FISH FARMING IN SECONADRY SCHOOLS: ITS IMPLICATION

TO PROMOTE AGRICULTURAL PRACTICES

BY STUDENTS OF DEMONSTRATION SECONDARY SCHOOL, DUTSIN-MA.

KATSIINA STATE

BY

AMINU NURADDEN YAMMAMA

(PED/22/362)

BEING A PROJECT SUBMITTED TO CENTRE FOR LITERACY AND

PROFESSIONAL DEVELOPMENT

ISA KAITA COLLEGE OF EDUCATION, DUTSIN-MA KATSINA STATE.

IN AFFILIATION WITH INSTITUTE OF EDUCATION, A.B.U. ZARIA

AUGUST, 2023

i
 DECLARATION

I hereby declare that the content of this research project is true reflection of my work and that all

literature cited have been acknowledged by means of references.

AMINU NURADDEN YAMMAMA __________________

PED/22/362 Sign & Date

ii
 APPROVAL PAGE

This research work titled “Fish Farming in secondary schools: It’s Implication to promote
Agricultural Practices by Students of Demonstration School, Dutsin-ma Katsina Sate” conducted
by Aminu Nuradden Yammama meets the regulations governing the award of Professional
Diploma in Education (PDE) with Isa Kaita College of Education Dutsin-ma in affiliation with
Institute of Education Ahmadu Bello University Zaria

________________________________ Sign & Date:________________

(Supervisor)

_________________________________ Sign & Date:________________

(Director CLPD)

_____________________________ Sign & Date:________________

(External Examiner)

iii
 DEDICATION

This project is hereby dedicated to my parents who provided me with all the essential needs

throughout my study, May Almighty Allah bless them abundantly. Ameen

iv
 ACKNOWLEDGMENT
I would like to express my sincere gratitude to all those who have contributed to the completion

of this research project. Without their support, guidance, and encouragement, this study would

not have been possible.

I extend my deepest appreciation to my supervisor Dr. Mahmud Halliru, whose expertise,

insights, and continuous encouragement propelled this research in the right direction. Your

thoughtful guidance and constructive feedback were invaluable throughout the research process.

I would like to thank my colleagues and classmates who provided essential insights and engaged

in stimulating discussions that helped shape the direction of this research. Your support and

camaraderie were instrumental in overcoming challenges and maintaining enthusiasm.

I am grateful to the participants of this study, the students of Demonstration Secondary School

Dutsin-Ma, whose active involvement and candid responses enriched the findings of this

research. Their willingness to share their experiences and perspectives is greatly appreciated.

My appreciation also extends to my friends and family for their unwavering support and

understanding throughout this journey. Your encouragement and belief in me were a constant

source of motivation.

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 ABSTRACT
This study investigates the implications of integrating fish farming into secondary school
curricula as a means to promote agricultural practices among students, using Demonstration
Secondary School Dutsin-Ma as a case study. This research employs a quantitative technique to
comprehensively assess the impact of fish farming on students' engagement with agricultural
practices. Quantitative data is gathered through questionnaire surveys that measure students'
attitudes towards agriculture and their perceived competency in relevant skills. The findings
suggest that the inclusion of fish farming in the secondary school curriculum positively
influences students' attitudes towards agriculture. The hands-on nature of fish farming
encourages active participation and practical learning, enhancing students' understanding of
ecological processes, animal husbandry, and sustainable farming practices. Furthermore, the
program cultivates teamwork, responsibility, and critical thinking skills as students collaborate
in maintaining the fish farm and solving challenges that arise. The implications of this study are
significant for educational institutions and policymakers alike. Integrating fish farming into
secondary school curricula can serve as a model for fostering agricultural awareness and
interest among students. By providing real-world experiences in food production, schools can
contribute to building a future generation of environmentally conscious and skilled
agriculturalists. The insights gained from this case study can inform the design and
implementation of similar programs in other educational settings, contributing to the overall
promotion of sustainable agricultural practice.

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 TABLE OF CONTENT

Title page- - - - - - - - - - - -i
Declaration- - - - - - - - - - - -ii
Approval Page- - - - - - - - - - -iii
Dedication- - - - - - - - - - - - iv
Acknowledgement- - - - - - - - - - -v
Abstract- - - - - - - - - - - -vi
Table of content - - - - - - - - - - -vii
CHAPTER ONE

1.0 Introduction- - - - - - - - - - -1

1.1 Objectives of the Study- - - - - - - - - -2

1.2 Research Questions- - - - - - - - - -3

1.3 Basic Assumption- - - - - - - - - -3

CHAPTER TWO

2.0 Introduction- - - - - - - - - - -4

2.1 Agricultural Teaching Approaches- - - - - - - -5

2.1.1 Lecture Method- - - - - - - - - -5

2.1.2 Discussion Method- - - - - - - - - -6

2.1.3 Tours and Field Trips- - - - - - - - - -6

2.1.4 Demonstration Method- - - - - - - - -7

2.1.5 Digital Learning- - - - - - - - - -7

2.1.6 Ways of Integrating fish farming into the secondary school curriculum- - -8

2.2 Benefits of Fish Farming- - - - - - - - -8

2.2.1 Source of Employment- - - - - - - - - -8

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2.2.2 Good Source of Animal Protein- - - - - - - -9

2.2.3 Source of Income/Revenue- - - - - - - - -9

2.2.4 Household Food Security- - - - - - - - -9

2.3 Challenges in Fish Farming- - - - - - - - -10

2.4 Fish Farming Facilities- - - - - - - - - -11

2.4.1 Fish Ponds- - - - - - - - - - -11

2.4.2 Earthen Ponds- - - - - - - - - - -12

2.4.3 Concrete Ponds- - - - - - - - - -12

2.4.4 Fish Ponds- - - - - - - - - - -12

CHAPTER THREE

3.1 Research Design- - - - - - - - - - -14

3.2 Study Area- - - - - - - - - - -14

3.3 Population and Sampling Size- - - - - - - - -15

3.4 Method of Data Collection- - - - - - - - -15

3.6 Methods of Data Analysis- - - - - - - - -15

CHAPTER FOUR

4.0 Result and Discussion- - - - - - - - - -16

CHAPTER FIVE

5.1 Summary- - - - - - - - - - - -34

5.2 Conclusion- - - - - - - - - - -35

5.3 Recommendations - - - - - - - - - -35

References- - - - - - - - - - - -37

viii
 CHAPTER ONE

INTRODUCTION

1.0 BACKGROUND OF THE STUDY

Agriculture is the backbone of the Nigerian economy, and it is estimated that over 70% of the

population is engaged in agricultural practices. Despite this, the sector is facing numerous

challenges, such as climate change, soil degradation, and low productivity. To address these

challenges, it is essential to promote sustainable agricultural practices and equip the next

generation with the necessary knowledge and skills to sustain the sector's growth.

