CHAPTER ONE

INTRODUCTION

Background of study

Agriculture is the main stay of the economy of most countries the world

over providing food, employment, income, revenue, improving the countries

balance of payment etc (Baffour-Awuah, 1987). In 1987, the World Commission

on Environment and Development (WCED) drew attention to the immersed

problems and challenges facing the worlds agriculture, if present and future food

needs are to be met for new approach to agriculture development. In the

remaining years of this century about 1.3 billion people will be added to the

human population. The global food system must be managed to increase food

production by 3% to 4% yearly (WCED, 1987).

Global food security depends not only on increasing global production but

on decreasing distortion in the structure of the worlds food market and on

shifting the focus of food production to food deficit countries, regions and

households. This shift in agriculture production will be sustainable, enhanced and

where it has been diminished/destroyed, restored according to WCED (1987) pg

128-130.

By this, agriculture has been placed on a high agenda of governments of

Ghana. One of the priorities of the present and past governments is to make

Ghana self-sufficient in food production (Addo-Quaye et.al, 1995).

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 Example, the National Redemption Council, NRC, in 1972 introduced the

Operation Feed Yourself Policy in order to increase food production (Baffour-

Awuah, 1987). Schools were therefore made to establish mess farms to feed the

students.

However, most agriculture production in the country is subsistence and

small scaled with low yields. Even medium and large scale farmers use the

common tools like hoe, axe, cutlass etc since most farmers cannot afford

mechanization aside the over reliance on rainfall instead of irrigation.

In 1987, the government of Ghana initiated a reform in the education

programme with wide ranging objectives. Wheeler (1980) commented about

reform in education if a curriculum remains static in a dynamic society

especially in a period of rapid social change, it is likely that the education which

is meant to induct the young into the society and to promote an intelligent

understanding of it will cater only for the needs and values which no longer exist.

According to Awuku et.al (1991), one major means by which Ghanas

agriculture can move from the subsistence to commercial is by intensifying

Agricultural Education. Dotse (1994) also said introduction of agriculture into the

educational institution are essential components of the curriculum and indicates

strongly that policy makers have realized that the problem confronting Ghana

Agriculture can partially or if not completely, solved through agriculture

education.

The study of agricultural science in the Senior High Schools is divided

into General Agriculture, Crop Husbandry and Horticulture, Animal Husbandry,

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Fishery and Forestry. This means that the teacher who teaches the students should

prepare the students adequately for the task of positively influencing the students

attitude, perspectives and habits of mind especially as they affect the theory and

practice of agricultural science. The teachers approach to the subject can

stimulate his students to develop in and subsequently results in good performance.

According to Awuku et.al (1991), the performance of the students in

agricultural science should match students interest and practice of the subject. He

further stated that lack of textbooks, poor management, poor funding etc as some

of the many factors among others that influence the outcome of the teaching

learning process. It is therefore imperative for all stakeholders in the educational

system to ensure that practical agriculture is encouraged in schools to help the

nation achieve its goal in food security.

Statement of the Problem

Though Agricultural Education has been a priority of the government, the

teaching and learning of Practical Agriculture at pre-tertiary levels leaves much to

be desired. According to Baffour-Awuah (1987), Agriculture Education in Ghana

at the pre-tertiary level is faced with much problems hindering achievement of its

goals.

There is low interest in both teachers and students (Akinmade, 2002). This

low interest could be attributed to the usual approach to teaching this practical

oriented subject which is no longer enticing enough to boost the required interest.

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 The best way the youth in school can be taught agriculture is by doing

(Awuku et al, 1991) but the common sense is that most of the youth who

completed SHS and were not able to pursue further studies in Agriculture show

disinterest in agriculture and rather drift to urban centres to find jobs. There

Awuku et al (1991) indicated that one objective for Agriculture education

in the school curriculum is to make teacher and student a supplementary extension

officer to local farmers. But most students learn Agriculture in the school mainly

because it is one of the examination requirements (Baffour-Awuah, 1996).

Therefore what is the future of Ghanas Agriculture? It is therefore imperative for

such issue to be addressed.

Purpose of Study

The purpose of this study is:

i. to assesses factors affecting the teaching and learning of agriculture in

Senior High Schools in Mfantsiman Municipality.

Agricultural Education at the SHS level is very crucial as it is the basis of

continuing to higher levels. It also contributes to the general objectives of

educational profession of the country and the economy depends largely on

the success of Agriculture.

ii. to examine the attitudes of both teachers and students of Agriculture.

iii. to examine the background and perception of teachers and students with

regards to agriculture.

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 iv. to help determine the status of Agriculture in the society.

v. to determine the effect of agricultural practices in the society on the study

of Agriculture.

vi. to help enhance the study of agriculture in schools.

Research Objectives

Research objectives to be measured are

i. the social and academic background (qualification) of teachers in

agriculture education

ii. the social background of students in Agriculture Education

iii. the general perception of teachers and students

Research Questions

The study was guided by the following questions;

1. How do teachers find the need to teach practical agriculture?

2. What methods do teachers use in teaching practical agriculture?

3. How does the community show interest in the students learning

practical agriculture?

4. What is the level of attention given to the teaching and learning of

practical agriculture?

5. What are the major challenges in the teaching and learning of practical

agriculture?

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 Significance of Study

The study would create adequate opportunities to the Municipal

Directorates of Education and other related stakeholders of education to know the

challenges pertaining to Agriculture Education in Senior High Schools. This

would help them in organizing in-service training to teachers at the Senior High

School level.

It will benefit other researchers that may conduct further research to help

improve the teaching and learning of agriculture at the senior high schools level.

The findings of the study will be helpful to school administrators whose

duty is to raise the standards of the subject in their schools.

Furthermore, the study will provide insight into the challenges, if any, of

the teaching and learning of agricultural science in SHS level. The issues raised in

the study and the suggestions made would be beneficial in the modification of

facilities and programmes to improve the existing situations in the schools.

It will also help teachers to find better methods of handling the subject in

order to arouse and maintain the interest of students in agriculture and help them

choose it as a vocation.

Delimitations

The study is delimited to students in four SHS in Mfantseman Municipal

offering agricultural science as core and /or elective subject. The agricultural

science syllabus is common to all schools in Ghana offering the subject.

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 All schools in Ghana offering the subject use the same textbooks

prescribed and supplied by the Ministry of education, Science, Youth and sport.

Limitations

The primary constraints that limited the scope of the research are money

and time. Hence the research was confined to three of the four SHS in the

Mfantsiman Municipal. The limited area could decrease the generalisability of the

findings.

Organization of Study

The first chapter of this study deals with the introduction which covers the

background of the study, the significance of the study, the delimitation and the

limitation of the study.

The second chapter is the review of relevant and related literature.

Highlights of methods used, which comprises of the delimitation of the study

area, the population and sample sizes, the instrument used for gathering the data

and how the instrument was administered, are composed in the third chapter.

