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The purpose of this study was to determine the personnel development
needs of agricultural science teachers of Secondary School in animal
science teaching. The population comprised of all the Agricultural
Science Teachers (47 teachers) in Enugu North Local Government Local
Government Area. The data-gathering instrument was the questionnaire
designed by the researcher and validated by three experts in Enugu State
College of Education (Technical), Enugu. Three research questions were
posed for the study and the instrument was structured on a four point
opinion scale of strongly agree, agree, disagree and strongly disagree.
Means was used in analyzing the data so collected. The findings of the
study revealed that agricultural science teachers should undertake
training in animal science components. Government should fund schools,
to enable them establish livestock farm. Personnel development training
should be organized for teachers of agricultural science to update their
knowledge in the area animal science and that teachers of agricultural
science should be adequately motivated. Based on the findings, some
recommendation were made.
Title Page
Approval Page
Certification
Dedication
Acknowledgement
Abstract
Table Of Content
List Of Tables
Chapter One
1.0 Introduction
1.1 Background Of The Study
1.2 Statement Of The Problem
1.3 Purpose Of The Study
1.4 Significance Of The Study
1.5 Scope Of The Study
1.6 Limitation Of The Study
1.7 Research Question
Chapter Two
2.0 Review Of The Related Literature
2.1 Animal Science Concept And Component
2.2 The Need For Personnel Development Training
2.3 The Various Modes Of Personnel Development
2.4 The Motivational Factors Which Induce Personnel Development Training
2.5 Summary Of The Literature Review
Chapter Three
3.0 Research Methodology
3.1 Research Design
3.2 Area Of The Study
3.3 Population Of The Study
3.4 Description Of Instrument For Data Collection
3.5 Validation Of The Instrument
3.6 Reliability Of The Instrument
3.7 Administration Of The Instrument
3.8 Data Analysis Techniques
Chapter Four
4.1 Data Presentation And Analysis
4.2 Summary Of Findings
Chapter Five
5.0 Discussion Of The Result
5.1 Educational Implication Of The Study
5.2 Recommendation
5.3 Conclusion
5.4 Suggestion For Further Research
References
Appendix A (Letter)
Appendix B (Questionnaire)
Appendix C (Schools In Udi L.G.A Of Enugu State And Their Agricultural Science Teachers)
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Agriculture as defined by Oxford Advanced Learners Dictionary
6th edition is the science or practice of farming. It is the art,
science business and industry of cultivating the land to grow crops,
rear animals and preparing plants and animal’s product for mans use.
Before recorded history, man depended on wild animals for food,
clothing, shelter and transport. Due to increasing human population, the
demand for food and animal protein had out weighed the supply from
natural resources which fluctuated, became laborious and expensive.
Therefore man had gone a little bit further as society made transition
from hunting to pasturalism and cultivation, certain animal species were
domesticated in areas other than their natural habitat.
These farm animals are exhaustible resources but are renewable.
Their renewability however depends on the level of management adopted.
It is for this reason one has to learn the scientific techniques
involved in the maintaining and improving these resources to maximum
yield and their usefulness to mankind.
Agriculture is one of the core subjects in both junior and
senior secondary schools in the Nigerian 6:3:3:4 system of educational
programme (ONWUEGBUNAM 1993). Agricultural science teaching covers the
following areas;
1. Animal science/production
2. Crop science
3. Soil science
4. Agricultural extension and
5. Agricultural economics.
Animal science include the production and management of many
different species of domesticated animals like cattle, sheep, goat, pig,
poultry, rabbit, horses, fisheries and many others for human
consumption.
According to WAEC regulation (2002), schools presenting
candidates for the examinations in addition to having a school farm
where students should be trained in the art of growing various crops,
should also keep the following livestock like cattle, sheep and goats,
fish, rabbit, pigs or poultry birds. This will ensure that the students
should be able equipped with the skills and management techniques
involved in animal production.
To improve the animal protein needs of the Nigerian populace,
the Federal Government of Nigeria is making efforts towards increasing
animal protein productions. Apart from encouraging ministries of
Agriculture at both state and local government levels to establish
livestock unit, the National policy on education (1998) has emphasized
the teaching of Agriculture at the secondary schools level.
Among the objectives of teaching and learning of agriculture in
secondary schools, Agricultural science curriculum for JSS and SSS 1998
revised include; stimulating and sustaining students interest to acquire
basic knowledge, practical skills in agriculture, prepares students for
further studies and occupation in Agriculture. To achieve the
objectives of secondary school agriculture, agricultural science is
taught as a single subject although divided into units as below:
UNIT I - Soil science
UNIT II - Crop production
UNIT III - Animal production
UNIT IV - Agricultural engineering
UNIT V - Agricultural economics and extension
In unit III which is animal production, WAEC has spelt out that
practical and theoretical approach should be used to teach the topic. To
this effect, the WAEC syllabus (1998-2000) stipulated that school farms
where crops are grown with at least one species of livestock from each
of the following two groups; pig, rabbit and poultry or goat, sheep,
cattle and where feasible fish pond should be established.
