching and Learning of
Practical Agriculture in Secondary Schools……………………………………..23
Empirical
Review………………………………………………………………...24
Theoretical Framework…………………………………………………………..28
Summary of Literature
Review…………………………………………………..29
CHAPTER THREE METHOD OF STUDY
Introduction………………………………………………………………………30
Research
Design………………………………………………………………….30
Population of the
Study…………………………………………………………..30
Sample and Sampling
Technique………………………………………………...30
Instrument………………………………………………………………………..31
Validity of Instrument……………………………………………………………31
Method of Data
Collection……………………………………………………….31
Method of Data Analysis………………………………………………………...32
CHAPTER FOUR DATA ANALYSIS, PRESENTATION, AND
DISCUSSION OF RESULT
Introduction………………………………………………………………………33
Data Analysis and Presentation………………………………………………….33
Test of Hypothesis……………………………………………………………….35
Discussion of
Findings…………………………………………………………...36

vii
CHAPTER FIVE SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
Summary…………………………………………………………………………39
Summary of
Findings…………………………………………………………….41
Conclusion……………………………………………………………………….41
Recommendations………………………………………………………………..42
References………………………………………………………………………..44
Appendix I……………………………………………………………………….51
Appendix II………………………………………………………………………54

viii
 ABSTRACT

The research seeks to examine the problems and possible solutions of

teaching and learning agriculture in junior secondary schools in Edo state.
One research question was used raised for the study and a self-designed
questionnaire was used to carry out the sampling size of two hundred and
forty (240) respondents from four local governments in Edo State. The
method adopted for analysis is the Mean (x ) and Standard Deviation (SD).
Based on the analysis carried out, the researcher found that there is
unavailability of teaching aids and instructional materials in the schools.
Also, teachers teaching practical agriculture are not very proficient in the
teaching and learning of Agriculture. It was therefore recommended that
the state government should provide sufficient instructional materials
needed for the teaching/learning process of agricultural practical. Also,
community leaders should be made to allocate land for agriculture practical
or for school farming.

ix
 CHAPTER ONE

INTRODUCTION

Background of the Study

Nigeria is an agricultural country before and after the discovery of

petroleum. According to the Food and Agricultural Organization of United

Nations (1999) agriculture is usually the mainstay of the economy and level

of food consumption are relatively low.

Lawal (2000) noted that agriculture is perhaps the greatest single

innovation that made it possible for man to live in settled community which

grew gradually in complexity from families through village and Cities to

modern nations.

Similarly Makinjola (2001) observed that the transformation

agriculture from nomadic life was made possible by modern agriculture. To

this effect importance of agriculture in a developing nation such as ours,

cannot be over-emphasized. As a source of food supply, foreign exchange

earners and employment of labour, agriculture should receive a priority of

consideration towards the maintenance of a healthy economy agricultural

education therefore is imperative and should be taken more seriously so

that it will wipe away ignorance with regards to practical agriculture and

1
developed interest toward farming. It was in line with taught that Inoaya

(2004), stated that food supply is generally inadequate in quantity and

quality in the Country. According to him, there is at present a significant

increase in the Country’s population. Thus with too many months to food

and too little land to farm, Nigeria has resorted to importing a lot of her

food with her foreign exchange earning.

It therefore, become pertinent at this juncture to state that lack of

property agricultural, education in our schools and lack of properly

qualified agricultural teachers has resulted to reduced interest and poor

performance of students in agriculture.

Uchegbu (1993) rightly observed that poor remuneration situation of

agricultural teachers with irregular payment of salaries as well as fringe

benefits and lack of teachers motivation, attributed to their low moral. This

point was further highlighted by Ayandele (2005), Babalola and Ezenwa

(2010) who asserted that one of the mentioned reasons for teachers

ineffectiveness in schools arise out of the frustration due to non-

participation in the organization’s decision-making process. Similarly,

students poor performance and lack of interests are attributed to so many

factors.

2
 According to Ayandele (2005), non-availability of school

equipment, inadequate instructional supervision, socio-economic

background of students, etc. hinder the effective performance of students in

teaching and learning.

Furthermore Madike (2003), pointed out that most of the schools in

Nigeria do not teach agriculture and even in schools where it is taught,

there is no serious attempt to provide adequately qualified teachers and

necessary facilities. Most of our students he noted, lack both interest and

aptitude for agriculture. The syllabus are not oriented towards the need of

the society and the society and the standard of teaching of many agriculture

science teachers is nothing to write home about.

According to Mbanuju (1998), teachers of agricultural science make

the subject boring. They use the farm as punishment ground for offending

students, and this make students feel that the school farm is mainly for

punishment. This goes a long way to kill interest of the students especially

for practical work. As a result of this, students feel very proud to be

associated with such subject like Chemistry, Physics, Biology, Mathematics

and Additional Mathematics even when they do not have aptitude for such

subjects. This makes them disregard subject like Agriculture science which

3
they feel is for then never-do-wells. This impression of the youths about

agriculture makes it difficult for the teachers to make any meaningful

impact on the students both in the classroom and school farm during

practical lessons.

Okoro (1999) pointed out that it is important to mention that there

has been no evidence to show that secondary schools have gone into

fulltime, on graduation because of the problems of finance, land tenure

system, immature agriculture procedures, among others. According to him,

the only exception is usually getting employed with ministry of agriculture.

This observation, he tended to make some parent to choose for their

children to take up agriculture. From the foregoing, one can infer that an

exposure to agricultural science at the secondary school level is factor for

higher studies in agricultural science.

In his own contribution Eze (1990), observed that teaching

agricultural science in schools has been greatly lacking in their goals

aspiration. Many agricultural educational institutions he pointed out should

be established to educate and train people in the science of agriculture. He

concluded that from this, young people will receive formal education and

training which provides them with a career since agriculture is one of the

4
main features of economic development of a country and a contributor to

National income and employment, it should be accorded priority

consideration towards the maintenance of a healthy economy.

In the light of the above problems the purpose of this study is to

investigate the problems militating against effective teaching of agricultural

science in our junior secondary schools in Nkanu West Local Government

Area with a view of finding a way that will help generate a sound

foundation for the improvement and development of agriculture in Nigeria.

Statement of the Problem

Agricultural science today is regarded as one of the most important

aspects of human life. It has greatly increased man’s knowledge of his

environment together with basic needs of food, shelter and clothing.

Nigeria being a developing country and in a great need to meet the food

demand of her population requires effective and purposeful agricultural

education in her schools.

Presently, performances of students do not predict the hope of

fulfilling our agricultural expectation as regards meeting the food need of

the population through schools inspite of the effort being made by

5
government to improve standard of teaching agricultural science in our

secondary schools.