The fourth chapter deals with the presentation and analysis of data and

finally chapter five deals with the discussion of the findings, summary, conclusion

and suggestions.

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 CHAPTER TWO

REVIEW OF RELEATED LITERATURE

This chapter deals with related literature on the area of research. It gives

wider perspective on the importance of agriculture and what Agricultural

Education is as reported by both local and foreign authors.

It examines from literature common problems faced by Agricultural

Education in Africa and Ghana in particular. It also considers the status of

Agriculture in our present society and what impacts are on Agricultural Education

in Ghana. Finally, it reviews from literature the school environment and what

normally pertains

The Meaning of Agriculture

According to Awuku et. al (1991) agriculture is the science, art (skills)and

business of cultivating the soil, producing crops and raising farm animals. The

science aspect according to them is made up of all the knowledge concerning

agricultural production that enables us to understand and solve the problems in

agricultural production. The art is the doing aspect and consists of the skills

acquired and used by those engaged I some form of agricultural activity.

In another view Akinmade (2002) defined agriculture as the cultivation of

land to produce plants and animals of direct value to man. They added that

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agricultural science part concerns molecules and processes of cell organism while

farming concerns populations (crops, herds enterprise eg. Milk production) of

farms and agricultural economics concerning farming systems, marketing,

national policies, worlds trade etc.

In a similar view as Awuku et al, (1991), Akinmade (2002), referred to

agriculture as the cultivation of the soil, the production of crops and the raising of

livestock, poultry and fish useful to humans. It includes the relevant aspects of

production, processing, marketing and other aspects of the modern business of

agriculture.

Akinmade (2002, p.1) explains that agriculture is derived from the Latin

words Ager meaning field and cultural meaning cultivation. He then defines

agriculture as the production of plants and animals useful to man. According to

him, agriculture covers not only the cultivation of the soil and the feeding and

management of crops and livestock but also the preparation of plants and animal

products for marketing. Addo-Quaye et al (1995) did not see the need for farming.

Looking at the definitions above and others the write sees agriculture

simply as the husbandry of crops and animals for food, processing of the produce

and marketing.

Meaning of Practical Agriculture

Practical agriculture involves actual involvement in farming activities

while agricultural education is the acquisition of skills and knowledge in

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agricultural science with the view to imparting these knowledge and skills into

prospective farmers for better productivity.

According to Okorie, (2001), Practical agricultural education encompasses

farming and agro-allied business organizations including others involved services

and sales in agriculture. This definition buttresses the meaning of practical

agriculture which says that practical agriculture involves actual involvement in

farming, while agricultural education is the acquisition of skills and knowledge

and the dissemination of there skills/knowledge to the recipients.

According to Phipps and Clarke (1993), the purpose of practical education

in agriculture is to educate present and prospective farmers for proficiency in

farming. He opines that such education provides systematic instruction in

agriculture of less than college grade in the public schools for those persons who

have entered upon, or who are preparing to enter upon, the work of the farm or the

farm home.

Objectives of Agriculture

The importance of agriculture could be taught most effectively through

schools. It is the teachers duty to encourage interest in agriculture. The

knowledge and the new ideas that the children gain from the teacher would

largely determine the students attitude towards agriculture. His teaching is

respected and widely accepted.

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 Teaching and learning of Agriculture

Teaching of agricultural science at the secondary school requires a sound

background in theory and practical aspects by the teachers of agriculture. The new

6-3-3- 4 system requires that agriculture be taught as pre-vocational subject at the

primary and junior secondary schools and as a vocational subject in senior

secondary school level (National Policy on Education, 2004).

The relationship between teaching and learning is at the heart of the

education process. Each teacher and pupil is an individual and as such will have

their own ideas and preferences with regards to teaching approaches and how they

like to learn. It should never be assumed that because you have clear intended

outcomes for a session that you teach this will necessarily be what pupils will

learn. Each of us responds differently to learning situations. Some, for example,

will enjoy learning in mathematics lessons and will respond to mathematical ideas

with ease, while finding reading difficult; others will respond well in practical

learning situations, while finding the accumulation of information from graphical

representation difficult. Good teachers have recognised the challenges presented

by these factors for a long time and have learned to plan their lessons in ways

which address a range of preferred learning styles and which present opportunities

for pupils to tackle learning in a variety of ways. Martin and Odubiya (1991)

suggests that it is not always easy to define good teaching practice. Teachers may

appear to be well organised and efficient but this in itself will not guarantee that

pupils learn. Teaching and learning are complex processes that are subject to

many social, cultural and economic influences. In order to succeed, effective

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teachers need to vary their teaching approaches, to be adaptable and to be vigilant

in gauging how pupils respond to their teaching style, the resources they use and

the environment in which they are working.

Learning takes place when children can do, understand or know something

which previously they could not achieve or did not know. While much of what is

learned in schools comes from the formal process of teaching, there is much

which pupils learn that can be described as incidental or for which no direct

planning takes place. In addition to learning about subjects or developing specific

skills in school, pupils engage in learning as a social process through which they

engage with others, learning how to play a role as a member of a team and

collaborating in solving problems. This is an important part of learning and

provides a foundation for pupils to become effective learners.

Learning the skills of participation, co-operation and teamwork are critical

elements in the classroom. Pupils who can work in social situations usually

prosper in school more than those who find it difficult to form relationships and

collaborate with others. This is not to say that working independently is not

important. Effective learners can adjust to a variety of teaching approaches and

learning situations. In most classrooms pupils will encounter a wide variety of

such situations and opportunities. These will typically include whole class

teaching, small group work, paired work and even individual sessions working

with an adult. Not all pupils will respond equally well to each of these situations

and it is important that teachers are aware of how pupils respond in different

circumstances. Pollard and Trigg (1997) have emphasised the importance of

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talking to pupils about how they prefer to learn and about their understanding of

teacher expectations. Good teachers are able to identify those critical components

of what is being taught which pupils must master in order to make progress. They

are aware that pupils need to develop skills at one point in their learning which

will ensure that they can make progress later on. Some pupils who have

difficulties with learning will need longer than others to acquire these core skills

and are likely to need additional support.

The delivery of practical agriculture at the senior secondary level should

not be handled as a science per se but rather as a vocational subject for acquisition

of practical agricultural skills for meaningful living (Obi, 2005).

Olaitan (1988) maintained that the basic goal of our National Policy on Education

is to make education both functional and utilitarian. Ikeoji (1999) reported that

vocational education is borne out of the need for the system to make its products

useful to them. The Federal Ministry of Education (as cited by Obi, 2005) stated

that the objectives of agricultural education at the senior secondary should

include;

1) to stimulate and sustain students interest in agriculture;

2) to enable students acquire useful knowledge and practical skills in

agriculture;

3) to prepare students for further studies in agriculture; and

4) to prepare students for occupations in agriculture.