One way to promote sustainable agriculture practices is by including agricultural education in

secondary schools. Agricultural education in secondary schools provides students with hands-on

experience in various aspects of farming, including crop production, livestock management, and

fish farming. Such experiences can be beneficial in creating awareness of the importance of

agriculture and promoting sustainable agricultural practices among the youth.

However, in many parts of Nigeria, including Dutsin-ma Local Government Area, young people

have been increasingly moving away from agriculture, resulting in a decline in agricultural

productivity. The local government area is known to have Zobe dam, which provides

opportunities for fish farming. Despite this, many young people in the area have failed to take up

fish farming. Therefore, there is a need to explore ways to promote fish farming among young

people in the area and highlight the importance of including fish farming as part of agricultural

education in secondary schools.

1
Several studies have shown that fish farming has numerous benefits, including providing a

source of protein, creating employment opportunities, and contributing to sustainable agriculture.

For example, according to a study by Akinwumi et al. (2018), fish farming can significantly

contribute to food security and economic growth in Nigeria. Furthermore, a study by Adeleke et

al. (2016) found that fish farming can be a viable means of income generation and employment

creation in Nigeria.

In light of these benefits, this study aims to explore the importance of promoting fish farming in

secondary schools in Dutsin-ma Local Government Area and its implications for sustainable

agriculture. Specifically, the study will examine the perceptions of selected secondary school

students towards fish farming as a sustainable agricultural practice and assess how fish farming

can be integrated into the school curriculum to provide educational opportunities for students.

The study will also examine the environmental and economic benefits of promoting fish farming

in the local government area and highlight ways in which it can contribute to sustainable

agriculture practices.

1.1 Objectives of the Study

The objective of this study is to assess the effectiveness of promoting fish farming in

Demonstration School, Isa Kaita College of Education Dutsin-ma in promoting sustainable

agricultural practices and providing educational opportunities for students.

2
1.2 Research Questions:

1. Do the selected 50 students have the background to develop interest toward fish farming

practice?

2. Can fish farming be limited by the students of Demonstration Secondary School, Isa

Kaita College of Education Dutsin-ma in their school?

3. Is there a positive impact of the training being received by the students of Demonstration

Secondary School, Isa Kaita College of Education Dutsin-ma on fish farming?

1.3 Basic Assumptions

The study is expected to develop the interest of secondary school students in promoting fish

farming as a means of promoting sustainable agricultural practices and providing educational

opportunities. The results will encourage the students to promote fish farming and other

sustainable agriculture practices in secondary schools, specifically in Demonstration School, Isa

Kaita College of Education Dutsin-ma.

3
 CHAPTER TWO
LITERATURE REVIEW

2.0 INTRODUCTION

Fishery is a branch of agriculture that deals with rearing of fish and other aquatic creatures for

human use. Fishery according to Olaitan and Omonia (2009) is the branch of agriculture that

deals with the use of water to culture types of fish species. Fish is an important source of food

nutrient and contains up to 40% of protein consumed as diet by man (Asogwa et al., 2013;

Brown et al., 2017). In the view of Asogwa et al. (2013), fish is an aquatic cold-blooded animal

that lives in water and which body temperature fluctuate within the surrounding environment. It

means that fish is naturally adapted to water. Apart from serving as food, man has domesticated

the fish which became adapted and is reared under various artificial water bodies with other

numerous benefits to human kind. For instance, the skin of some species of fish are used for

leather works and polishing materials and besides, fish scales yield substances that could be

coated as glass beads for decoration (Iwena, 2008).

In Nigerian secondary educational setting, fish production is hitherto, studied under agricultural

science. However, trade subjects were recently introduced in the curriculum of secondary

schools. Fishery is one of the 34 trade subjects introduced into the Nigerian secondary school

curriculum to provide avenue for learners to acquire livelihood skills (Okafor and Ifeanyieze,

2014, Asogwa, 2013). Fishery trade subject teaches the students entrepreneurial skills for

subsequent establishment of fishery enterprises upon graduation Nigeria Educational Research

and Development Council (NERDC, 2009). Consequently, Orji (2013) mentioned among others

that one rationale of introducing trade/entrepreneurship subject by the government in secondary

4
school was to address the dearth of technical skills and a growing demand for skill services in

Nigerian economy. For effective teaching of any aspect of fishery trade subject in the secondary

schools, the teacher needs both theoretical knowledge and practical skills to be able to teach the

students using the appropriate and recommended teaching resources. Besides, Ogwo and Oranu

(as cited in Asogwa, 2016) asserted that for teachers of vocational education with fishery trade

background, to be effective in instructional delivery they need to be constantly upgrading their

knowledge for effective performance in their profession. Moreover, Asogwa (2016) contended

that a situation whereby teachers without refresher programmes implemented a new curriculum

after long time training gap does not auger well for effectiveness in the teaching and learning in a

new era.

2.1. Agricultural Teaching Approaches

Teachers in secondary schools in Nigeria have been found to use various pedagogical methods at

their disposal in teaching agriculture. The most common methods in agriculture classes are the

lecture, discussion, digital learning, demonstration and tours and field trips (Munyao, 2014;

Daluba, 2013).

2.1.1. Lecture Method.

Lectures usually take place in a classroom format. It is also referred to as talk and chalk or

textbook method (Gbamanja, 1991). This method is teacher centered with little participation

from learners (Troussas et al., 2020). The teacher is seen as the repository of all knowledge

while the students are passive recipients of knowledge transmitted by the teachers in the learning

process (Troussas et al., 2020). Properly structured lectures may be the best teaching method

5
especially when suited to the transmission of conceptual and systematic knowledge (Charlton,

2006). In different studies, the major advantage of the lecture method is the ability to get a huge

amount of information to a lot of people in a short amount of time (Charlton, 2006; Troussas et

al., 2020) although retention of the information might be a challenge (Troussas et al., 2020).