It then became pertinent to look inwardly for a better way of having

a solid base for effective agricultural education in secondary schools. This

study uses the junior section of the secondary school system to discover the

problems causing failure of student especially in external examinations as

the senior school certificate (S.S.C.E) and junior secondary school

Examination (J.S.S.E). The identification of these problems for lasting

agriculture programme for secondary schools in turn meeting the national

objective in food production is the subjects of this research.

Purpose of the Study

The main purpose of this study is to find out the problems and

possible solutions of teaching and learning agriculture in junior secondary

schools in Edo state.

Research Questions

The following research question will further guide the study:

1. What are the problems affecting the effective teaching and learning

of practical agriculture among secondary school students in selected

local governments in Edo State?

6
Hypothesis

The hypothesis that was tested in this study is:

There is no significant difference between the perceptions of teachers and

students on the problems affecting the effective teaching of practical

agriculture in secondary schools.

Significance of the Study

The findings of this study will be of immense benefit to science

teachers and students.

This study will be significant to a number of Agricultural science

teachers who will become aware of problems to teaching agricultural

science, and guide them in making adjustment in their methods and

techniques of teaching agriculture science. The teachers and students will

have a true concept of, and develop positive attitude towards agriculture

science. The Government, the researcher believes will come to realize the

importance of agricultural development of the nation.

The need to provide the school with facilities relevant to the learning

and teaching modern agriculture practices as secondary school level is very

essential. It will also help in the acceptance new innovations in present day

agriculture.

7
 This information may be helpful in the evaluation of teaching and

learning of Agriculture thus helping in putting in place the strategies aimed

at improving teaching and learning of Agriculture in schools. Findings may

be of value to teaching learning strategies and teaching learning resources

in implementation of agriculture curriculum.

Finally, it will be helpful to farmer and creates in them the

awareness of being part of the economy and contributing measures towards

its development.

Scope of the Study

This study covers on the problems of effective teaching and learning

by teachers and students of agricultural science in Junior Secondary

Schools with specific focus on selected local government in Edo State.

Limitation of Study

In carrying out this research work, the researcher had to go through

severe of challenges as money in the dispersing, photocopying and

transportation was a major constraint for the success of the research work.

8
 CHAPTER TWO

LITERATURE REVIEW

This section discusses the literature review on teachers and students

perceptions of problems of effective teaching and learning of practical

Agriculture in junior secondary schools in selected local government in

Edo State. The following subheadings were discussed below:

 Concept of Practical Agriculture Education

 Teaching and Learning of Practical Agriculture in Secondary

Schools

 Attitudes of Students towards the Study of Practical Agriculture in

Secondary Schools

 Relationship between Students’ Attitudes and their Performance in

Agriculture Science

 Challenges Facing the Effective Teaching and Learning of Practical

Agriculture in Secondary Schools

 Solutions to the Challenges Facing the Effective Teaching and

Learning of Practical Agriculture in Secondary Schools

 Empirical Review

 Theoretical Framework

 Summary of Literature Review

9
Concept of Practical Agriculture Education

Practical Agriculture is one of the core vocational curricular subjects

taught at both junior and senior secondary schools in Nigeria. Egbule

(2004) defines it as a process of training learners in the process of

Agricultural productivity as well as the techniques for teaching of

agriculture. Practical Agriculture education as a broad multidisciplinary

field deals with the selection, breading and management of crops and

domestic animals for economic production. It is a subject taught in

secondary schools as a means for self-reliance and preparation for further

studies. Practical Agriculture is therefore designed for inculcation of the

necessary skills for the practice of agriculture for effective citizenship and

contribution to food security for national sustainability. That is why the

Federal Republic of Nigeria (FRN) in the Blueprint for Family Support

Programme (1994) outlines the seven major objectives of teaching and

learning of Practical Agriculture to reflect the:

1. Ability to stimulate students’ interest in agriculture

2. Ability of students in acquiring basic knowledge of agriculture.

3. Ability to develop basic agricultural skills in students.

4. Students’ ability to integrate knowledge with skills in agriculture

10
 5. Ability to expose students to opportunities in the field of agriculture

6. Ability to prepare students for further studies in agriculture and

7. Ability to prepare students for occupations in Agriculture.

Attainment of the above objectives depends on teachers’

pedagogical approaches. Teachers in this case are practical Agriculture

teacher’s practical Agriculture teachers. Practical Agriculture teachers are

trained and groomed from teacher preparation institutions for quality

impact of agricultural skills, knowledge attitudes and values for self-

reliance, promotion of agriculture and food security in their future lives. It

is therefore the duty of this group of teachers to stimulate and sustain

students’ interest in agriculture, enable students acquire basic knowledge

and practical skills in agriculture, enable students integrate knowledge with

skills in Agriculture, prepare and expose students for occupation.

Attainment of the goals and objectives of practical Agriculture depends on

effectiveness of teaching and learning going on.

Teaching and Learning of Practical Agriculture in Secondary Schools

The education axiom that when a learner has not learnt, then the

teacher has not taught is true. This directly relates to the concepts of

teaching and learning as a process of inculcating the right values, attitudes,

11
knowledge, modern life, long life skill acquisition necessary to make

individuals benefit from the society as well as contribute meaningfully to

the same society. Waliki and Usman (2009) see teaching as a systematic,

rational and an organized process of transmitting knowledge, skills and so

on in accordance with professional principles. The implication is that

practical Agriculture teachers who do not perform the act in accordance

with the principles of teaching are therefore not teachers but cheats.

Naturally, the outcome of teaching is learning. Learning occurs only where

there is relatively positive permanent change in an individual behaviour.

Modebelu and Duvie (2012) recommend four innovative teaching methods

that could enhance quality and effective teaching and learning of

subjects/courses. These could be adopted and applied by Agriculture

Science teachers.

These methods are:

1. Information transformation and reception method

2. Cognitive strategies development method

3. Attitudes development method

4. Cognitive and motor skills development method

12
 Combination of these modern methods helps to achieve the required

goal. Other relevant methods include: assignment, demonstration, project,

field-trip, experimental and so on. Teaching skills vital for quality teaching

and learning are:

 Effective communication

 Supervision (closed supervision learning processes and activities).

 Qualitative set induction

 Quality questioning (lower order, middle, higher order and

divergent)

 Variation and variety (instructional aids that could take care of

individual differences).

 Stimulus variation (ensuring that students’ senses are involved)

 Repetition (simple, planned, mass etc).

 Demonstration (simple, brief and concise)

 Closure (white board summary, written exercises, oral summary

etc).

 Adequate non-verbal communication etc.

 Reinforcement (reward and relevant punishment).