In addition to this Okorie (2001) outlined the aim of vocational education in

Nigeria as:

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 1) to provide people who can apply scientific knowledge to the improvement

and solution of environmental problems for use and convenience of

humanity;

2) to provide the technical knowledge and vocational skills necessary for

agricultural, industrial, commercial and economic development; and

3) To provide young men and women with an intelligent understanding of

the increasing complexity of technology.

Factors that Influence Learning

Pupils learn effectively when they feel confident, assured about the

materials they are using and comfortable with the people they are learning with

and by whom they are being taught. Pupils have very clear views about what can

help them to learn. Barrick and Doerfert (1989) sought the opinions of pupils

about the kind of school which they would like. In the section of their book which

deals with learning, pupils articulate their understanding of the constraints under

which teachers often have to work and express their views about what encourages

them to work well. They are clearly concerned that they should be challenged and

respected as learners that they respond to teachers and other adults who are

interested in them and engage them in a positive manner. All learners need to be

motivated and this begins with establishing a relationship between teacher and

learner which is based upon mutual trust, interest and respect. Pupils do not come

to lessons as empty vessels to be filled with knowledge; they bring with them

their own interests and experiences which make effective starting points for

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learning. A pupil who is having difficulties with the contents of a lesson is likely

to switch off unless they can see that it has direct relevance to them.

Agriculture as a practical subject requires facilities like land, equipment

and a laboratory. These demand a lot of funds which may be difficult for many

schools to secure in order to facilitate the practical teaching of the subject. In

relation to this Lauglo and Norman (1987), while carrying out a study on

diversified secondary education in Kenya, questioned the economics of offering

pre-vocational subjects at secondary school which are more expensive, and which

may not be fully facilitated in terms of equipment and managerial expertise. This

had led to inadequate, and theoretical instruction in many schools. Similarly

Ssekamwa (1997) observed that, the high running costs of practical education

reduce effectiveness of conducting practical education in subjects like agriculture.

Contextualization

In order to contextualize teaching and learning, a teacher must identify

aspects of the learners' experience which will provide a valuable resource of basic

concepts, metaphors and analogies to which the content of the curriculum can be

related. In rural primary schools, most learners have direct, first-hand experience

of agriculture, either as a result of their own activities, contributing to the family

livelihood, or from observation of their immediate surroundings. An agricultural

topic used as a medium for contextualizing part of the curriculum could,

therefore, provide an avenue through which children can have repeated

experiences which help them to master cognitive, physical and social skills.

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Agriculture could be the basis of integrated projects incorporated in the school

curriculum, with academic activities chosen for their locally relevant,

experimental attributes. Even though the agricultural experience of individuals

will differ, agriculture can still be used as a vehicle to make school learning more

meaningful. Metaphors and analogies can be based on agricultural activities and

experiences, and thus enhance the acquisition of literacy, numeracy and the skills

of basic scientific reasoning within the confines of a subject-based curriculum.

Where the curriculum allows it, local agricultural practices can be used as a basis

for "the development of an integrated life-centred curriculum with teaching

devised according to "centres of interest" or "projects" where traditional subject

boundaries are given up as artificial. During a period of several weeks, for

example, all teaching would be centred around a given topic, with language,

arithmetic and science skills being imparted in the process" (Riedmiller and

Mades, 1991). Children can be encouraged to relate the learning process in school

with the natural learning process which exists outside the classroom, and begin to

provide the means by which the process of learning becomes continuous, in

school and beyond. It could enable children to develop not only basic knowledge

and skills, but also higher-order competencies, such as problem-solving and

thinking skills, and broader competencies such as leadership skills, group skills

and personal initiative (Black et al, 1993). This would be expected to enhance

interest and thus motivation.

Coverdale (1972) suggested how a simple study of maize could be used as

a theme for learning, whatever the structure of the curriculum. Measuring plots

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could involve mathematics, development of powers of observation and

communication and the use of language. The history of the maize plant could be

considered, as could geography in terms of where maize grows in other countries.

This approach to learning aims to provide general education in an agricultural

setting, since in rural schools, "there is a very strong case for a rural bias to be

applied to the whole basic syllabus in order to give it a coherent pattern of

meaning and relevance" (Coverdale, 1972). Agriculture provides an ideal basis

for this "rural bias", because of its familiarity to the majority of rural school

children. At home, many pupils will be involved in daily agricultural practices

such as feeding and herding livestock, watering, digging and weeding.

Agricultural seasons may also affect the pupils' school attendance record. In

order to adopt this approach, teachers would need to have an understanding of

local agricultural conditions and also to have the capacity to learn from the local

environment and from their pupils. As mentioned earlier, this has implications for

teacher training and support. It would be necessary, also, for teachers to be able to

produce learning materials which draw on agriculture as the context for the

learning.

"The success of the teaching-learning process depends heavily on the

motivation of both the learner and the teacher. It has been identified that

information regarding food habits and types of food of the community can be used

in introducing innovative strategies in education. Outdoor activities using

agricultural plots in the school and the home can also make learning more

meaningful and hence attractive. These plots could be used for introducing

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concepts in mathematics, language and social studies, etc....Since agriculture is

the main occupation of the parents in the Sinhala Medium areas, every attempt

must be made to help them to learn better practices. Well maintained agricultural

plots in the school could be used in teaching not only agriculture but also

concepts in science, mathematics, nutrition, social studies, etc. These plots could

also serve as demonstration plots for the community. In addition these could be

used as nurseries to provide seeds and plants of improved varieties to farmers."

The use of agriculture in this way could have considerable advantages. It will

appeal to parents and employers if it is proven that such an approach enables

young people to cope more effectively with the subject matter in school. At

present, passive, written examinations are the arbiters of success in most national

education systems and this situation is unlikely to change in the near future.

Although decentralization of examination procedures is often discussed, many

national policy makers still feel unwilling to introduce continuous assessment

procedures which place new demands and responsibilities on teachers. It will be

crucial, therefore, that parents and pupils feet that a new, innovative strategy

introduced in schools will not reduce the chances of success in examinations; the

aim of a strategy such as contextualization is in fact to increase this chance of

success, since by understanding abstract concepts better, pupils should perform

better in examinations. Also, pupils who have left school should find that they are

able to apply what they have learned in their local communities, and school pupils

themselves will gain satisfaction from their own personal development. These

skills will be useful, too, to those children who do succeed in progressing to

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higher levels of education. As Ravi & Rao (1994) state: "The local environment

with which the children are familiar, and upon which the teacher and the children

can draw for information and materials has to be seen as an area for study which

is worthwhile".

Challenges in Practical Agriculture

Observation has shown that as laudable as the objectives of agricultural

education are, it may be impossible to achieve them due to poor delivery process

of the programme and inappropriate method of evaluating the performance of

students in practical agriculture at the senior high school (Ikeoji, 1997a, 1998).