2.1.2. Discussion Method

The use of discussions as a primary teaching method in agriculture allows the teacher to

stimulate critical thinking on the learners (Troussas et al., 2020). This approach also helps the

teacher establish a rapport with the students, demonstrating an appreciation of their contributions

and challenging them to think more deeply and to articulate their ideas more clearly. The

frequent questions asked by both the teacher and the students provide a means of measuring

learning and exploring in depth the key concepts of the course (Saina et al., 2012). Through class

room discussions, a set of acquired skills that is necessary for establishing and developing

interpersonal relationships such as communication skills, cooperation, emotional intelligence,

and critical thinking is developed (Daluba, 2012; Falode et al., 2015).

2.1.3. Tours and Field Trips

The usual purpose of outdoor training through tours and field trips is to develop teamwork skills

(Troussas et al., 2020). Field trips to agricultural centers, industries, farmlands, etc., where

students get firsthand experience and practice of the theoretical methods of agriculture, can prove

to be very helpful (Adom, 2017). However, assignments, write-ups, and projects must be given

to students to aid them to participate effectively in the field trips (Adom, 2017). Tours and field

trips in secondary schools may however disorient the school time table and hence need proper

timing such as during the school mid-breaks and holidays. The field trip is one of the most

6
complex and expensive activities in the educational system and hence should be planned as an

integral part of the curriculum rather than as an isolated activity (Olowa, 2009).

2.1.4. Demonstration Method

Through the demonstration method, the teacher does whatever the learners are expected to do at

the end of the lesson by showing them how to do it and explaining the step-by-step process to

them (Ameh et al., 2007). The demonstration may include diagrams, charts, e-learning, and other

illustrative materials accompanied by an oral explanation (Saina et al., 2012). The audience

observes the process, listens to the explanation, and poses questions during or at the conclusion

of the demonstration (Saina et al., 2012). The demonstration method increases students’ interest

and understanding and consequently promotes high achievement rate. Demonstration procedures

in agriculture may include machine milking, how to preserve fish, how to graft a mango tree, or

how to install drip irrigation in a home garden (Daluba, 2012)

2.1.5. Digital Learning

Technology provides the possibility of including multimedia and interactive resources that can

make adult learning more attractive and realistic, encouraging and even inspiring adults to

develop their skills (Krouska et al., 2019). In reference to the youth who are the targeted future

farmers, this technology can enhance their skills development and its application to the food

industry. Videos, radio, mobile phones, and television are among the information communication

technology (ICT) tools that are gaining popularity in enhancing farmers’ access to agricultural-

related knowledge and information (United Nations, 2010). Due to their social learning nature,

videos in particular have a high potential to stimulate social learning because they combine

visual and audio elements that facilitate internalization and contextualization of knowledge or

7
information, which enable farmers to share and learn from experiences (Bentley et al.,2013;

MacGregor,2007). When incorporated into the classroom setting, the social learning nature of

the ICT devices can fast-track skills development in agriculture and be the bait to making youths

be more interested in agriculture.

2.1.6 Ways of Integrating Fish Farming into the Secondary School Curriculum.

A thorough analysis of the existing school curriculum will be carried out to identify potential

areas where fish farming can be integrated. Subjects such as biology and agriculture or any other

relevant subject will be reviewed. Examining the curriculum's learning objectives, content, and

teaching methods to identify opportunities for incorporating fish farming-related concepts,

practical activities, or case studies. However, these can achieve by expert interviews such as

agricultural educators, fish farmers, or agricultural extension officers to gather insights into how

fish farming can be effectively integrated into the curriculum, their expertise can provide

valuable guidance on aligning fish farming activities with the curriculum and educational

objectives.

2.2 Benefits of Fish Farming

The benefits of fish farming are multifaceted, touching upon various aspects that contribute to its

appeal. This practice goes beyond addressing the growing demand for seafood and holds

advantages that span economic, environmental, and nutritional dimensions. There are several

benefits associated with fish farming, these include the following;

2.2.1 Source of Employment

Global statistics revealed that the fish farming sector employs about 25.4 million people in

Africa, while more than 17.6 million are involved in other value chain aspects of fish farming

8
(World Bank, 2013; FAO, 2016). Olaoye (2013) affirmed that fish farming is profitable and can

create good job opportunities while contributing to investor’s livelihood. Likewise, Iheke and

Nwagbara (2014) equally posited that fish farming is a profitable and viable investment capable

of sustaining peoples’ livelihood.

2.2.2 Good Source of Animal Protein

According to Prein and Ahmed (2000), fish is rich in iron, calcium, iodine and vitamins. Hence,

it serves as a source of nutrient to the body. The nutritional benefits derived from fish cannot be

overemphasized. It contains nitrogenous compounds, lipids, carbohydrates, minerals and

vitamins (FAO, 2006). Fish supplies 20% of proteinous food substances consumed in sub-

Saharan Africa, it is also a good food source to millions of Africans, (FAO, 2014).

2.2.3 Source of Income/Revenue

Income is generated from fish farming from all the value chains of the enterprise (World Bank,

2016). Fish contributed significantly to the Nigerian GDP in 2018 (National Bureau of Statistics,

2018). Islam (2017) also posited that seasonality availability of fish differs from that of crops as

it helps in reducing seasonal vulnerability among rural poor fisher folks by providing income and

food in lean seasons

2.2.4 Household Food Security

Fish farming indirectly contributes to household food security of fisher folks through increasing

income from the enterprise which in turn, can be utilised to purchase other staple foods (Béné et

al., 2007; Aiga et al., 2009). Given its relatively cheaper cost, fish has become the major source

of nutrition for the people of Nigeria, it is the main product consumed in terms of animal protein

9
in Nigeria. Apart from the fact that fishes are great sources of affordable protein which the

human body needs in regular and specific quantities.

2.3 Challenges in Fish Farming

Several constraints inherent in fish farming have been highlighted by various scholars. Baruwa et

al., (2012) identified epileptic electricity supply, insufficient capital, high-cost of inputs, high-

cost of labor and water pollution. In the same vein, Olaoye et al., (2013) indicated high cost of

feeding, lack of storage facilities and predators as major limitations to fish farming. Similarly,

Asiedu et al., (2017) equally reported that lack of access to funds and good fingerlings are major

reasons fish farmers abandon their fish farms.

Furthermore, Niyonkuru, Nibona and Moreau (2015) grouped major factors militating against

fish farming into: physical , technical material and financial factors , while citing topographical

and soil constraints as major physical factors, insufficient technical skills as a technical factor

and use of rudimentary equipment and poor packaging for transporting fingerlings as major

material factors, while extreme poverty, lack of financial support or the lack of micro-finance

institution constituted financial factors. In a related development, challenges to fish farming as

observed by Akpabio and Iyang (2007) ranges from production (inadequate pond sizes,

unavailability of improved species), environmental (low PH in pond, acidic rainfall), socio

cultural (predations by animals), poor access to credit facilities poor policy formulation and

implementation by governments, technological (lack of awareness of available technologies,

poor yield from local technology), marketing (high cost of marketing fish produce, low selling

price of produce).