13
 Effective application of these teaching methods, skills or strategy

depends greatly on the teacher’s ability to plan the lesson ahead. Ihebereme

(2010) posits that quality teaching and learning is a sine-qua non to prudent

adherence to quality indicators in the pedagogical approaches. Babalola

(2011) reports of some contemporary soft skills that are imperative in

teachers’ effectiveness in today’s global world. He argues that teachers

should not only be trained to teach but to become polyvalent by mastering

hard and soft skills that make teachers functional in a rapidly changing

multicultural environment. The implication is that teachers are no longer

trained for students’ certification alone but for effective inculcation of

learning to learn skills. Students, in addition to learning concepts and

theme, must have deep understanding and application of the learning skills.

This is also expected in the teaching and learning of Practical Agriculture

in Nigerian secondary schools. Obanya (2010) recommends teaching and

learning that revolve around the principles of transformational pedagogy.

Egbule (2004) emphasizes that every agricultural teacher must be effective,

liberally educated, current in subject matter and its pedagogy, aware of

what is expected of teachers and schools, skillful and conscientious in

planning, preparing for, carrying out instruction, respectful towards

14
students, concerned about their welfare, actively involved in faculty,

professional and community affairs.

As in learner-centered method, practical Agriculture students should

occupy a prominent position in the teaching and learning of practical

Agriculture. Teachers should therefore make these students the centre of all

activities. This entails:

a) Encouraging active participation of practical Agriculture students in

the teaching and learning process.

b) Practical Agriculture students being always actively involved in a

manner in which they interact with the teacher, with instructional

aids and with the environment.

c) Teaching and learning of practical Agriculture that promote

students’ development of basic life skills.

d) Enabling students to utilize the learnt skills in solving their everyday

problems using their own initiatives.

e) Practical Agriculture teachers’ effort to discourage rote learning and

passivity in the classroom.

Attitudes of Students towards the Study of Practical Agriculture in

Secondary Schools

15
 According to Chang (2005), individual interest, ability and needs are

important factors that contribute to attitudinal life of students studying

Practical Agriculture. Also, culture and gender play a major role in

determining the attitude of students to Agriculture, Margolis (2008).

Ohiwerei and Nwosu (2009) also identified the following external factors

as key players in career interest choices:

i. Teachers’ Influence,

ii. Parental Pressure

iii. Economic and Political Condition of the Country,

iv. Peer Groups’ Pressure

v. Adequate Vocational Choice Information and Subject Studies/

Combination.

Turner and Lapan (2002) identified family and friends, Mcwhirter,

Hackett and Bandalos (1998) stated that parents influenced children’s

educational plan. Turner, Steward and Lapan (2004) identified

encouragement from parents and influence of people surrounding an

individual as some of the factors that can affect career interest (Chang,

2005; Davis, 2009; Margolis, 2008; Sugahara, Hiramatsu, and Boland,

2009; S. C. K. Wong and Liu, 2010). So also attitude towards task increase

16
one’s performance; choosing not to do the activity will decrease

performance (Meece, Wigfield, and Eccles, 1998). Ruble and Martins

(1998) opined that children who develop more positive competence-related

beliefs and values for activities they believe in are appropriate for their

gender tend to seek more engagement of such activities in the future.

Parental educational and occupational status and critical life event can spur

a transformative learning experience that may shape a career development

and life direction of children (Fisher and Griggs, 1994 and Trusy, Watts,

and Erdman, 1997). Carpenter and Foster, 1977 and Dick and Rallis, 1991)

reported that a young person’s belief about a career’s value is influenced by

the perceptions, attitudes and expectations of others such as parents,

teachers, guidance counselors.

Relationship between Students’ Attitudes and their Performance in

Agriculture Science

1. Self-Concept and Academic Performance

A student’s attitude towards the study of Practical Agriculture can

affect his performance in the subject. Some students exhibit a dislike for the

subject due to the fact that it involves rigorous practical works which are

carried out on the farm. This dislike as shown by apathy towards various

17
practical farm activities a then leads to low performance and subsequent

failure.

Motivation has been recognized as another pertinent factor that is

related to student’s scholastic performance. According to Kushman Sieber

and Harold (2000) in Broussard (2002), high motivation and engagement in

learning are associated with increased level of student’s success and low

dropout rates. Studies show that a moderate amount of anxiety aids in

academic performance by creating motivation. However, high levels tend to

interfere with the students concentration and memory which are necessary

for academic success.

So many factors have been known to influence the academic

achievement of students in their various school endeavours. These factors

can be either be personal (poor self-concept, motive, readiness, emotion,

attitude, maturational level of the student) or environmental. The

personality of an individual refers to a collection of emotional, thought and

behavioural patterns unique to a person that is consistent overtime. It can

also include an individual’s thoughts, behaviour, feelings, emotions,

attitudes, physique adjustment, unique learning history response patterns,

habits and general poise (Denga, 2007).

18
 According to Okwubunka (2007), low self-concept can be closely

associated to learning difficulties in students. A student who believes he is

incapable of accomplishing his academic task is bound to be an academic

failure. Denga (2007) views self-concept as an organized configuration of

perceptions of self which are admissible to awareness. He further stated

that self-concept is what determines the goals that are set, attitudes,

behaviour and responses that one makes towards others. The way an

adolescent perceives himself or herself with little or no regards for what

one may say or think of him or her is referred to as self-concept. According

to Child (2003), the conception which we hold of ourselves as a result of

interaction with insignificant others and influences on our behavior

collectively is known as self-concept.

Many studies show likely correlation between self-concept and

academic performance. Wang (2007) stated that there are recent researches

that show a causal relationship between academic self-concept and

subsequent achievement and that this relationship is reciprocal in nature.

Thus, while better student achievement leads to improvement of self-

concept, positive self-concept can help increase student achievement

concurrently. Weiner (2006) stated that highly motivated students in any

19
area of interest may perform more difficult task than those who have low

motivation in the same area.

Adediji (2007) stated that when pupils express lack of interest in a

subject, it affects the way they react and listen to the teacher. Thus, interest

and attitude of the learner towards a particular subject matter a lot. This

agrees with Hansford and Hattie (2002), Shavelson and Bolus (1982) that

states that achievement motivation has a great influence on students’

performance academically.

2. Attitude and Academic Performance

Attitude as a psychological concept is a relative. It could be viewed

as the way one reacts towards an object or situation. It could be favourable

or unfavourable. Inyang –Abia (2003) asserts that attitude is a desire or

tendency to approach or avoid something” He stated further that attitude of

an individual can be either positive or negative. When it is positive, the

individual approaches the object. Otherwise, the object is avoided when

attitude is negative. Attitudes are interwoven with affective and highly

motivated experience so that they viewed as personality characteristics.