Martin and Odubiya (1991) reported that the primary role of practical

agriculture teachers has always been to help students to learn knowledge and

skills in agriculture. Several researches have shown that many teachers of

agriculture at the secondary school leave the profession early in their life (Myer,

Dyer and Washburn, 2005; Heat- Camp and Camp, 1990,1994). Myer et al 2005;

Camp, Broyles and Skelton, 2002; and Mundt and Connors, 1999, have conducted

studies on the problems of beginning teachers of agriculture. These problems of

beginning teachers include classroom management and student discipline,

balancing work and personal life, managing stress, lack of preparation time at

beginning of school year, time management, and motivating students. Others were

dealing with individual differences, assessing students work, relationships with

parents, organization of class work, inadequate teaching materials and supplies,

and dealing with problems of individual students (Myer, et al 2005; Mundt and

Connors, 1999; Nicholas and Mundt, 1996; Mundt, 1991; Heath-Camp and Camp,

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1990; Barrick and Doerfert, 1989) Several lapses associated with the organisation

of practical agriculture in secondary schools in Nigeria have also been identified.

The curriculum objectives have been found to be too broad; there is the inability

of the policy to state general aim of vocational education (Olaitan, 1992; Egbule,

1998; Obi, 2005). Other lapses include inability to identify areas where practical

skills are to be developed (Obi, 2005), unspecified evaluation system (Egbule,

1998, Ikeoji, 1998); cases of duplicated topics and poor programme delivery

system (Egbule, 1998); lack of instructional aids and materials for practical

agriculture delivery; lack of means and ability to provide recommended guest

lecture visits and excursions (Obi, 2005, Olaitan, 1997). Egbule (1998) noted that

the teaching and learning activities of practical agriculture at the secondary

schools are grossly insufficient to elicit the desired level of initiative and

creativity in students. It noted that the recommended instructional strategies is full

of showing, telling and observing with a few cases of doing and practice

thus contradicting the recommended learning by doing and guided discovery

instructional strategies (National Policy on Education, 2004). Cases exist of poor

performance of candidates who enrolled in agricultural science examinations

(Mamman, 2000).

The Role of Teachers in the Teaching Service

Teachers are vital tool in educational delivery. Teachers play and

implement educational programmes. Windham et al. (1985) in their write up on

the role of the teacher in an educational seminar organized by UNESCO and

20
World Federation of teacher union express that educational quality cannot be

achieved without putting much emphasis on the need for qualified teachers who

are motivated properly under the conditions of service and social status.

According to Windham teachers are able to work very hard towards the

achievement of educational goals if motivational strategies are put in place for

them, such as good working condition and social recognition are put in place for

them.

Windham expressed his view on the role of the teacher in educational

development and said.

Even where modern gadgetry has been brought in to improve the

effectiveness of learning, we still find that in every school system the direct

personal contact between pupils and teachers remains the linchpin of the

educational process. The effect of the new technical devices in educational system

has thus not been to abolish the role in a creative way from that of authoritative

instructions to one of facilitation and guidance of the learning process. Indeed the

teacher has a crucial role to play in organizing and orchestrating the use of the

media and the learning aids to give greatest educational benefits (p. 13)

In this, Williams assertion could be explained that teachers are the major

tool for any educational process. They are the pivot around which every

educational programme revolves.

According to Hansin in Anderson and Dyke (1963) teachers are the major

input to produce the kind of educated manpower needed by the nation. He

21
realized that the role of the teacher in the educational system cannot be over

emphasized.

Fullan and Hargreves (1996) maintained that teachers have the ability to

influence and develop the lifestyle of many young children and for that matter

teachers play a significant role in the destiny of every generationThey stated

that with the decline of the church, break up of traditional communities and

diminishing contact that many children have with parents who cannot be todays

teachers is probably greater than it has been for a long time. By implication, it

could be deduced from the views that teachers role do not end in the perimeters of

the classroom. Teachers are the role model to the children they teach in the

classroom. The children copy certain characteristics from the teacher after contact

hours as they observe and imitate teachers.

An educational publication by United Nations Educational, Scientific and

Cultural Organization (UNESCO) in 1998 highlighted the following as some of

the significant roles teachers play in the delivery of education.

a. Teachers serve as the primary sources of removing ignorance and

eradicating illiteracy.

b. Teachers play a central role in the delivery of learning opportunities and

c. The teacher, acting through the schools, serves as the foundation for

providing education that will enable individuals to meet lifes challenges

for their own well-being and that of the society.

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 This publication by UNESCO supports the view that role of teachers in

educational delivery is very vital, and therefore cannot be overemphasized.

Teaching Methods, Strategies and Techniques

Teaching methods can best be defined as the types of principles and

methods used for instruction. There are many types of teaching methods,

depending on what information or skill the teacher is trying to convey. Class

participation, demonstration, recitation, and memorization are some of the

teaching methods being used. When a teacher is deciding on their method, they

need to be flexible and willing to adjust their style according to their students.

Student success in the classroom is largely based on effective teaching methods.

For effective teaching to take place, a good method must be adopted by a teacher.

A teacher has many options when choosing a style by which to teach. The teacher

may write lesson plans of their own, borrow plans from other teachers, or search

online or within books for lesson plans. When deciding what teaching method to

use, a teacher needs to consider students' background knowledge, environment,

and learning goals. Teachers are aware that students learn in different ways, but

almost all children will respond well to praise. Students have different ways of

absorbing information and of demonstrating their knowledge. Teachers often use

techniques which cater to multiple learning styles to help students retain

information and strengthen understanding. A variety of strategies and methods are

used to ensure that all students have equal opportunities to learn.

According to Farrant (1980), teaching is the process of facilitating

learning. It involves the transfer of ideas, knowledge, skills, attitudes, beliefs and

23
feelings to someone, with the aim of bringing about particular changes in a

person.

The teacher is the person who transfers such skills, ideas, attitudes and

beliefs to the learner with the aim of the bringing about consistent change of

behavior. In this regard the researcher appreciates Farrants observation that

teaching and learning are opposite sides of the same coin, for a lesson is not

taught until it has been learned. The teacher has to select an appropriate method

that will assist him or her to achieve the instructional objectives. Thus Morse and

Wingo (1969) have indicated that the teacher should not adopt any teaching

strategies because it is convenient to him or her.

The teacher must consider the entry behavior of students to know the

difference in physical, emotional, moral and intellectual abilities that exist among

the students. This will enable the teacher to select and present learning task in a

way that meets the unique needs of all educands. In this regard research findings

from educational psychology can therefore be judiciously used by the teacher to

know how to teach, when to teach and how much to teach their learners.

Blair et al (1975) have stressed in their book Educational Psychology that

teaching methods must embody the techniques for managing the learning

environment, so as to effectively handle obstructions, distractions and disruptions,

which occur naturally in every learning environment. When the teacher

effectively controls these occurrences an enabling learning environment for

teaching and learning would be achieved.

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 Farrant (1980) indicated that teachers with little skills tend to use

authoritative and inefficient methods that make pupils see school as a repressive

place with little joy. Such methods hinder effective study of Government. The

student should be guided by the teacher in discovering relevant information.