10
Studies centered on youths also showed that young fish farmers are faced with myriads of

constraints in fish enterprise. For example, Nnodim and Abbey (2019) in a study on constraints

to fish farming amongst youths highlighted inadequate farm lands, poor skills in modern fish

farming practices, insufficient time for practical sessions, poor fishing gears, poor funding and

lack-lustre attitude towards vocational subjects as factors constraining fish farming among senior

secondary agricultural students.

2.4 Fish Farming facilities

Since fish farming involves the rearing of different species of fish under controlled environment,

several facilities exist in aquaculture to achieve this. Some of it is: flow through systems also

known as raceways, ponds, cages, tanks and recirculating systems. (Ozigbo et al., 2014)

2.4.1 Fish ponds

A fish pond is a controlled structure, artificial lake, or reservoir stocked with fish and used in

aquaculture for fish farming, recreational fishing or ornamental purposes. The practice of

culturing fish in ponds developed because growing fish in ponds can be a more useful practice

for some purposes, when compared to catching fishes from lakes, rivers, or streams (Ozigbo et

al, 2014). Freshwater fish ponds differ according to their source of water, the way in which water

can be drained from the pond, material and method used for construction and the method of use

for fish farming (Ajana, 2003). Fish pond system is the commonest agricultural techniques in

Nigeria (FAO, 2002). Tidal ponds, reservoirs, storage tanks, raceways and fish farm tanks are

not referred to as fish ponds (Wilcox, 1985).

11
2.4.2 Earthen ponds

These are artificial dams, reservoir, or lakes constructed for different species of fishes in order to

retain some features of the natural aquatic environment. Earthen ponds are constructed manually,

or mechanically, in a carefully selected site with high water retention ability. Earthen ponds were

usually constructed with the use of shovels and diggers. However, in recent times, the use of

excavators to dig ponds has been on the increase. An excavator can dig a pond that ten men will

ordinarily dig in five days within just ten hours (Abiodun, 2016). For commercial pond

construction, the use of excavator is more cost effective than manual construction. It also saves

time and can attain good depths in hours.

2.4.3 Concrete ponds

Concrete ponds are used in intensive fish farming systems. Here, 4-5 coaches of blocks are used

to construct the pond above the ground level, using cement, sand and gravel in ratio 1:2:4

respectively with water. The pond floor can be well concreted to a thickness between 7.5cm-

10cm. Walls are plastered to a thickness of 5cm. The bottom can also be in concrete but for

reasons of construction costs, only if the pond size does not exceed 200 m 2. Brick or stone walls

must have strong foundations and, if they are built with bricks or blocks, they must be plastered,

in order to avoid the effects of erosion. They are usually smaller than earthen ponds and should

not exceed 1,000 m2 surface area. This type of pond is more expensive to build and, therefore,

should be made profitable by a higher production per volume utilized.

2.4.4 Fish Tanks

Fish farming can also be carried out in outdoor or indoor concrete or plastic tanks. Tanks can be

inform of small aquaria (glass or plastic) or large fibreglasses. Production tanks varies in size and

12
shape, however, round tanks between 5,000 to 10,000 liters are most commonly used (Aquatic

life Support Systems, 2013). Tanks should be noncorrosive, therefore, plastic or fiberglass is

usually recommended. Smooth round tanks with a conical shaped bottom are considered

advantageous as this will assist with waste solids disposal during draining.

13
 CHAPTER THREE
RESEARCH METHODOLOGY

3.1 Research Design

The research design used for this study is survey. This is because data gotten through this

method can be used to describe the characteristics of public organization. It is used as an

assessment tool to provide information on which to base sound decisions. It also serves as a

foundation for more investigations. This research method was adopted because it offers

opportunity for the collation of facts and information from a wide spectrum of respondents;

hence it is expedient for this research.

3.2 Study Area

The study area is Demonstration Staff School at Isa Kaita College of Education, located in

Dutsin-ma Local government Area of Katsina State. It is an integral part of the educational

landscape in the region. The school's history is rooted in its commitment to providing quality

education and fostering a nurturing learning environment for students. From its inception,

Demonstration Staff School has been guided by a mission to provide a holistic and balanced

education to its students. The school's philosophy centers around cultivating intellectual

curiosity, critical thinking, and character development. Throughout its history, Demonstration

Staff School has consistently upheld a tradition of academic excellence. The school has

continually adapted its curriculum to align with evolving educational standards and global

trends. It has incorporated innovative teaching methodologies and educational technologies to

enhance the learning experience of its students.

14
3.3 Population and Sampling Size

The population targeted for this study consists of students and teachers of Demonstration staff

school Isa Kaita College of Education Dutsin-ma. The participants were chosen on the basis of

convenience and availability. 50 participants were selected. The sample forms a good

representation of the population. This sample size was used in order to generate a valid data from

the population.

3.4 Method of Data Collection

Data collected for this study were collected from primary sources. The primary data was

collected through the use of questionnaire which was self-administered to the respondents and

also retrieved from them in the same way. The data were obtained by administering the

instrument on 50 participants in the study. A total of 50 copies of the instrument were properly

responded to and returned.

3.5 Method of Data Analysis

The data collected in the questionnaire is analyzed using simple parentage (%) expression where

the number of the responses is divided by the total number of respondent and multiplies by 100

this method is employed because of simplicity and clarity

15
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 INTRODUCTION

The chapter present analysis and interpretation for data collection, the data are presented in a

tabular form using frequency count and simple percentage. The analysis of the data collected is

organized using each research question posed by the study. All questions in the questionnaire

that relate to a particular research question were used to answer that research question.

PART I: STUDENT’S QUESTIONNAIRE

Table 1: Do you think fish farming is important for sustainable agriculture?

RESPONSE POPULATION PERCENTAGE

Yes, it is highly important 18 36%

Yes, it is somewhat important 21 44%

No, it is not important 6 12%

Not sure 5 8%

TOTAL 50 100%

From the above table, 21 of the respondents (44%) are in support of fish farming and considered

it as important, while 6 respondents (12%) are of the view that fish farming is not important or

remain optimistic. Therefore, fish farming will be accepted by majority of the students of

Demonstration Secondary School.