According to Jegede (2001) and Okpala (2006) there is a positive

relationship between students’ attitude and their performance in academics.

20
In a study carried out by Bassey (2002) to determine the degree of co-

variation between students’ test attitude and their test performance. Results

show that there was a significant difference in performance in the different

attitudinal groups with respect to their varying levels of attitude.

Umoinyang (2004) carried out a study to establish the relationship between

student’s attitude and their academic achievement in Mathematics. He used

229 students (118 males and 111 females) randomly selected from six (6)

secondary schools in Abak Local Government of Akwa Ibom State,

Nigeria. Achievement was based on their 1988 1st terminal examination

and attitude was measured based on the responses to the questionnaire

designed and validated by the researcher. A positive and significant

correlation was found between students’ attitude towards Mathematics and

their academic achievement in the subject. This could suggest that attitude

to school or the subjects can be related to performance if it is on the

premise that positive attitude leads to higher performance of the students in

their academics. Camilus (2011) reported that students’ attitude plays a

very important role in their academic performance in Practical Agriculture.

Challenges Facing the Effective Teaching and Learning of Practical

Agriculture in Secondary Schools

21
 Modebelu and Nwakpadolu (2013) identified seven major

challenges facing Practical Agriculture teachers in their quest to achieve

effective teaching and learning of the subject. These are:

i. Inadequate qualification of teachers

ii. Absence of farms for practical

iii. Inadequate technical know-how

iv. Inadequate teaching methods

v. Inadequate instructional materials

vi. Poor funding

vii. Poor attitudes of students towards practical Agriculture

To corroborate this view, Puyate (2008) asserted that effective

teaching cannot be carried out without the adequate provision of learning

facilities. Also, in the aspect of funding, Puyate (2008) opined that teachers

must be well remunerated for them to effectively impart the needed

knowledge on students. This is a major challenge for the education system

in Nigeria. Other challenges include broad curriculum objectives, unclear

specification of areas that require practical skills (Olaitan, 1992, Egbule.

1998, Obi, 2005), poor programme delivery system, cases of duplicated

topics (Egbule, 1998), poor performance of candidates who enrolled in

22
practical Agriculture examinations (Mamman, 2000) and high

unemployment rate among Practical Agriculture graduates (Olaitan, 1997;

Okorie, 2000; Obi, 2005; and Ikeoji and Agwubike, 2006).

Solutions to the Challenges Facing the Effective Teaching and

Learning of Practical Agriculture in Secondary Schools

Modebelu and Nwakpadolu (2013) suggested ten possible ways of

managing and redressing the challenges. These include ensuring that only

professional qualified teachers teach, repositioning of teacher preparation

institutions to produce highly relevant manpower who are conscientious

and well motivated in the field, provision of relevant instructional materials

and so on. Modebelu and Duvie (2012) also recommended innovative

teaching methods for effective teaching and learning of practical

Agriculture. Egbule (2004) also suggested that teaching and learning of

practical Agriculture must both be competence-based and production-

oriented. Egun (2009) suggested that there is the need for a total

overhauling of agricultural administration in Nigeria. Egun (2009)

proposed a model of training which could improve competency of

graduates of agricultural schools in Nigeria. Onu and Ikehi (2013)

suggested the establishment of Agricultural Students Scholarship Fund

23
(ASSF). This will boost the morale of students to choose and study

Agriculture in higher institutions of learning in Nigeria. Odachi (2011)

suggested that Information and Communication Technology (ICT) should

be incorporated into Agriculture in Nigeria.

Empirical Review

Secondary school agricultural education programme consists of two

main components, namely: classroom/laboratory instruction and supervised

agricultural experience. Classroom curriculum and laboratory exercises

provide students with foundation knowledge in agricultural practices,

preparing them for careers in food, fiber and natural resource industries.

Supervised agricultural experiences provide students the opportunity to

experience ownership of their own agricultural enterprises or work in the

industry. Supervised agricultural experience also enables students to

develop skills in agriculture related career areas (Mark, 2008). According

to Mark (2008), the educational objectives of secondary school agricultural

education and training in sub-Saharan African countries quoted in policy

papers, curricula and studies include the following: (i) giving learners

knowledge and skills for better agricultural productivity; (ii) making the

teaching of sciences more relevant, effective and practical; (iii) influencing

24
learners‟ attitudes, giving a positive motivation toward agriculture and

rural development and (iv) preparing students for entry in higher and

tertiary education institutions teaching agriculture.

However, Borg and Gall (2008) observed that the objectives have

not been realised, there are still high levels of unemployment due to rural-

urban migration, school leavers aspiring to get white collar-jobs, high

levels of poverty and food insecurity in most African countries. Studies

(Borg and Gall, 2008) show that few students are willing to take up

agriculture careers because of the formed attitude towards the subject. Most

African countries have low production in agriculture even though skills and

knowledge for better agricultural production are learnt in both primary and

post-primary education levels.

Marches and Martin (2002) noted that there are internal factors

being encountered within the school as the agriculture curriculum is being

implemented in connection to teachers, students, and the teaching learning

process. Teachers characteristics are considered a key element for pupils

personal and academic development, the value given from teacher to pupil

and vice-versa are usually reciprocal, highlighting additionally the personal

relationship. Malila (2003) found that student performance is affected by

25
different factors such as learning abilities because new paradigm about

learning assumes that all students can and should learn at higher levels but

it should not be considered as constraint because there are other factors like

race, gender, sex that can affect student’s performance. Process of teaching

and learning involves teaching, learning strategies and teaching learning

resources. Teaching process is therefore an important school factor

affecting teaching and learning of Agriculture in Secondary schools

(Fauziah, 2008).

In many African countries, there are regional differences in

popularity of agriculture as an optional subject in secondary schools with

lower interests in agriculture subject in urban, semi-arid and arid areas.

Rural schools serve large numbers of minority student families in socio-

economic distress, and many single parent families with little education.

Rural students are at risk of low motivation and lack of school success

(Corbett, 2009). Most rural schools offer fewer support and extra

curriculum programmes overall than the non-rural schools. Local

community values may differ from and even conflict with school based

values and goals framed on a national, rather than local model. Schools

focuses on preparing the youth for lives and job opportunities very

26
differently from the environment where they live (Handre et al., 2009).

This indicates why parents would encourage the learners to opt for

something different from what they do in the rural homes and that is

diverting away from agriculture, for to them it appears not a profitable

occupation. Attitude is an inward feeling expressed by outward behaviour.