Writing on the methods and techniques of teaching Nacino-Brown et. al,

(1982) advocated for the inquiry method as against expository teaching.

Clarke identified the following benefits of the inquiry method as follows:

1. Students establish deep understanding and firm concepts.

2. It also helps students to clarify processes and relationships and to

develop task, value and attitude.

3. Students develop their intellectual skills which include the ability to

think rationally and critically.

4. Lastly it motivates students to learn since students remember better the

things they find themselves.

When the government teacher implores the inquiry method of teaching

students, it prepares them to be critical and objective thinkers not only in their

subject but in other subjects.

Questioning as a technique can be skillfully used by the teacher to

determine the depth of understanding of students, though it is not an end in itself,

but rather a means to an end.

For this purpose there are four interrogatives to be used by the teacher

which are: who, what, when and how. The teacher ought to apply the principles of

questioning which include

25
i) Preparation of questions to suit the desired goal.

Questions should be asked in a civil and patient manner, it should be fairly

distributed among students.

When the Government teacher is guided by these principles during the

questioning of students, intimidation is less and students interest and confidence

is whipped up.

26
 CHAPTER THREE

METHODOLOGY

This study sought to find out challenges in teaching and learning of

practical agriculture in the Mfantsiman municipality. This chapter looked at the

research design used, the population, sample and sampling procedure, the

instrument used for data collection and how the data was analysed.

Research Design

The study was a descriptive survey. Descriptive survey offers the chance

of gathering data from a relatively large number of cases at a particular time so as

to make inferences and generalizations from the study of the sample. It is

essentially cross-sectional (Best & Kahn, 1995; Gay, 1990; Osuala, 1987).

Fraenkel and Wallen (2000) perceive the descriptive survey as a research

design that attempts to describe existing situations without actually analyzing

relationships among variables. It is also designed to obtain information

concerning the current status of the phenomena. This design was chosen because

it has the advantage of producing a good amount of responses from a wide range

of people. It also provides a clear picture of events and peoples behavior on the

basis of data gathered at a point in time.

Furthermore, in-depth follow-up questions can be explained using a

descriptive survey design. According to Cooper and Schindler (2001), descriptive

study has become popular because of its versatility across disciplines. They have

27
further explained that descriptive investigations have a broad appeal to the

administrator and policy analyst for planning, monitoring, and evaluating.

OSullivan and Rassel (1999) postulated that descriptive survey addresses issues

such as quantity, cost, effectiveness, and adequacy.

On the other hand, there is the problem of ensuring that questions to be

responded to using the descriptive survey design are clear and not misleading

because results can vary significantly depending on the exact wording of

questions. It may also produce untrustworthy results because it enquires into

private matters that people may not be completely truthful about. To offset these

shortcomings, the wordings of the research instruments were subjected to scrutiny

by my supervisors. These limitations notwithstanding, I believed that this

descriptive survey was the appropriate for this study because:

1. It helped me make direct contact with tutors and students whose views

could be relevant for investigating perceptions about leadership

behaviours of nursing training colleges.

2. It helped me draw useful and meaningful conclusions from the study.

Population

The population for the study was made up of Students and Tutors in the

selected schools for the study.

Sample and Sampling Technique

The study is limited the Mfantsiman municipality in the Central Region.

The respondents were made up of 10 agricultural teachers and 150 students. In

28
order to have a representative sample, the random sampling technique was used in

almost all the situations. In all, 160 respondents were used as a sample for the

study. In this approach, the students were selected using the simple random

method. The names of the tutors were written on pieces of paper from which the

respondents were randomly selected.

Research Instrument

A questionnaire was designed for all respondents. The design was guided,

to a large extent, by the material acquired from the literature review as well as the

research questions. Items on the questionnaire were formulated using the research

questions as a guide.

The questionnaire comprised close-ended items. The respondents were

provided with a four-point Likert-type scale made up of the following responses:

Strongly Agree (SA), Agree (A), Disagree (DA) and Strongly Disagree (SD).

They were asked to choose answers that appropriately represented their

perceptions.

Appendix A was questionnaire for students. Appendix B was

questionnaire for agricultural teachers. The appendix C interview schedule for

views of headteachers and agricultural teachers for the selected secondary schools

in the Mfantseman district

Procedure for Data Collection

In carrying out the data collection, I went to the schools, and the heads of

the various schools introduced me to the teachers and the students. Copies of the

29
questionnaire were given to the students and the tutors. The Heads assigned a

teacher to gather the completed questionnaire for me.

On the whole, all the distributed questionnaires were returned. This means

that there was one hundred percent return rate. This was made possible because

the questionnaire was administered when schools were in session and therefore

teachers and students were available.

Data Analysis Procedure

The completed questionnaires were finally scored and values tabulated.

The same scores were given items with the response strongly agree, agree,

disagree and strongly disagree and items with the response always, often,

sometimes and never respectively. For ease of analysis, the responses of strongly

agree and agree were combined and strongly disagree and disagree were also

combined. Items with yes and no responses were scored 2 and 1 respectively.

Since the study was purely descriptive, descriptive analysis was used. The

main statistical tool that was used for analyzing the data was simple percentages

and frequencies. The percentages were used to analyze all the responses.

Frequency and percentage tables were used to describe the data that were

collected from respondents using Statistical Package for Social Sciences (SPSS).

The frequency and percentage tables enabled me to have an overall view of the

findings, to identify the trends and to display the relationship between parts of the

findings (Gay, 1990).

30
 CHAPTER FOUR

RESULTS AND DISCUSSION

This study seeks to ascertain challenges in teaching and learning of

practical agriculture in Senior High Schools in Mfantsiman Municipality in the

central Region. This chapter shows the analysis of the data collected as well as the

discussion of the data based on the responses to the questionnaire distributed to

respondents. The respondents include teachers and students.

Table 1

Gender of Students Respondents

Responses Frequency Percentage

Male 90 60.0

Female 60 40.0

Total 150 100.0

The gender of respondents is revealed in table that a majority of the

respondents constituting 60% were males whereas the least number of the

respondents constituting 40.0% were females.

31
Table 2

Age Range of Students

Responses Frequency Percentage

Below 16year 70 46.7

16.18years 35 23.3

19-20years 29 19.3

Over 20 years 16 10.7

Total 150 100.0

From the table above the age group of respondents reveals that a mass

number of the respondents constituting 46.7% were below 16years, 23.3% were

between 16-18years, 19.3% were between 19-20years whereas the least number

amongst the respondents were over 20years of age.

According to Barrick and Doerfert (1989) Pupils learn effectively when

they feel confident, assured about the materials they are using and comfortable

with the people they are learning with and by whom they are being taught.

Challenges in Learning Practical Agriculture

Table 3

Do you always like it when its time for practical Agriculture?