In animal production, students are to cover the following topics
as contained in the said WAEC agricultural science syllabus which is
stated above;
- Identification of parts and important organs of farm animal e.g. cattle, sheep, goat, pig, poultry, rabbit etc.
- Functions of some of the organ of farm animal’s skin, feather, liver, kidney, lungs etc.
- Digestive system, difference between the digestive system of monogastric and ruminant animals.
- Circulatory system reproductive system and nervous systems.
- Explanation of the following process under animal production:
Oestrus cycle, heat period, mating, parturition, lactation and
colostrums, gestation period, ovulation and artificial insemination.
- The process of egg formation in poultry
- Reproductive hormones and their function
- Livestock management; housing, feeding and hygiene of at least one monogastric animal.
The students are expected to carry out the following practical
exercises authorized in the WAEC agricultural science syllabus
(1998-2000) as follows;
Identification of
- Common breeds of animal and types of animals available in the locality.
- Major internal organs of farm animals
- Animals feeds and feeding stuff and their local sources
- Main parts and parasites of farm animals
- Diseases of farm animals their prevention and control
- Routine management practices in farm animals
- Fish harvesting and prevention.
The above requirements make the teaching of animal science as a
component of agricultural science program in the secondary school by
teachers very demanding.
According to West African Examination Council report (2008)
students performed well in other units except in animal science. For
illustration purposes in 1986, the report showed that most candidates
identified the digestive systems of ruminants and non ruminants
correctly but could not label the unlabelled parts.
A - Oesophagus/gullet
B – Rumen
C - Reticulum
D – Omasium
E – Obamasium
F – Duodenum
G – Ileum
H – Colon/large intestine
I – Rectum
J – Stomach
Also candidates were poor in identification of specimen obtained
from animal products probably due to the methods used in imparting the
knowledge or the teachers are not well equipped.
Criticizing the methods applied in the teaching of animal
science component of agriculture in the secondary school level Ikezue
(1983) remarked as follows: “it is disheartening to see that a fifth
form (SS II) student cannot identify very well some breeds of goat,
sheep, cattle and poultry because they learn them theoretically without
seeing them physically” he expressed the opinion that should the
government want to make the teaching of animal science meaningful at the
secondary school level, she should help school provide livestock farms
where the student could learn more about livestock production.
In order to achieve this, it becomes necessary to give the in
service training to teachers of agriculture in animal science so that
they can be better equipped for the job of teaching the subject. These
will enable the teachers of agricultural science impact the knowledge to
the students and update their knowledge on animal science component.
Consequently, it becomes necessary to investigate in service
needs of agricultural science teachers of secondary schools in animal
science teaching.
1.2 STATEMENT OF THE PROBLEM
The provisions of meat for man have moved from the primitive
game hunting of our fore fathers to the modern day management of
livestock. (NERDIC 1991) stipulates that the science of animal
production requires that the agricultural teachers of animal science in
our secondary school should have at least a basic knowledge of the
structure and functions of the various organs that make up the body of
farm animals.
It is a well established facts that animals and their products
constitute the richest source of protein in our diet and as such the
need to take a hard look on the decline in the science of this important
part of the agricultural science would not be over emphasized
(Akinsemni 1999). The WAEC senior school certificate examination has
made it clear that one of the following livestock e.g. poultry, sheep,
goat, pig, cattle or rabbit should be established in schools that have
candidates for agricultural examinations. Therefore it becomes
imperative that qualified and highly experienced agricultural science
teachers are needed to actualize the objective of teaching the subject
in the school. Most of the time candidates presented for the above
examinations do not perform well in animal science or agricultural
science. This was shown in West African Examination Council (WAEC)
report (2008) on the performance of student on animal science.
The poor performance of students in animal science components of
the WAEC examination is an indication that the teachers of agricultural
science are not properly equipped with the skills or competencies
required for teaching the units in animal science. Some of the teachers
may have acquired the skills but cannot demonstrate the skills in the
classroom setting. Others lack some essential instructional competencies
which may be necessary to be possessed by the teachers of agricultural
science in animal science teaching to make them effective. As a result
they are unable to demonstrate the skills acquired in the course of
training in their respective schools.
These skills in teaching of animal science curriculum in
secondary school require personnel development training to meet up with
the challenges of teaching the unit. Therefore this study is conducted
to investigate the personnel development needs of teachers teaching
animal science unit of agricultural science in secondary schools.
1.3 PURPOSE OF STUDY
This study seeks to find out the personnel development needs of
agricultural science teachers in teaching animal science in our
secondary schools.