16
Table 2: What do you believe are the benefits of fish farming?

RESPONSE POPULATION PERCENTAGE

Provides a source of nutritious food 25 50%

Creates employment opportunities 12 24%

Helps conserve aquatic ecosystems 8 16%

Contributes to local economic 5 10%

development
None of the above 0 0%

TOTAL 50 100%

The table above reveals that a significant majority of the students (50%) recognized the

importance of fish farming in providing a source of nutritious food. This response aligns with the

fact that fish farming is a crucial contributor to global food security, as fish is a rich source of

protein and essential nutrients. Furthermore, 24% of the students acknowledged that fish farming

creates employment opportunities. 16% of the students recognized the role of fish farming in

conserving aquatic ecosystems. Moreover, 10% of the students identified that fish farming

contributes to local economic development. This response underscores the economic significance

of fish farming as a viable livelihood option, particularly in regions with suitable conditions for

aquaculture. Interestingly, none of the students selected "None of the above," suggesting that all

the options presented were perceived as having some degree of relevance or significance.

17
Table 3: What are the potential challenges or drawbacks of fish farming?

RESPONSE POPULATION PERCENTAGE

High initial investment cost 15 30%

Requires specialized knowledge and skills 12 24%

Water pollution and environmental 8 16%

impacts

Limited market demand for fish products 9 18%

None of the above 6 12%

TOTAL 50 100%
A significant number of students (30%) recognizing "High initial investment cost" as a challenge

in fish farming reflects a common concern in the aquaculture industry. The fact that 24% of

students acknowledged the need for "specialized knowledge and skills" highlights an essential

aspect of fish farming. The concern of 16% of students regarding "Water pollution and

environmental impacts" echoes a legitimate apprehension associated with intensive fish farming

practices. The recognition of "Limited market demand for fish products" as a potential challenge

by 18% of students indicates the importance of market analysis and understanding consumer

preferences. The response of 12% of students indicating "none of the above" implies that they

might not be aware of or fully comprehend the challenges associated with fish farming. This

response underscores the need for education and awareness-raising efforts to inform students

about the complexities and considerations involved in aquaculture.

18
Table 4: Have you had any prior experience or exposure to fish farming?

RESPONSE POPULATION PERCENTAGE

Yes, I have hands-on experience with fish 18 36%

farming

Yes, I have theoretical knowledge about 22 44%

fish farming

No, I have no experience or knowledge 10 20%

about fish farming

TOTAL 50 100%

From the above table, 36% of the students reported having "hands-on experience with fish

farming". It indicates that a significant proportion of the surveyed students have practical

exposure to fish farming, likely through direct involvement in aquaculture activities or projects.

The response of 44% of students stating that they possess "theoretical knowledge about fish

farming" suggests that a substantial number of students have learned about fish farming through

educational curricula or other theoretical sources. This theoretical knowledge may include

information on fish biology, aquaculture practices, sustainable farming techniques, and the

economic and environmental aspects of fish farming. The response of 20% of students indicating

that they have "no experience or knowledge about fish farming" highlights a potential gap in

their exposure to the subject. It may signify that these students have not encountered formal

education or practical opportunities related to fish farming

19
Table 5: Would you be interested in learning more about fish farming and its practices?

RESPONSE POPULATION PERCENTAGE

Yes, I am very interested 20 40%

Yes, I am somewhat interested 15 30%

No, I am not interested 7 14%

Not sure 8 16

TOTAL 50 100%

The table above shows 40% of the students expressed a high level of interest in learning more

about fish farming is quite promising. Another positive aspect is that 30% of the students showed

some level of interest in learning more about fish farming. This suggests that a substantial

portion of the respondents is open to exploring the subject and might be willing to engage in

further learning activities or discussions. The response of 14% of the students stating that they

are not interested in learning more about fish farming may indicate a lack of awareness or

interest in agricultural practices in general. The response of 16% of the students being unsure

about their interest in learning more about fish farming emphasizes the need for greater exposure

to the topic.

20
Table 6: How do you perceive fish farming as a potential career option?

RESPONSE POPULATION PERCENTAGE

It is a promising and rewarding career option 20 40%

It is an average career option 10 20%

It is not a preferred career option 12 24%

I haven't thought about it 8 16

TOTAL 50 100%

The response of 40% of students perceiving fish farming as a "promising and rewarding career

option" suggests a positive outlook towards the potential of aquaculture as a career path. And the

response of 20% of students regarding fish farming as an "average career option" indicates a

relatively neutral stance. While the response of 24% of students expressing that fish farming is

"not a preferred career option" suggests that they have reservations or concerns about pursuing a

career in aquaculture. And lastly the response of 16% of students indicating that they "haven't

thought about it" indicates a lack of awareness or consideration of fish farming as a potential

career path. These students might not have been exposed to information about aquaculture as a

profession or may not have seriously considered it as an option for their future career.

21
Table 7: Do you believe that integrating fish farming into the school curriculum would be
beneficial?

RESPONSE POPULATION PERCENTAGE

Yes, it would be highly beneficial 20 40%

Yes, it would be somewhat beneficial 18 36%

No, it would not be beneficial 6 12%

Not sure 6 12%

TOTAL 50 100%

The highest percentage of students (40%) expressing that integrating fish farming into the school

curriculum would be "highly beneficial" signifies a widespread belief in the advantages of such

an initiative. The response of 36% of students stating that integrating fish farming would be

"somewhat beneficial" indicates a positive outlook, although with some reservations or

uncertainty. The 12% of students who responded "No, it would not be beneficial" have

reservations or skepticism about the value of incorporating fish farming into the school

curriculum. The response of 12% of students who were "Not sure" reflects a lack of confidence

in their opinion regarding the potential benefits of integrating fish farming into the curriculum.

This response might be due to a lack of knowledge or understanding about fish farming or the

curriculum's possible impact.

Table 8: Are you aware of any environmental or sustainability benefits associated with fish farming?

22
RESPONSE POPULATION PERCENTAGE

Yes, I am aware of the environmental benefits 28 56%

No, I am not aware of any environmental benefits 16 32%

Not sure 6 12%

TOTAL 50 100%

The fact that half of the students (56%) expressed awareness of the environmental benefits

associated with fish farming is encouraging. This indicates that a significant portion of the

surveyed students has some understanding of the positive impacts that fish farming can have on

the environment and sustainability. The response from 32% of students stating that they are "not

aware of any environmental benefits" suggests a need for greater education and information

dissemination on the subject. Fish farming, when practiced sustainably, can offer various

environmental benefits, such as reduced pressure on wild fish stocks, habitat conservation, and

efficient water use. The response of 12% of students indicating that they are "not sure" about the

environmental benefits of fish farming may reflect a lack of sufficient knowledge on the topic.