Responses Frequency Percentage

Male 90 60.0

Female 60 40.0

Total 150 100.0

32
 In table 3, the respondents were asked whether they always like it when it

is time for practical agriculture and the responses were that a majority of the

respondent representing 60.0% indicated yes whereas the least number of

respondents constituting 40.0% indicated no.

Table 4

Do your parents like the idea of you studying practical agriculture?

Responses Frequency Percentage

Yes 36 24.0

No 114 76.0

Total 150 100.0

In Table 4: the respondents were asked whether their parents like the idea

of them studying practical agriculture and the responses were that the least

number of respondents constituting 24% indicated yes whereas a majority of the

respondents representing 76.0% indicated no.

Table 5

Do you like how your teacher teaches?

Responses Frequency Percentage

Yes 120 80.0

No 30 20.0

Total 150 100.0

From Table 3: the respondents were asked whether they like how their

teacher teaches and the responses were that a preponderance of the respondent in

33
lieu of 80.0% indicated yes whereas the least number of respondents constituting

20.0% indicated no. Pollard and Trigg (1997) have emphasized the importance of

talking to pupils about how they prefer to learn and about their understanding of

teacher expectations. Good teachers are able to identify those critical components

of what is being taught which pupils must master in order to make progress. They

are aware that pupils need to develop skills at one point in their learning which

will ensure that they can make progress late on. Some pupils who have difficulties

with learning will need longer than others to acquire these core skills and are

likely to need additional support.

Availability of Funds

Lauglo and Norman (1987), questioned the economics of offering

prevocational subjects at secondary school which are more expensive, and which

may not be fully facilitated in terms of equipment and managerial expertise. This

had led to inadequate, and theoretical instruction in many schools. Similarly

Ssekamwa (1997) observed that, the high running costs of practical education

reduce effectiveness of conducting practical education in subjects like agriculture.

Table 6

What are the sources of founds for agriculture in your school?

Responses Frequency Percentage

Special Development Funds 25 16.7

Capitation Grants and School Fees 100 66.6

P. T. A. Funds 25 16.7

Total 150 100.0

34
 From Table 6, the respondents were asked about the sources of funds for

agriculture in their school and the responses were that 16.7% indicated Special

development funds, a mass number of the respondents representing 66.6%

indicated capitation grants and school fees, whereas an extra 16.7% of the

respondents pointed out P. T. A. Funds.

Table 7

The level of availability of funds to conduct agriculture practicals

Item Available Not available Total

Freq. % Freq. % Freq. %

Crop production 90 60.0 60 40.0 150 100.0

Animal Production 35 23.3 115 76.7 150 100.0

Animal production 30 20.0 120 80.0 150 100.0

Field trips 70 46.7 80 53.3 150 100.0

Demonstration 50 33.3 100 66.7 150 100.0

plots

Exhibitions 20 13.3 130 86.7 150 100.0

On the level of availability of funds to conduct agriculture practical, table

7 discloses that a majority of respondents representing 60.0% indicated that the

funds were available for crop production, whereas the least number making

40.0% indicated that the funds were no available for crop production. Also, as to

whether the funds were for Animal production or not, 23.3% of the respondents

indicated available whereas a mainstream of the respondents constituting 76.7%

35
indicated not available. Again the issue of mechanization reveals that 20.0% of

the respondents indicated that the funds were available for mechanization whilst

80% of the respondents believe that the funds are not available from

mechanization.

In addition, as to whether funds are from filed trips or not, 46.7% of the

respondents indicated that the funds were available for field trips 53.3% pointed

out that the funds were not available for field trips. Moreover, 33.3% of the

respondents believe the funds are available for demonstration plots whereas

66.7% also believe the funds are not available for demonstration plots. Finally,

the least number of the respondents representing 13.3 thinks the funds are

available for exhibitions whereas a majority of the respondents representing

86.7% also believe that the funds are not available for exhibitions.

Agricultural teachers

Table 8

What is your highest qualification as an agriculture teacher?

Responses Frequency Percentage

Degree 5 50.0

Diploma 3 30.0

Certificate 2 20.0

Total 10 100.0

36
 From table 8 the highest qualification from the respondents as an

agriculture teacher reveals that, a throng number of respondents representing

50.0% are Degree holders, 30.0% have their Diploma whereas only 20.0% have

certificates. Several researches have shown that many teachers of agriculture at

the secondary school leave the profession early in their life (Myer, Dyer and

Washburn, 2005). Myers et al 2005; camp, Broyles and Skelton, 2002; and Mundt

and Connors, 1999, have conducted studies on the problems of beginning teachers

of agriculture. These problems of beginning teachers include classroom

management and student discipline, balancing work and personal life, managing

stress, lack of preparation time at management and motivating students.

Table 9

How long have you taught agriculture since you qualified?

Responses Frequency Percentage

Below 1 years 2 20.00

1 3 years 3 30.00

4 5 years 4 40.0

Over 5years 1 10.0

Total 150 100.0

From Table 9 the respondents were asked how long they have taught

agriculture since they qualified and the responses were that, 20.0% of the

respondents indicated below 1 year, 30.0% indicated 1-3years, 40.0% pointed out

4-5 years whereas only 10% indicated Over 5years

37
 Instructional Materials

Table 10

Availability of funds for instructional materials

Item Available Not available Total

Freq. % Freq. % Freq. %

Tools, Implements and machines 2 20.0 8 80.0 10 100.0

Purchase of animals 2 30.0 7 70.0 10 100.0

Drugs for animals 2 30.0 7 70.0 10 100.0

Inputs for crops 2 50.0 5 50.0 10 100.0

Demonstration plots 2 40.0 6 60.0 10 100.0

Field trips 2 40.0 6 60.0 10 100.0

In Table 10 the questionnaire seek to find out about the availability of

funds for instructional materials and the responses were that, 20.0% of the

respondents indicated that there is adequate funds tools, implements and

machines, whereas 80.0% also indicated that the funds from tools, implements

and machine are not adequate. Again, 30.0% of the respondents believe that there

are adequate funds from purchase of animals and drugs for animals respectively

whereas 70.0% of the respondents also believe that the funds from purchase of

animals and drugs for animals respectively are not adequate.

Moreover, an equal number of respondents representing 50.0% indicated

that the funds from inputs for crops are adequate and not adequate respectively.

Finally, 40.0% of the respondents pointed out that the funds from demonstration

38
plots and field trips are adequate respectively whereas 60.0% also indicated that

funds from demonstration plots and field tips respectively are not adequate.

