The act of teaching agricultural science in the junior high school: A case study of Assin district in the Central region
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University of Cape Coast
Abstract
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xii, 104p. :ill.
The study focused on the act of teaching Agricultural science in the Junior High Schools after the implementation of the new education reforms in 1987. The study was a descriptive survey. The sample consisted of all the agricultural science teachers in the Assin North District of the Central Region of Ghana. The result indicated that all Agricultural Science teachers in the district were professionals and experienced who were using the right method of teaching but they devoted more time for theory than practical lessons. Textbooks, syllabus, farm tools were insufficient in the schools. Farm assistants, library and laboratories were not available in all the schools. The results pointed out clearly that within the academic year theory topics in the syllabus were fairly treated and practical topics (activities) were unsatisfactorily handled. As a result it was recommended that the Agricultural science teachers should devote equal time for theory and practical lessons. Land sited for schools should be large enough so that part can be demarcated for agricultural activities. Agricultural sciences teachers should be encouraged and supported to write different agricultural textbooks to supplement the one provided by the CRDD of GES. Animal enterprise which is not popular with the schools should be encouraged by GES, DEO, PTA and other organizations for the students to gain practical skills on animal rearing. Simple farm tools, equipment, library, laboratory and farm assistance should be provided by the GES in sufficient quantities to help students gain interest in the subject.
The study focused on the act of teaching Agricultural science in the Junior High Schools after the implementation of the new education reforms in 1987. The study was a descriptive survey. The sample consisted of all the agricultural science teachers in the Assin North District of the Central Region of Ghana. The result indicated that all Agricultural Science teachers in the district were professionals and experienced who were using the right method of teaching but they devoted more time for theory than practical lessons. Textbooks, syllabus, farm tools were insufficient in the schools. Farm assistants, library and laboratories were not available in all the schools. The results pointed out clearly that within the academic year theory topics in the syllabus were fairly treated and practical topics (activities) were unsatisfactorily handled. As a result it was recommended that the Agricultural science teachers should devote equal time for theory and practical lessons. Land sited for schools should be large enough so that part can be demarcated for agricultural activities. Agricultural sciences teachers should be encouraged and supported to write different agricultural textbooks to supplement the one provided by the CRDD of GES. Animal enterprise which is not popular with the schools should be encouraged by GES, DEO, PTA and other organizations for the students to gain practical skills on animal rearing. Simple farm tools, equipment, library, laboratory and farm assistance should be provided by the GES in sufficient quantities to help students gain interest in the subject.
Keywords
Agricultural science, Teachers, Method of teaching