People always project on the outside what they feel in the inside. Borg and

Gall (2008) noted that attitudes generally consist of three components;

affective, cognitive and behavioural. Affective referring to individuals

feelings about the attitude object, cognitive is an individual belief or

knowledge about the attitude object and behavioural an individual

predisposition to act towards the attitudes object in a particular way.

This section has reviewed empirical literature on the status of

agriculture science subject in secondary schools, school based and non-

school based factors affecting learning of agriculture science subject in

secondary schools. Literature has revealed that the school factors affecting

the teaching of Agriculture revolve around the characteristics of the

teaching staff, students‟ characteristics and teaching and learning process.

The study sought to fill the existing gaps in the literature on the factors

27
affecting teaching and learning of practical Agriculture as an optional

subject in secondary schools in the study area

Theoretical Framework

The study was based on Mitzel (1969) model. The model advances

the view that teaching involves interplay between sets of variable: teachers

and students, their interactions and the product of those interactions.

Dunkin and Biddle (1974) expanded on the Mitzel model to include four

major variable types which are; presage, context, process and product.

The presage variable includes teacher personality, preparation,

general characteristics, background, competencies and inadequacies,

teacher education experiences and teacher properties (Mitzel, 1969). The

context variable addresses the student characteristics and classroom

environment (Mitzel 1969). Process variables show the interaction or

interrelationship between the teacher and the student (Dunkin and

Biddle1974). Smith, Kistler, Williams & Baker (2004) reported that all

activities within the classrooms are considered process variables. The

product variables are those associated with the effect of instruction (Mitzel

1969, Dunkin and Biddle, 1974).

28
 Mitzel’s model recognizes the presage variables as fundamental in

understanding classroom problems and challenges using the experience of

the teacher. The experience of the classroom teacher and the availability of

teaching and learning resources tend to affect the learning environment

(context), interaction between the teacher and the students (process) and

effects of the instruction (product). On the other hand, the non institutional

factors such as the climate may affect the learners‟ attitude towards the

teaching and learning of Agriculture. This study was intended to adopt

Mitzel’s model and investigate the related challenges facing the teaching

and learning of agriculture in secondary schools in selected local

governments in Edo State.

Summary of Literature Review

In this chapter, the researcher has reviewed literature on the status of

practical Agriculture in secondary schools, the researcher found how

effective teaching and learning of practical Agriculture is in secondary

schools, the researcher also examined the attitudes of students towards the

study of practical Agriculture in secondary schools. The challenges facing

the effective teaching and learning of practical Agriculture in secondary

schools were also highlighted and some possible solutions to the challenges

facing the effective teaching and learning of practical Agriculture in

29
secondary schools was drafted in this chapter. This study sought to fill the

existing gaps in the literature on the problems of effective teaching and

learning of practical Agriculture in Secondary schools.

CHAPTER THREE

METHOD OF STUDY

Introduction

This section is centered on research design, population of the study,

sample and sampling techniques, instrumentation, instrument validity,

method of data collection and lastly method of data analysis.

Research Design

This study employed descriptive research design. The study was

designed to examine teachers’ and students’ perception of problems of

effective teaching and learning of agricultural science in junior secondary

school with specific focus on some selected local government in Edo State.

Population of the Study

The population of the study was made up of all students enrolled in

practical agriculture and teachers teaching practical agriculture at the JSS

level in some selected local government in Edo State.

Sample and Sampling Technique

30
 Four (4) local government areas was randomly selected from the 18

local government area in Edo State. In each local government area, 2

secondary schools will be randomly selected for use in this study. In each

secondary school, 30 students will be randomly selected for the study,

yielding a total of 240 students that were used for the study.

Instrument

The name of the questionnaire used in this study is “Teachers and

Students Perception on the Problems Affecting the Effective Teaching and

Learning of Practical Agriculture (TSPPAETLPA). This is made up of 15

questions based on the literature on the subject and public approach.

TSPPAETLPA utilizes a 4 point scale using Strongly Agreed (SA), Agreed

(A), Disagreed (D), and Strongly Disagreed (SD).

Validity of Instrument

The instrument (questionnaire) will be carefully designed by the

researcher and submitted to the project supervisor to vet; by this, the

content validity will be confirmed before trial testing and consequent

administration of the instrument to the respondents in their various schools.

Method of Data Collection

31
 The questionnaire was administered to the respondents in the

secondary schools with the aid of a research assistant in each school. (And

with approval from the principal of the secondary school), the respondents

were give a short time to fill the questionnaire after which it was then

collected back for analysis. The respondents were to respond to the

questions individually without discussion with others. A copy of the

questionnaire will be used to explain all items contained in the

questionnaire to the subjects. In addition to this, the researcher will not be

far from the respondents in order to clarify and assist subjects in areas

where difficulties might be encountered.

Method of Data Analysis

In analyzing the data collected for the study, the mean test ( x ) will

be used to analyze the response of the respondents while the hypotheses

formulated earlier will be tested using the t-test and standard deviation.

However, since the rating of the instrument was on a 4 point, the mean (x)

of 2.50 was used for decision such that mean (x) rating on the item equal or

to or above 2.50 was regarded as 'Agree' and mean (x) rating less than 2.50

was regarded as 'Disagreed'.

32
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION, AND DISCUSSION OF

RESULT

Introduction

This chapter deals with the method of data analysis and presentation

of result. The collected data was analyzed and tested in line with raised

research questions and hypothesis. All questions were tested at 2.5 percent

level of significance.

Data Analysis and Presentation

Research Question: What are the problems affecting the effective

teaching and learning of practical agriculture
among secondary school students in selected
local governments in Edo State?

Table 1: Showing Respondents Opinion on Research Question 1

S/N X SD Decision
1. Majority of the teachers teaching practical 3.58 0.15 Agreed
agriculture are not professionals
2. Teachers teaching practical agriculture are not 3.44 0.17 Agreed
very proficient in the teaching and learning of
Agriculture
3. The teachers do not possess adequate modern 3.31 0.20 Agreed
skills for practical oriented teaching
4. There is unavailability of teaching aids and 3.53 0.18 Agreed
instructional materials in the schools.
5. Students do not show adequate interest in the 3.20 0.31 Agreed
subject
6. The number of students that take practical 3.36 0.21 Agreed
agriculture as a subject are very few.
7. The teacher does not use relevant instructional 3.32 0.20 Agreed

33
 materials for teaching
8. The time allotted for the teaching and learning of 3.21 0.25 Agreed
practical agriculture subject on the time-table is
too small
9. Parents see practical agriculture subject as the 3.16 0.30 Agreed
subjects for children from poor parents.
10. The instructional aids available are not 3.19 0.23 Agreed
adequately utilized by the teachers
11. Teachers should be adequately sensitized on the 3.31 0.18 Agreed
importance of practical agriculture as a subject.
12. Adequate instructional aids should be made 3.45 0.15 Agreed
available by government
13. The teachers should be given opportunities for 3.53 0.16 Agreed
updating of knowledge and skills so as to move
with the new trends
14. Practical agriculture teachers should be 3.32 0.17 Agreed
professionals and holders of B.Sc. Ed. in
agriculture
15. Parents should not react negatively to their 3.39 0.15 Agreed
children choosing practical agriculture as a
course.
Overall Mean ( x ) 3.35 Agreed

Total Mean 50.3

Total Average Mean ( x ) point = = =3.35
Number of Items 15

Discussion

Based on the above table, it is evident that

1. Majority of the respondents agreed that teachers teaching practical

agriculture are not professionals

2. Majority of the respondents agreed that there is unavailability of

teaching aids and instructional materials in the schools

34
 3. Majority of the respondents also agreed that teachers teaching

practical agriculture are not very proficient in the teaching and

learning of Agriculture.

