Proposal Abstract

Mathematics is generally considered a basic skill for optimum performance and efficiency in all occupations including agricultural endeavors. The teacher’s ability to compute well and guide students to solve relevant mathematical problems in agricultural science is regarded as critical to student’s subsequent performance and competency in agricultural discipline. This study investigated the impact of the computational skills of teachers of Agricultural Science on student’s learning outcomes in agriculture in secondary schools in Nigeria. The sample used consisted of 60 teachers and 300 students of agricultural science who were randomly selected from the 320 secondary schools in Ekiti State. Two sets of questionnaires were used for data collection. The data collected were analyzed using frequency counts, percentages, mean, standard deviation and ANOVA. Hypotheses were tested at 0.05 level of significance. The study revealed that the teachers were found avoiding teaching computational contents of the curriculum. Though the students appeared to perform averagely well in their examinations, they were also found to be faced with mathematical problem solving skills in agricultural science. Based on the findings of the study, it was recommend that school supervisors should monitor and ensure that all areas of the course contents/curriculum, including areas that require computations, are adequately covered. Teachers of agricultural science should groom their students very well in calculations and mathematical problem solving areas in agriculture right from the Junior Secondary School, year one.

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Location

Room 113

Publication Type and Release Option

Presentation (Open Access)

 
Mar 27th, 4:00 PM Mar 27th, 5:30 PM

Appraisal of the Impact of Agricultural Science Teacher’s Computation Skills on Student’s Learning Outcomes In Secondary Schools In Nigeria

Room 113

Mathematics is generally considered a basic skill for optimum performance and efficiency in all occupations including agricultural endeavors. The teacher’s ability to compute well and guide students to solve relevant mathematical problems in agricultural science is regarded as critical to student’s subsequent performance and competency in agricultural discipline. This study investigated the impact of the computational skills of teachers of Agricultural Science on student’s learning outcomes in agriculture in secondary schools in Nigeria. The sample used consisted of 60 teachers and 300 students of agricultural science who were randomly selected from the 320 secondary schools in Ekiti State. Two sets of questionnaires were used for data collection. The data collected were analyzed using frequency counts, percentages, mean, standard deviation and ANOVA. Hypotheses were tested at 0.05 level of significance. The study revealed that the teachers were found avoiding teaching computational contents of the curriculum. Though the students appeared to perform averagely well in their examinations, they were also found to be faced with mathematical problem solving skills in agricultural science. Based on the findings of the study, it was recommend that school supervisors should monitor and ensure that all areas of the course contents/curriculum, including areas that require computations, are adequately covered. Teachers of agricultural science should groom their students very well in calculations and mathematical problem solving areas in agriculture right from the Junior Secondary School, year one.

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