Specifically the study intends to
i. Find out areas of animal science component where agricultural
science teachers require personnel development training.
ii. Find out the different modes of the personnel development
training suitable for the serving teachers of agricultural science in
the schools.
iii. Find out how agricultural science teachers can be motivated
for effective teaching and learning of animal science in secondary
schools.
1.4 SIGNIFICANCE OF THE STUDY
The findings of this research work will be of immense benefit to the following categories of people:-
i. The researcher
ii. The agricultural science teacher,
iii. The students
iv. The school
v. The policy makers and
vi. The nation at large.
THE RESEARCHER: The work will enable the researcher highlight
the various problems affecting teaching and learning of animal science
component of agricultural science in schools and provide a platform for
further research work.
THE STUDENTS: They stand a better chance of becoming self
employed when armed with the scientific techniques involved in rearing
of animals like piggery, poultry, fishery, ruminants and non-ruminants
etc after their school career. It will also afford them opportunity to
acquire the necessary skills, experiences and knowledge needed for
increased animal production for those who may wish to become full time
farmers.
THE AGRICULTURAL SCIENCE TEACHERS: The Teachers by attending in
service training will be exposed to the latest techniques and practices
in animal rearing. Also the provision of livestock will enable them
carry out and demonstrate to students the various techniques and
practices. This will steer the student’s interest and create a good farm
work habit.
THE SCHOOLS: problem of funding in schools will be reduced
because the livestock farm will be a good source of revenue generating
unit which could assist in running and provision of other basic needs of
the school.
THE POLICY MAKERS: It will also enable the policy makers to be
abreast of the problems of teaching animal science in our secondary
schools and the need for the serving teachers to embark on personnel
development training to update their knowledge on the latest management
practices in animal production.
They should recognize the importance of qualification and
experience de-emphasized paper qualification in favour of practical
skills and knowledge. They should provide for the schools modern
implements and materials for achievement on the stated goals. With the
above knowledge, the policy makers will be able to formulate policies
that will encourage the schools to participate in personnel development
training of the teachers.
THE NATION: Finally when agricultural science teachers are well
equipped or embark on personnel development training according to the
national policy on education, the student will benefit immensely which
will in-turn help the entire nation to be self reliant on animal
production.
1.5 SCOPE OF THE STUDY
The study will cover only the personnel development needs of
agricultural science teachers teaching animal science in secondary
schools within Enugu North Local Government Area.
1.6 LIMITATION OF THE STUDY
The researcher was confronted with problems during the course of the study and these are:-
- RESPONDENTS: Some of the respondents were not available during
the distribution and collection of the questionnaire. This made the
researcher to visit some of the Secondary Schools more than twice in
order to distribute and collect the questionnaire.
- FINANCE: There was no grant for the research. Fund was not
available therefore the researcher found it difficult to transport
himself to and from the secondary schools for the distribution and
collection of the questionnaire.
- TIME: The time for conducting the research could not be over
sighted. During the course of the research, there were lectures going
on. Secondly, semester examinations followed immediately after lectures.
There were, other things the researcher did in other to put food on his
table. These are some of the limitation encountered by the researcher.
1.7 RESEARCH QUESTIONS
1. What are the areas of animal science components of
agriculture that require personnel development training by the teachers
of agricultural science in Secondary schools?
2. What are the various modes of personnel development training
suitable for the serving teachers of agricultural science in Secondary
schools?
3. How could the serving agricultural science teachers be
motivated for effective teaching and learning of animal science in
secondary schools?
Chapter One of Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools Project Material ends here.
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Chapter two of this Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools” research work is available. Order Full Work to download. Chapter Two of “Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools Contains: Review Of The Related Literature, Animal Science Concept And Component, The Need For Personnel Development Training, The Various Modes Of Personnel Development, The Motivational Factors Which Induce Personnel Development Training And Summary Of The Literature Review.
Chapter three of this Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools” academic work is available. Order Full Work to download. Chapter Three of “Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools Contains: Research Methodology, Research Design, Area Of The Study, Population Of The Study, Description Of Instrument For Data Collection, Validation Of The Instrument, Reliability Of The Instrument, Administration Of The Instrument And Data Analysis Techniques
Chapter four of this Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools project work is available. Order Full Work to download. Chapter Four of Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools Contains: Data Presentation And Analysis And Summary Of Findings
Chapter five of this Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools material is available. Order Full Work to download. Chapter Five of Personnel Development Needs Of Agricultural Science Teachers In Secondary Schools Contains: Discussion Of The Result, Educational Implication Of The Study, Recommendation, Conclusion, Suggestion For Further Research, References, Appendix A (Letter), Appendix B (Questionnaire) And Appendix C (Schools In Udi L.G.A Of Enugu State And Their Agricultural Science Teachers).
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