Table 11

Farm mechanization

Item Available Not available Total

Freq. % Freq. % Freq. %

Four-wheel tractor 2 20.0 8 80.0 10 100.0

Plough 1 10.0 9 90.0 10 100.0

Trailer 1 10.0 9 90.0 10 100.0

Winnowers 3 30.0 7 70.0 10 100.0

Ox-plough 5 50.0 5 50.0 10 100.0

Riggers 0 0.0 10 100.0 10 100.0

Spades 0 0.0 10 100.0 10 100.0

Old engine parts 2 20.0 8 80.0 10 100.0

In Table 11 the issue relating to Farm mechanization reveals that 20.0% of

the respondents indicated that four-wheel tractor and Old engine parts are

available whereas a greater part of the respondents constituting 80.0% pointed out

that four-wheel tractor are not available. Furthermore, 10% of the respondents

indicated that ploughs and trailers are available whilst a mass number of the

respondents making 90.0% indicated not available. Again 30.0% of the

respondents pointed out that winnowers are available whereas 70.0% indicated

39
that winnowers are not available. Moreover, 50% of the respondents showed that

0x-ploughts are available and not available respectively. Finally, 100.0% of the

respondents indicated that riggers and spades are not available

Table 12

How often do you make requisitions for agriculture materials?

Responses Frequency Percentage

Weekly 1 10.0

Monthly 2 20.0

Once a term 6 60.0

Never 1 10.0

Total 10 100.0

From Table 12 the responses to the question relating to how often the

respondents make requisitions for funds for agriculture materials divulges that

10.0% of the respondents indicated weekly and never respectively, 20.0%

signified monthly whereas 60.0% indicated once a term

40
Table 13

How often do you acquire Materials you Requisition for Agriculture

Practicals

Responses Frequency Percentage

Daily 0 0.0

Weekly 1 10.0

Monthly 2 20.0

Once a term 6 60.0

Never 1 10.0

Total 10 100.0

In table 13 the responses to the question relating to how often the

respondents acquire materials they requisition for agriculture practicals reveals

that 10.0% of the respondents indicated Weekly and Never respectively,

20.0% signified monthly whereas 60.0% indicated Once a term

Table 14

The time between requisition and the release of funds for agriculture

practical teaching too long

Responses Frequency Percentage

Strongly agree 5 50.0

Agree 1 10.0

Disagree 2 20.0

Strongly disagree 2 20.0

Total 10 100.0

41
 From the above table the questionnaire seek to find out whether the time

between requisition and the release of funds for agricultural practical teaching is

too long, and the responses were that majority of the respondents constituting

60.0% indicated agree whereas 40.0% of the respondents indicated disagree

Table 15

Major reason for the inadequacy of materials for agricultural practicals

Responses Frequency Percentage

Materials are expensive 2 20.0

Unfair allocation of funds within the school 2 20.0

Lack of funds 5 50.0

Distance from the source 1 10.0

Total 10 100.0

From Table 15 the questionnaire seeks to discover the major reason for the

inadequacy of materials for agriculture practicals. The responses were that 20.0%

of the respondents indicated that the Materials are expensive and also due to

Unfair allocation of funds within the school. Again, a mass number of the

respondents constituting 50.0% indicated Lack of funds whereas only 10.0%

indicated that the reason was due to Distance from the source.

42
Table 16

Which of the following methods do you use in teaching practical agriculture?

Responses Frequency Percentage

Fieldtrips 2 20.0

Demonstration 2 20.0

Hands on experience 2 20.0

Discussion 4 40.0

Total 10 100.0

In Table 16 the question relating to the methods used by respondents in

teaching practical agriculture reveals that 20.0% of the respondents indicated that

they use field trips, 20.0% indicated that they use the demonstration and 20.0%

indicated that they use the discussion method. Dotse (1994) suggests that it is not

always easy to define good teaching practice. Teachers may appear to be well

organized and efficient but this in itself will not guarantee that pupils learn.

Teaching and learning are complex processes that are subject to many social,

cultural and economic influences.

43
 Table 17

Attitude of the community

Statement Strongly Agree Strongly Disagree Total

agree Disagree

Freq % Freq % Freq % Freq % Freq %

They help

provide land 2 20.0 2 20.0 4 40.0 2 20.0 10 100.0

They misuse the

school farm 4 40.0 - - - - 6 60.0 10 100.0

They steal from

the school farm 4 40.0 - - - - 6 60.0 10 100.0

They support

financially 1 10.0 1 10.0 8 80.0 - - 10 100.0

They help provide

other equipment 3 30.0 2 20.0 2 20.0 3 30.0 10 100.0

With the attitude of the community, Table 17 reveals that when the

respondents were asked whether the community help provide land, 40.0% of the

respondents agreed, whereas 60.0% also indicated disagreed. Moreover, as to

whether they misuse the school farm and also steal from the school farm, 40.0%

of the respondents indicated agree whereas a large number of the respondents

representing 60.0% indicated disagree. In addition, as to whether the community

supports financially, 20.0% of the respondents indicated agree whereas a majority

44
of the respondents representing 80.0% indicated disagree. Finally, when asked

whether the community help provide other equipments, 50.0%disagreed.

Interview Schedule for the Views of Headteachers and Agricultural Teachers

The respondents were asked whether in their opinion there were available

funds to conduct agriculture department in their school. They responded that the

funds were not enough due to the fact that funds do not come from anywhere

except the amount charged as part of the school fees. This challenges does not

make it possible to conduct practical agriculture in some schools. The teachers

also responded that they do not conduct practicals in all areas of agriculture as

some areas require the use of some materials which were not available. Lack of

maintenance also does not permit the use of such materials.

It was revealed that some schools organize field trips and exhibitions but

quite a number do not because there were not enough funds to organize these

activities. The teachers also said that time allocated for the teaching of agriculture

is not enough and also indicated that availability of land also affects the teaching

and learning of agriculture. They also attributed some of the causes to the

community. The community, most of the times, feel reluctant in supporting the

school in terms of provision of funds and materials.

45
 CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSIONS

Summary of the Study

The purpose of this study is to assess factors affecting the teaching and

learning of agriculture in Senior High Schools in Mfantsiman Municipality. The

study is also examine the attitudes of both teachers and students of Agriculture.

The study was guided by research questions such as;

1. Do teachers find the need to teach practical agriculture?

2. Do teachers use the appropriate methods in teaching practical

agriculture?

3. Is the community interested in the study learning practical agriculture?

The literature reviewed touched on issues such as; the meaning of

agriculture, meaning of practical agriculture, teaching and learning of agriculture,

factors that influence learning, contextualization, challenges in practical

agriculture, the role of teachers in the teaching service, teaching methods, and

strategies and techniques. Descriptive survey was the research design that was

used for the study. The population for the study was made up of Students and

Tutors in the selected schools for the study. In all, 160 respondents were used as a

sample for the study. A questionnaire was used to gather data from the

respondents. Interview schedule was also used to support the questionnaire.

46
 Summary of Major Findings

The study showed most parents are not in support of their children

studying agriculture. It was found out that the community, the school authorities

and the PTA do not really support the teaching and learning practical agriculture.

It was revealed that some schools organize field trips and exhibitions but

quite a number do not because there were not enough funds to organize these

activities. The teachers also said that time allocated for the teaching of agriculture

is not enough and also indicated that availability of land also affects the teaching

and learning of agriculture. They also attributed some of the causes to the

community. The community, most of the times, feel reluctant in supporting the

school in terms of provision of funds and materials.