This highlights the importance of providing students with accurate and comprehensive

information on the positive environmental impacts of sustainable fish farming.

Table 9: Would you be willing to participate in practical fish farming activities as part of your school

curriculum?

23
RESPONSE POPULATION PERCENTAGE

Yes, i would be highly willing 25 50%

Yes, i woul be somewhat willing 15 30%

No, i would not be willing 6 12%

Not sure 4 8%

TOTAL 50 100%

The fact that 50% of students expressed a "highly willing" attitude toward participating in

practical fish farming activities is a positive indication of their interest and enthusiasm. The

response of 30% of students indicating they are "somewhat willing" to participate implies a level

of interest but with potential reservations or uncertainties. This group may benefit from further

information and encouragement to fully understand the value of practical fish farming activities

and their relevance to their education. The 12% of students who responded with a clear "No, I

would not be willing" may have various reasons for their reluctance. It could be due to a lack of

interest in agriculture-related activities, concerns about the practicality of the activity, or personal

preferences for other types of learning experiences. The small percentage (8%) of students

responding with "Not sure" may indicate a need for more information or clarification about what

practical fish farming activities entail. It is therefore accepted that the students of Demonstration

school are willing to participate practical fish farming activities as part of their school

curriculum.

Table 10: In your opinion, how important is it to promote fish farming among young people?

24
RESPONSE POPULATION PERCENTAGE

Very important 27 54%

Somewhat important 15 30%

Not important 5 10%

Not sure 3 6%

TOTAL 50 100%

From the table above, 54% suggests that the student strongly believes in the significance of

promoting fish farming among young people, likely due to its potential benefits for food security,

sustainable livelihoods, and environmental conservation. 30% indicates that the student

recognizes some level of importance in promoting fish farming among young people, but they

may have reservations or uncertainties about its full impact. Students who chose Not important

(10%) option do not consider promoting fish farming among young people to be a priority or

may have doubts about its benefits compared to other initiatives or industries. Lastly, 6% are not

sure, this response shows that the student is uncertain or lacks enough information to form a

clear opinion about the importance of promoting fish farming among young people. This result

indicates that the students agree it is important to promote fish farming among young people.

PART II: EXPERTISE QUESTIONNAIRES

25
Table 11: Which of the following fish farming concepts do you believe could be effectively integrated

into the school curriculum?

RESPONSE POPULATION PERCENTAGE

Fish pond construction and management 14 28%

Fish nutrition and feeding 12 24%

Fish health and disease management 7 14%

Fish breeding and genetics 5 10%

All of the above 12 24%

TOTAL 50 100%

The results from the above table indicate that the majority of teachers (24%) believe that all the
listed fish farming concepts could be effectively integrated into the school curriculum. Among
the individual concepts, "Fish pond construction and management" received the highest level of
support, with 28% of teachers choosing this option. This indicates that a significant portion of
the teachers sees practical value in learning about how to set up and manage fish ponds. "Fish
nutrition and feeding" garnered the second-highest support, with 24% of teachers selecting this
concept. On the other hand, "Fish health and disease management" and "Fish breeding and
genetics" received relatively lower support, with 14% and 10% of teachers choosing these
options, respectively. The lower percentage could be attributed to a lack of awareness among
teachers regarding the significance of fish health and breeding or a lesser interest in these
particular aspects of fish farming. Furthermore, the 24% of teachers who advocate for integrating
all the concepts may be more inclined to see the interconnectedness of different aspects of fish
farming and recognize how a holistic understanding can lead to better decision-making and
problem-solving in real-world aquaculture scenarios.
Table 12: In your opinion, which grade levels or courses would be most suitable for incorporating fish

farming activities or lessons?

26
RESPONSE POPULATION PERCENTAGE

Primary school 15 30%

Junior secondary school 12 24%

Senior secondary school 9 18%

Vocational or technical education programs 8 16%

All of the above 6 12%

TOTAL 50 100%

A total of 15 teachers, constituting 30% of the surveyed participants, believe that fish farming
activities or lessons would be most effectively integrated into the primary school level. This
result suggests that a significant proportion of teachers sees the potential benefits of introducing
fish farming concepts to younger students. 12 teachers, representing 24% of the teachers,
consider junior secondary school as the most appropriate level for incorporating fish farming
activities or lessons. At this level, students are typically more mature and capable of engaging in
more complex concepts related to fish farming. 9 teachers, making up 18% of the teachers,
believe that senior secondary school is the most suitable level for incorporating fish farming
activities or lessons. At this stage, students are more academically advanced and may have a
clearer idea of their career interests. Including fish farming education at this level can provide
more in-depth knowledge of advanced aquaculture practices, sustainable fish farming methods,
and the economic aspects of the industry. 8 teachers accounting for 16% of the teachers, view
vocational or technical education programs as an appropriate setting for integrating fish farming
activities or lessons. 6 teachers, comprising 12% of the teachers, advocate for integrating fish
farming activities or lessons into all grade levels or courses.

Table 13: What teaching methods or approaches do you think would work best for integrating fish
farming into the curriculum?

RESPONSE POPULATION PERCENTAGE

27
Classroom lectures and discussions 12 24%

Practical demonstrations and hands-on activities 18 36%

Field trips to fish farms or aquaculture facilities 15 30%

Group projects or research assignments on fish farming 2 4%

All of the above 3 6%

TOTAL 50 100%

Approximately 24% of the teachers considered classroom lectures and discussions to be an

effective teaching method. A majority of teachers (36%) favored practical demonstrations and

hands-on activities. This strong endorsement indicates that a substantial number of educators

recognizes the pedagogical benefits of experiential learning, where students actively engage in

fish farming practices to gain a deeper understanding and develop practical skills. Around 30%

of the teachers recognized the value of field trips to fish farms or aquaculture facilities. This

result suggests that a considerable proportion of educators sees the benefits of providing students

with real-world experiences to reinforce classroom learning and foster a deeper connection with

fish farming practices.

Table 14: What resources or materials would be necessary to support the integration of fish farming
into the curriculum?