4. Majority of the respondents also agreed that teachers should be

given opportunities for updating of knowledge and skills so as to

move with the new trends.

5. Lastly, adequate instructional aids was made available by

government to improve effective and efficient teaching.

Test of Hypothesis

To test the hypothesis, the t – test statistical method was used

Hypothesis I: There is no significant difference between the perceptions of

teachers and students on the problems affecting the effective teaching of

practical agriculture in secondary schools.

Table 2: T-test for significant difference between perceptions of

teachers and students and effective teaching of practical
agriculture in secondary schools.
Source Variation N X SD Df Cal – t Crit – t Sig Remark
Level
Perception of Students 105 3.29 0.24 Hypothesis
Perception of Teachers 95 3.17 0.29 198 3.2 1.96 0.05 Rejected
Total 200

Table 2 shows that the calculated t- value 3.2 is greater than critical

value of 1.96 at 0.05 percent level of significance and a degree of freedom

35
(df) of 198. The result reveal with statistical indication that the hypothesis

H0 is invalid since the calculated t – value (3.2) is greater than the critical

value (1.96). Therefore H0 is rejected because there is a significant

difference between the perceptions of teachers and students on the

problems affecting the effective teaching of practical agriculture in

secondary schools.

Discussion of Findings

Table one shows that respondents agreed to the research questions

which states that there are problems affecting the effective teaching and

learning of practical agriculture in secondary school. This finding is

supported by Marches and Martin (2002) when they found that students

performance is affected by different factors such as learning abilities

because new paradigm about learning assumes that all students can and

should learn at higher levels but it should not be considered as constraint

because there are other factors like race, gender, sex that can affect

student’s performance. Process of teaching and learning involves teaching,

learning strategies and teaching learning resources. Teaching process is

therefore an important school factor affecting teaching and learning of

Agriculture in secondary schools. Also, Modebelu and Nwakpadolu (2013)

36
identified seven major challenges facing Practical Agriculture teachers in

their quest to achieve effective teaching and learning of the subject and

they are: Inadequate qualification of teachers, Absence of farms for

practical, Inadequate technical know-how, Inadequate teaching methods,

Inadequate instructional materials, Poor funding, Poor attitudes of students

towards practical Agriculture. Puyate (2004) asserted that effective

teaching cannot be carried out without the adequate provision of learning

facilities. Also, in the aspect of funding, Puyate (2008) opined that teachers

must be well remunerated for them to effectively impart the needed

knowledge on students. This is a major challenge for the education system

in Nigeria.

From the test of hypothesis 1, the result shows that there is a

significant difference between the perceptions of teachers and students on

the problems affecting the effective teaching of practical agriculture in

secondary schools. This corroborates the findings of Puyate (2004) who

asserted that effective teaching cannot be carried out without the adequate

provision of learning facilities. Also, in the aspect of funding, Puyate

(2008) opined that teachers must be well remunerated for them to

effectively impart the needed knowledge on students. This is a major

37
challenge for the education system in Nigeria. Other challenges include

broad curriculum objectives, unclear specification of areas that require

practical skills, poor programme delivery system, cases of duplicated

topics.

Onu and Ikehi (2013) asserted that the establishment of Agricultural

Students Scholarship Fund (ASSF) will help in boosting the morale of

students to choose and study Agriculture in higher institutions of learning

in Nigeria. Also, Modebelu and Nwakpadolu (2013) suggested possible

ways of managing and redressing the challenges. These include ensuring

that only professional qualified teachers teach, repositioning of teacher

preparation institutions to produce highly relevant manpower who are

conscientious and well motivated in the field, provision of relevant

instructional materials and for effective teaching and learning of practical

agriculture in various schools in Nigeria.

38
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study comparatively examines teachers’ and students’

perception of problems of effective teaching and learning of practical

agriculture in junior secondary school. The study was undertaken to find

out the main problems affecting the quality teaching and learning of

practical agriculture in schools.

A total of Four (4) local government areas were selected. In each

local government area, 2 secondary schools was selected and used in this

study. In each secondary school, 30 students will be randomly selected for

the study, yielding a total of 240 participants that were used for the study.

Questionnaires were used to collect data from the respondents while the t-

test statistic was used to test the hypothesis at 0.05 percent level of

significance. Finding from the study shows that:

1. The time allocated for the teaching of agriculture is not enough and

also indicated that availability of land also affects the teaching and

learning of practical agriculture. They also attributed some of the

causes to the community. The community, most of the times, feel

39
 reluctant in supporting the school in terms of provision of funds and

materials.

2. The study revealed that funds for practical agriculture are

inadequate. Materials that are used are also limited. These suggest

that the level of attention being given to practical agriculture in the

schools by school authorities leaves much to be desired.

3. The study showed that apart from crop production, funds are not

available for animal production, demonstration plots, exhibitions,

field trips and mechanization. The respondents indicated that there

are not adequate funds for the teaching and learning practical

agriculture. There are not adequate funds for the acquisition of

equipment for the teaching and learning of practical agriculture. Due

to this, materials and equipments are acquired once in a term and not

as and when they are needed. The time that it takes requested

materials to be delivered does not auger well for the teaching and

learning of practical agriculture. The non-availability of funds makes

it difficult to use some methods in teaching practical agriculture, like

field trips, demonstration and hands-on experience. Therefore most

of the teachers resort to the discussion method.

40
Summary of Findings

Based on the findings of this research, it is thus summarized:

1. Teachers teaching practical agriculture are not professionals.

2. There is unavailability of teaching aids and instructional materials in

the schools

3. Teachers teaching practical agriculture are not very proficient in the

teaching and learning of Agriculture.

4. Teachers should be given opportunities for updating of knowledge

and skills so as to move with the new trends.