The study also revealed that sources of funds for the teaching and learning

of agriculture are mainly capitation grants and school fees. There is very

insignificant support from the parents and the community.

The study revealed that funds for practical agriculture are inadequate.

Time allocated for the teaching and learning of practical agriculture is also

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.

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

47
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.

Other Findings

The study revealed that most of the students studying agriculture are

males. This indicated that females are not interested in studying agriculture. The

students indicated that the way their teachers teach is acceptable. Most of the

agriculture teachers are degree holders and therefore their level of knowledge in

the teaching and learning of agriculture in high. Despite this, most of the teachers

do not teach for so long. The longest they have taught is up to five years.

Conclusion

The support from the PTA and the school authorities is not encouraging.

The attention given to practical agriculture is also not encouraging.

The community, most of the times, feel reluctant in supporting the school

in terms of provision of funds and materials. The teaching and learning of

practical agriculture is also affected by the unsupportive attitude of parents.

48
 Teaching and learning of practical agriculture in the schools are facing

challenges. These include time allocated for teaching and learning of practical

agriculture, funds and materials for practical agriculture.

The allocated for the teaching of agriculture is not enough. 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. The sources of funds are also

limited.

Recommendations

The study therefore made the following recommendations;

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

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

large

ii. School authorities should set aside funds purposely for the

teaching and learning agriculture in their schools

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

practicals or for school farming

iv. PTAs should be made to contribute financially towards the

teaching and learning of practical agriculture.

v. Students and Parents should be made understand careers in

agriculture so as to encourage the teaching and learning of the

subject.

49
 Recommendation for Further Studies

The study was to assess factors affecting the teaching and learning of

agriculture in Senior High Schools in Mfantsiman Municipality. A study could be

organized to look into improving the teaching and learning of agriculture in the

Senior High Schools.

50
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 APPENDIX A

QUESTIONNAIRE FOR STUDENTS

This study is being conducted on challenges in teaching and learning of

practical agriculture - a case study in senior high schools in mfantsiman

municipality in Ghana. Kindly complete this questionnaire as frankly as possible.

You are assured that your identity and responses will be treated confidentially.

Thank you.

Please, read the questions and respond to these items as accurately as

possible.

A. Personal Data

Place a tick against your answers

1. Sex:

Male [ ]

Female [ ]

2. Age?

a) Below 16 year [ ]

b) 16 - 18 years [ ]

c) 19 - 20 years [ ]

d) Over 20 years [ ]

Challenges in learning practical agriculture

4. Do you always like it when its time for practical agriculture?

Yes [ ] No [ ]

If no, why?..............................................................................................................

57
5. Do your parents like the idea of you studying practical agriculture?

Yes [ ] No [ ]

6. Do you like how your teacher teaches?

Yes [ ] No [ ]

If no, why?.................................................................................................

B. Availability of Funds

4. What are the sources of funds for agriculture in your school?

a) Special development funds [ ]

b) Capitation grants and school fees [ ]

c) P.T.A. funds [ ]

d) Others (Specify)........................................................................

5. Indicate, using a tick in the column to correspond to your response, the level of

availability of funds to conduct agriculture practical.

Item Available Not available

crop production

Animal production

Mechanization

Field trips

Demonstration plots

Exhibitions

58
 APPENDIX B

QUESTIONNAIRE FOR AGRICULTURAL TEACHERS

This study is being conducted on challenges in teaching and learning of

practical agriculture - a case study in senior high schools in Mfantsiman

municipality in Ghana. Kindly complete this questionnaire as frankly as possible.

You are assured that your identity and responses will be treated confidentially.

Thank you.

Please, kindly read the following questionnaire and respond to each and

every item honestly.

A: Personal Data

Put a tick against your answer

1. What is your highest qualification as an agriculture teacher?

a) Degree [ ]

b) Diploma [ ]

c) Certificate [ ]

d) Others specify) ............................................ .................................

2. How long have you taught agriculture since you qualified?

a) Below 1 year [ ]

b) 1 - 3 years [ ]

c) 4 - 5 years [ ]

d) Over 5 years [ ]

59
B. Availability of Funds for Instructional Materials

3. Put a tick in the column to correspond to your response the availability of funds

to purchase the following agriculture materials.

Item Adequate Not Adequate

Tools, implements

and machines

Purchase of animals

Drugs for animals

Inputs for crops

Demonstration plots

Field trips

4. Farm mechanization

Item Available Not available

Four- wheel tractor

Plough

Trailer

Secateurs

Winnowers

Ox-plough

Riggers

Spades

Old engine parts

60
5. How often do you make requisitions for funds for agriculture materials?

a) Daily [ ]

b) Weekly [ ]

c) Monthly [ ]

d) Once a term [ ]

e) Never [ ]

6. How often do you acquire materials you requisition for agriculture practicals.

a) Daily [ ]

b) Weekly [ ]

c) Once a monthly [ ]

d) Once a term [ ]

e) Never [ ]

7. The time between requisition and the release of funds for agricultural practical

teaching too long.

a) Strongly agree [ ]

b) Agree [ ]

c) Disagree [ ]

d) Strongly disagree [ ]

8. What is the major reason for the inadequacy of materials for agriculture

practicals?

a) Materials are expensive [ ]

b) Unfair allocation of funds within the school [ ]

61
c) Lack of funds [ ]

d) Distance from the source [ ]

9. Which of the following methods do you use in teaching practical agriculture?

a) Field trips [ ]

b) Demonstration [ ]

c) Hands-on experience [ ]

d) Discussion [ ]

10. Why do you use the method in item 11?..............................................................

11. Attitude of the community

Statement Strongly Agree Strongly Disagree

Agree Disagree

They help provide land

They misuse the school farm

They steal from the school farm

They support financially

They help provide other equipments

62
 APPENDIX C

INTERVIEW SCHEDULE FOR VIEWS OF HEADTEACHERS AND

AGRICULTURAL TEACHERS FOR THE SELECTED SECONDARY

SCHOOLS IN THE MFANTSEMAN DISTRICT

1. In your opinion are the funds given to the agriculture department enough

to conduct agriculture practicals in your school?

2. Do you conduct practicals in all areas of agriculture?

3. If no, what areas of agriculture are practicals mainly done, and why?

4. What do you do for areas where you cannot perform practicals?

5. Do your school organise field trips and exhibitions?

6. If so, how are field trips and exhibitions funded?

7. Are funds for agriculture practicals released in time?

8. If no, what are the reasons for not releasing funds in time?

9. In your opinion what may be the major reason for the inadequacy of

materials for agriculture practicals?

10. Do you think there are other problems preventing teachers from

demonstrating agriculture practices and skills to students?

11. Is your agriculture department adequately facilitated? If no why?

12. How would you describe the attitude of the community towards the

teaching and learning of practical agriculture?

63