RESPONSE POPULATION PERCENTAGE

28
Fish farming manuals or textbooks 13 26%

Educational videos or multimedia resources 10 20%

Laboratory equipment and fish farming tools 18 36%

Guest speakers or experts in fish farming 6 12%

All of the above 3 6%

TOTAL 50 100%

A significant number of teachers (26%) indicated that fish farming manuals or textbooks would

be essential resources. This response suggests that teachers value having comprehensive and

structured learning materials that cover various aspects of fish farming, providing students with

foundational knowledge and reference materials. Around 20% of teachers recognized the

importance of educational videos and multimedia resources. Approximately 36% of teachers

identified the need for laboratory equipment and fish farming tools. About 12% of teachers

expressed the desire to have guest speakers or experts in fish farming visit the classroom..

Around 6% of teachers advocated for having all the mentioned resources and materials. This

suggests that a smaller proportion of teachers believes in the importance of a comprehensive

approach that combines various resources to create a well-rounded and engaging learning

experience for students.

Table 15: What challenges or barriers do you foresee in integrating fish farming into the
curriculum?

RESPONSE POPULATION PERCENTAGE

29
Lack of funding for necessary resources 18 36%

Limited teacher knowledge or expertise in fish farming 9 18%

Laboratory equipment and fish farming tools 8 16%

Limited time within the curriculum to incorporate fish 5 10%

farming
All of the above 10 20%

TOTAL 50 100%

Approximately 36% of the teachers identified lack of funding for necessary resources as a

significant barrier. This response highlights the importance of adequate financial support to

provide schools with the essential infrastructure, equipment, and materials needed for practical

fish farming education. Around 18% of the teachers expressed concerns about their own

knowledge or expertise in fish farming. Approximately 16% of the teachers identified the

availability of laboratory equipment and fish farming tools as a potential barrier. This suggests

that some schools may lack the necessary facilities to provide students with hands-on learning

experiences in fish farming. Around 10% of teachers expressed concerns about the limited time

within the curriculum to incorporate fish farming. Finally, 20% of teachers cited all the

mentioned challenges as potential barriers to integrating fish farming into the curriculum. This

indicates that these teachers recognize the complexity and multifaceted nature of the challenges

and believe that a comprehensive approach is necessary to address them effectively.

Table 16: Is there any specific training or professional development needs for teachers to

effectively teach fish farming-related topics?

30
RESPONSE POPULATION PERCENTAGE

Training on fish farming techniques and practices 10 20%

Training on curriculum integration and lesson planning 5 10%

Training on assessment and evaluation methods for fish 7 14%

farming
Access to professional networks or communities of 8 16%
practice

All of the above 20 40%

TOTAL 50 100%

From the table above, 20% of teachers expressed the need for training on fish farming techniques and

practices. This response underscores the importance of equipping educators with the necessary knowledge

and skills to teach practical aspects of fish farming effectively. Approximately 10% of the teachers

identified a need for training on curriculum integration and lesson planning. Around 16% of teachers

expressed a need for training on assessment and evaluation methods specific to fish farming. This

response highlights the significance of appropriate assessment strategies to measure students'

understanding and progress in fish farming-related topics. Approximately 16% of teachers identified the

need for access to professional networks or communities of practice. Lastly, around 40% of teachers

indicated that they require all the mentioned types of training and professional development. This

response underscores the teachers' recognition that a comprehensive approach, encompassing training on

fish farming techniques, curriculum integration, assessment methods, and access to professional

networks, is crucial for effective teaching in this domain.

Table 17: Can you provide examples of successful initiatives or case studies where fish farming has

been integrated into the school curriculum?

31
RESPONSE POPULATION PERCENTAGE

Yes, please provide specific examples. 30 60%

No, I'm not aware of any specific examples. 20 40%

TOTAL 50 100%

The table above shows that 60% of the teachers were able to provide examples of successful

initiatives or case studies where fish farming has been integrated into the school curriculum. This

indicates that a majority of the teachers were aware of or had experience with successful

integration of fish farming education in schools. On the other hand, 40% of the teachers

responded "No," indicating that they may not have had specific examples of successful fish

farming integration in their educational context or were not aware of such initiatives. The

presence of successful initiatives or case studies in a significant proportion of teachers' responses

is promising, as it suggests that there are real-world examples to draw inspiration from when

implementing fish farming education in the curriculum.

Table 18: In your opinion, what are the long-term benefits and impacts of integrating fish farming into

the school curriculum?

RESPONSE POPULATION PERCENTAGE

32
Increased student understanding of sustainable 11 20%
agricultural practices
Improved food security and nutritional knowledge 18 36%

Enhanced entrepreneurship and vocational skills 10 20%

Conservation and preservation of aquatic ecosystems 6 12%

All of the above 5 10%

TOTAL 50 100%

The Table above shows that 20% of teachers believe that integrating fish farming into the

curriculum can lead to increased student understanding of sustainable agricultural practices. A

significant majority of the teachers (36%) identified improved food security and nutritional

knowledge as a key benefit of integrating fish farming. Around 20% of teachers cited enhanced

entrepreneurship and vocational skills as a positive impact of integrating fish farming.

Approximately 12% of teachers identified the conservation and preservation of aquatic

ecosystems as a significant long-term benefit. This finding indicates that educators understand

the role of responsible fish farming in protecting the delicate balance of aquatic environments.

Around 10% of teachers believe that all the mentioned benefits and impacts are attainable

through the integration of fish farming into the curriculum. This suggests that these teachers

recognize the multifaceted nature of fish farming education and its potential to positively

influence various aspects of students' lives and

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

33
5.1 SUMMARY

The research project "Promoting Fish Farming in Secondary Schools: Implications for

Sustainable Agriculture Practices and Student Education" aimed to investigate the potential

benefits and challenges of integrating fish farming into the secondary school curriculum. The

study involved surveys conducted among 50 students and 50 teachers to gauge their perception,

interests, and concerns regarding fish farming education.

The results revealed that both students and teachers recognized the importance of promoting fish

farming for sustainable agriculture practices. Fish pond construction and management, fish

nutrition and feeding, and practical demonstrations were among the most favored concepts for

integration into the curriculum. However, some barriers, such as limited funding, teacher

expertise, and curriculum constraints, were identified as potential challenges in implementing

fish farming education.

The study highlights the significance of incorporating diverse teaching methods, including

practical demonstrations, field trips, and classroom discussions, to create an engaging and

comprehensive learning experience for students. Integrating fish farming into the curriculum can

lead to increased student understanding of sustainable agricultural practices, improved food

security and nutritional knowledge, enhanced entrepreneurship and vocational skills, and

conservation of aquatic ecosystems.

5.1 CONCLUSION

34
The research project concludes that integrating fish farming into the secondary school curriculum

holds considerable potential to promote sustainable agriculture practices and enhance student

education. The positive response from both students and teachers indicates a genuine interest in

learning about fish farming and its implications for food security and environmental

conservation.