5. Adequate instructional aids were made available by government to

improve effective and efficient teaching.

6. There is a significant difference between the perceptions of teachers

and students on the problems affecting the effective teaching of

practical agriculture in secondary schools.

Conclusion

The primary goal of a teacher is to stimulate quality learning through

quality teaching. Effective teaching and learning is imperative for

attainment of classroom goals, school goals, education goal and natural

goals. The study examined various challenges or problems to effective

41
teaching and learning of practical agriculture in secondary schools in

Nigeria. Teachers must be qualified professionals and technically prepared

for the responsibility.

The need for quality agricultural education makes it necessary for

quality agricultural science teachers to be available. For the objectives of

agricultural education to be translated into reality, quality teachers must be

put in place, this is because teachers are the largest and most crucial inputs

of the educational system. Teachers translate theory into practice. Hence,

the qualities and effectiveness of agricultural education depends on the

quality and devotion of the teachers.

Recommendations

The study therefore made the following recommendations;

1. The state government should provide sufficient instructional

materials needed for the teaching/learning process of agricultural

practical.

2. Community leaders should be made to allocate land for agriculture

practicals or for school farming

3. Parents should be made to understand the importance of learning

agriculture to the individual, the community and to the nation at

large
42
4. Students and Parents should be made understand careers in

agriculture so as to encourage the teaching and learning of the

subject.

5. School authorities should set aside funds purposely for the teaching

and learning agriculture in their schools.

43
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 APPENDIX I

QUESTIONNAIRE

LETTER TO RESPONDENTS

Department of Agriculture Science Education

Faculty of Education,
Ambrose Alli University,
Ekpoma, Edo State.

Dear Respondents,

I am a student of the above named Department currently carrying out

a research work titled “Teachers’ and Students’ Perception of Problems of

Effective Teaching and Learning of Practical Agriculture in Junior

Secondary School” with specific focus on selected local governments in

Edo State.

Therefore, I humbly solicit your sincere co-operation / assistance in

answering the constructed questionnaire, and your responses will be treated

with utmost confidentiality and shall be used solely for academic purpose.

Thank you

Yours faithfully

__________________
Amedu R. Esther
Mat No: FED/VTE/15/18398
Researcher

51
Section A
Instruction: You are expected to tick (√) in the spaces you consider
appropriate
1. Sex: Male ( ), Female ( )
2. Age: 16 – 25 yrs ( ), 26 – 30 yrs ( ), 31 – 45 yrs ( ), 45 yrs
and above ( )
3. Class: JSS 1 ( ), JSS II ( ), JSS III ( )
4. Religion: Christian ( ), Muslim ( ), Others ( )
5. Marital Status: Single ( ), Married ( ), Others ( )
Section B
Instruction: You are expected to tick (√) in the space of your choice by
using the following key words
Key Words
SA = Strongly Agreed
A = Agreed
D = Disagreed
SD = Strongly Disagreed

S/N SA A D SD
Research Question
What are the problems affecting the effective
teaching and learning of practical agriculture
among secondary school students in Edo State?
1. Majority of the teachers teaching practical
agriculture are not professionals
2. Teachers teaching practical agriculture are not very
proficient in the teaching and learning of
Agriculture
3. The teachers do not possess adequate modern skills
for practical oriented teaching
4. There is unavailability of teaching aids and
instructional materials in the schools.

52
5. Students do not show adequate interest in the
subject
6. The number of students that take practical
agriculture as a subject are very few.
7. The teacher does not use relevant instructional
materials for teaching
8. The time allotted for the teaching and learning of
practical agriculture subject on the time-table is too
small
9. Parents see practical agriculture subject as the
subjects for children from poor parents.
10. The instructional aids available are not adequately
utilized by the teachers
11. Teachers should be adequately sensitized on the
importance of practical agriculture as a subject
12. Adequate instructional aids should be made
available by government
13. The teachers should be given opportunities for
updating of knowledge and skills so as to move
with the new trends
14. Practical agriculture teachers should be
professionals and holders of B.Sc. Ed. in
agriculture
15. Parents should not react negatively to their children
choosing practical agriculture as a course.

53
 APPENDIX II

1.
ITEMS x F FX x−x ¿ F¿
SA 4 139 556 - 0.42 0.18 25.02
A 3 43 129 0.58 0.34 14.62
D 2 12 24 1.58 2.50 30
SD 1 6 6 2.58 6.66 39.96
Total 200 715 109.6
❑
∑ FX
715
Mean=x= ❑
❑ = =3.58
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

2.
ITEMS x F FX x−x ¿ F¿
SA 4 117 468 - 0.56 0.31 36.27
A 3 59 177 0.44 0.19 11.21
D 2 18 36 1.44 2.07 37.26
SD 1 6 6 2.44 5.95 35.7
Total 200 687 118.44
❑
∑ FX
687
Mean=x= ❑
❑ = =3.44
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

3.
ITEMS x F FX x−x ¿ F¿
SA 4 98 392 - 0.69 0.48 47.04
A 3 72 216 0.31 0.10 7.2
D 2 23 46 1.31 1.72 39.56
SD 1 7 7 2.31 5.34 37.38
Total 200 661 131.18

54
 ❑
∑ FX
661
Mean=x= ❑
❑ = =3.31
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

4.
ITEMS x F FX x−x ¿ F¿
SA 4 110 440 - 0.47 0.22 24.2
A 3 73 219 0.53 0.28 20.44
D 2 20 40 1.53 2.34 46.8
SD 1 6 6 2.53 6.40 38.4
Total 200 705 129.84
❑
∑ FX
705
Mean=x= ❑
❑ = =3.53
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

5.
ITEMS x F FX x−x ¿ F¿
SA 4 90 360 - 0.8 0.64 57.6
A 3 69 207 0.2 0.04 2.76
D 2 31 62 1.2 1.44 89.28
SD 1 10 10 2.2 4.84 48.4
Total 200 639 198.04
❑
∑
❑
FX
639
Mean=x= ❑ = =3.20
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

6.
ITEMS x F FX x−x ¿ F¿
SA 4 110 440 - 0.64 0.41 45.1

55
A 3 61 183 0.36 0.13 7.93
D 2 20 40 1.36 1.85 37
SD 1 9 9 2.36 5.57 50.13
Total 200 672 140.16
❑
∑ FX
672
Mean=x= ❑
❑ = =3.36
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

7.
ITEMS x F FX x−x ¿ F¿
SA 4 102 408 - 0.68 0.46 46.92
A 3 69 207 0.32 0.10 6.9
D 2 20 40 1.32 1.74 34.8
SD 1 9 9 2.32 5.38 48.42
Total 200 664 137.04
❑
∑ FX
664
Mean=x= ❑
❑ = =3.32
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