By incorporating practical demonstrations, field trips to fish farms, and hands-on activities,

educators can effectively engage students and provide them with real-world experiences. Such

experiential learning opportunities can lead to a deeper understanding of fish farming concepts

and practical skills development.

Despite the promising outcomes, the research also identifies challenges, such as limited funding

and teacher expertise. To address these barriers, it is essential for educational policymakers to

allocate adequate resources for infrastructure, equipment, and professional development

programs to support effective fish farming education.

5.2 RECOMMENDATIONS

Based on the findings of the research project, the following recommendations are proposed:

1. Curriculum Integration: Collaborate with educational policymakers and curriculum

developers to integrate fish farming concepts into the secondary school curriculum.

Ensure that the content aligns with national educational standards and is age-appropriate

for the target students.

35
2. Teacher Training and Support: Provide teachers with training workshops and resources

to enhance their knowledge and expertise in fish farming. Encourage ongoing

professional development to keep educators up-to-date with the latest practices and

innovations in aquaculture.

3. Funding and Resources: Advocate for increased funding and investment in school

infrastructure, laboratory equipment, and fish farming tools. Securing adequate resources

is crucial for conducting practical demonstrations and hands-on activities.

4. Community Partnerships: Establish partnerships with local fish farms and aquaculture

facilities to facilitate field trips for students. These real-world experiences can enrich

their learning and foster an appreciation for sustainable agriculture practices.

5. Interdisciplinary Approach: Promote an interdisciplinary approach to fish farming

education, connecting concepts in biology, environmental science, economics, and

entrepreneurship. This approach can provide students with a holistic understanding of the

subject and its broader implications.

6. Environmental Awareness: Emphasize the importance of conservation and preservation

of aquatic ecosystems in fish farming education. Educate students about the role of

responsible fish farming in maintaining ecological balance and protecting biodiversity.

36
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 APPENDIX
QUETSIONNAIRE

Isa Kaita College of Education Dutsin-ma,

School of Professional Diploma in
Education,
Katsina State.
Dear Respondents

I am a final year students from the aforementioned institution; I am conducting a research on

“Fish farming in secondary schools: its implication to promote Agricultural practices by students

of Demonstration secondary school Dutsin-ma” The information you give will be used only for

this purpose and treated with confidentiality. I would be grateful if you provide answers of the

following questions.

SECTION A (STUDENT’S QUESTIONNAIRE)

1. Do you think fish farming is important for sustainable agriculture?
a) Yes, it is highly important
b) Yes, it is somewhat important
c) No, it is not important
d) Not sure
2. What do you believe are the benefits of fish farming?
a) Provides a source of nutritious food
b) Creates employment opportunities
c) Helps conserve aquatic ecosystems
d) Contributes to local economic development
e) None of the above
3. What are the potential challenges or drawbacks of fish farming?
a) High initial investment cost
b) Requires specialized knowledge and skills
c) Water pollution and environmental impacts
d) Limited market demand for fish products

40
e) None of the above

4. Have you had any prior experience or exposure to fish farming?

a) Yes, I have hands-on experience with fish farming
b) Yes, I have theoretical knowledge about fish farming
c) No, I have no experience or knowledge about fish farming
5. Are you interested in learning more about fish farming and its practices?
a) Yes, I am very interested
b) Yes, I am somewhat interested
c) No, I am not interested
d) Not sure
6. How do you perceive fish farming as a potential career option?
a) It is a promising and rewarding career option
b) It is an average career option
c) It is not a preferred career option
d) I haven't thought about it
7. Do you believe that integrating fish farming into the school curriculum would be beneficial?
a) Yes, it would be highly beneficial
b) Yes, it would be somewhat beneficial
c) No, it would not be beneficial
d) Not sure
8. Are you aware of any environmental or sustainability benefits associated with fish farming?
a) Yes, I am aware of the environmental benefits
b) No, I am not aware of any environmental benefits
c) Not sure
9. Would you be willing to participate in practical fish farming activities as part of your school
curriculum?
a) Yes, I would be highly willing
b) Yes, I would be somewhat willing
c) No, I would not be willing
d) Not sure
10. In your opinion, how important is it to promote fish farming among young people?
a) Very important, it can help address food security and economic challenges
b) Somewhat important, it has some benefits but not critical
c) Not important, there are other priorities in agriculture
d) Not sure

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 SECTION B: (TECHERS QUESTIONNAIRES)
11. Which of the following fish farming concepts do you believe could be effectively integrated
into the school curriculum?
a) Fish pond construction and management
b) Fish nutrition and feeding
c) Fish health and disease management
d) Fish breeding and genetics
e) All of the above
12. In your opinion, which grade levels or courses would be most suitable for incorporating fish
farming activities or lessons?
a) Primary school
b) Junior secondary school
c) Senior secondary school
d) Vocational or technical education programs
e) All of the above
13. What teaching methods or approaches do you think would work best for integrating fish
farming into the curriculum?
a) Classroom lectures and discussions
b) Practical demonstrations and hands-on activities
c) Field trips to fish farms or aquaculture facilities
d) Group projects or research assignments on fish farming
e) All of the above
14. What resources or materials would be necessary to support the integration of fish farming
into the curriculum?
a) Fish farming manuals or textbooks
b) Educational videos or multimedia resources
c) Laboratory equipment and fish farming tools
d) Guest speakers or experts in fish farming
e) All of the above
15. What challenges or barriers do you foresee to integrate fish farming into the curriculum?
a) Lack of funding for necessary resources
b) Limited teacher knowledge or expertise in fish farming
c) Limited time within the curriculum to incorporate fish farming
d) Limited access to suitable facilities for practical activities
e) All of the above

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16. Is there any specific training or professional development needs for teachers to effectively
teach fish farming-related topics?
a) Training on fish farming techniques and practices
b) Training on curriculum integration and lesson planning
c) Training on assessment and evaluation methods for fish farming
d) Access to professional networks or communities of practice
e) All of the above
17. Can you provide examples of successful initiatives or case studies where fish farming has
been integrated into the school curriculum?
a) Yes, please provide specific examples.
b) No, I'm not aware of any specific examples.
18. In your opinion, what are the long-term benefits and impacts of integrating fish farming into
the school curriculum?
a) Increased student understanding of sustainable agricultural practices
b) Improved food security and nutritional knowledge
c) Enhanced entrepreneurship and vocational skills
d) Conservation and preservation of aquatic ecosystems
e) All of the above

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