8.
ITEMS x F FX x−x ¿ F¿
SA 4 91 364 - 0.79 0.62 56.42
A 3 74 222 0.21 0.04 2.96
D 2 20 40 1.21 1.46 29.2
SD 1 15 15 2.21 4.88 73.2
Total 641 161.78
❑
∑ FX
641
Mean=x= ❑
❑ = =3.21
200
∑
❑
F

56
 ❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

9.
ITEMS x F FX x−x ¿ F¿
SA 4 92 368 - 0.84 0.71 65.32
A 3 67 201 0.16 0.03 2.01
D 2 21 42 1.16 1.35 28.35
SD 1 20 20 2.16 4.67 93.4
Total 200 631 189.08
❑
∑ FX
631
Mean=x= ❑
❑ = =3.16
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

10.
ITEMS x F FX x−x ¿ F¿
SA 4 86 334 - 0.81 0.66 56.76
A 3 76 228 0.19 0.04 3.04
D 2 29 58 1.19 1.42 41.18
SD 1 9 9 2.19 4.80 43.2
Total 200 639 144.18
❑
∑ FX
639
Mean=x= ❑
❑ = =3.19
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

11.
ITEMS x F FX x−x ¿ F¿
SA 4 92 368 - 0.69 0.48 44.16
A 3 84 252 0.31 0.10 8.4
D 2 17 34 1.31 1.72 29.24
SD 1 7 7 2.31 5.34 37.38
Total 200 661 119.18

57
 ❑
∑ FX
661
Mean=x= ❑
❑ = =3.31
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

12.
ITEMS x F FX x−x ¿ F¿
SA 4 111 444 - 0.55 0.30 33.3
A 3 74 222 0.45 0.20 14.8
D 2 9 18 1.45 2.10 18.9
SD 1 6 6 2.45 6.00 36
Total 200 690 103
❑
∑
❑
FX
690
Mean=x= ❑ = =3.45
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

13.
ITEMS x F FX x−x ¿ F¿
SA 4 130 520 - 0.47 0.22 28.6
A 3 53 159 0.53 0.28 14.84
D 2 10 20 1.53 2.34 23.4
SD 1 7 7 2.53 6.40 44.8
Total 200 706 111.64
❑
∑
❑
FX
706
Mean=x= ❑ = =3.53
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

14.
ITEMS x F FX x−x ¿ F¿

58
SA 4 94 376 - 0.68 0.46 43.24
A 3 81 243 0.32 0.10 8.1
D 2 20 40 1.32 1.74 34.8
SD 1 5 5 2.32 5.38 26.9
Total 200 664 113.04
❑
∑ FX
664
Mean=x= ❑
❑ = =3.32
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

15.
ITEMS x F FX x−x ¿ F¿
SA 4 100 400 - 0.61 0.37 37
A 3 85 244 0.39 0.15 12.75
D 2 8 16 1.39 1.93 15.44
SD 1 7 7 2.39 5.71 39.97
Total 200 678 105.16
❑
∑
❑
FX
678
Mean=x= ❑ = =3.39
200
∑
❑
F
❑
Standard Deviation ( SD ) =∑ F ¿ ¿ ¿
❑

CALCULATED VALUES

1. SP
√ ( n1−1 ) S 21 +(n 2−2) S22
N 1+ N 2−2

SP SP
2. SX 1= SX 2=
√ N1 √N2
3. S ( x 1−x 2 ) =√ SX 21 +SX 22

59
 x1− x2
4. T =
S ( x 1−x 2)

The T-test statistical method (T)

SP = Standard Deviation of the Population

N1 = Sample Size for Perception of Students

N2 = Sample Size for Perception of Teachers

S1 = Standard Deviation of Perception of Students

S2 = Standard Deviation of Perception of Teachers

X1 = Mean of Perception of Students

X2 = Mean of Perception of Teachers

SX1 = Standard Deviation of Sample Size for Perception of Students

SX2 = Standard Deviation of Sample Size for Perception of Teachers

T = T – Test

HYPOTHESIS

Perception of Students Perception of Teachers

N1 = 105 N2 = 95

X1 = 3.29 X2 = 3.17

SD1 = 0.31 SD2 = 0.37

Perception of Students
ITEMS X F Fx x-x (x - x)2 F (x - x)2
SA 4 55 220 - 0.71 0.504 27.72
A 3 30 90 0.29 0.084 2.52
D 2 15 30 1.29 1.664 24.96
SD 1 5 5 2.29 5.244 26.22

60
Total 105 345 81.42
❑
∑ fx
345
Mean=x= ❑
❑ = =3.29
105
∑
❑
f

❑
Standard Deviation=∑ f ¿ ¿ ¿
❑

Perception of Teachers
ITEMS X F Fx x-x (x - x)2 F (x - x)2
SA 4 45 180 - 0.83 0.689 31.01
A 3 30 90 0.17 0.029 0.87
D 2 11 22 1.17 1.369 15.06
SD 1 9 9 2.17 4.709 42.38
Total 95 301 89.32
❑
∑ fx
301
Mean=x= ❑
❑ = =3.17
95
∑
❑
f

❑
Standard Deviation=∑ f ¿ ¿ ¿
❑

(1)

SP=
√ ( n −1 ) S + ( n −2 ) S
1
2
1 2
2
2

N 1+ N 2−2

SP= √
(105−1 ) 0.242 + ( 95−2 ) 0.292
105+95−2

SP=
√ (104 ) 0.0576+ ( 93 ) 0.0841
198

61
SP=
√ 5.9904 +7.8213
198

SP=
√ 13.8117
198

SP=√ 0.070

SP=0.265

(II)

SP
Sx1 =
√ N1
0.265 0.265
Sx1 = =
√ 105 10.25
Sx1 =0.026

(III)

SP
Sx2 =
√ N2
0.265 0.265
Sx2 = =
√ 95 9.75
Sx2 =0.027

(IV)

S √ x 1−x 2= √ Sx 21+ Sx 22

¿ √ 0.026 +0.027
2 2

√ 0.000676+0.000729
¿ √ 0.001405

62
= 0.0375

x 1−x 2
T=
S ( x 1−x 2 )

3.29−3.17 0.12
¿ = =3.2
0.0375 0.0375

df =Degree of Freedom=N 1+ N 2−2

¿ 105+95−2=198

Source Variation N X SD Df Cal – Crit – t Sig Remark

t Level
Perception of Students 105 3.29 0.24 Hypothesis
Perception of Teachers 95 3.17 0.29 198 3.2 1.96 0.05 Rejected
Total 200

63