TEACHERS’ PERCEPTIONS ON THE NATURE AND CONSTRAINTS OF TEACHING AGRICULTURAL SCIENCE IN RIVERS STATE SECONDARY SCHOOLS.

This study assessed teachers’ perceptions on the nature and constraints of teaching Agricultural Science in Rivers State secondary schools. The research design adopted for this study was descriptive survey design. Four research questions were raised for the study. The population of the study comprised of 1,678 Agricultural Science teachers in Rivers state secondary schools. 420 Agricultural Science teachers were purposively selected as the sample size. The instruments used for data collection was questionnaire. The reliability coefficient of 0.86 was obtained for the instrument. Findings indicate that teachers possess the requisite academic qualifications for the teaching of Agricultural Science in Rivers State secondary schools. The study identified inadequate time allocation to Agricultural Science lessons and lack of recommended instructional resources as major constraints to effective teaching of Agricultural Science. Result further revealed that school location is not a constraint to Agricultural Science teachers with respect to service delivery. It was recommended among others that for effective teaching and learning of Agricultural Science, the Government through appropriate legislation should reintroduce and enforce the use of functional school farm as a mandatory instructional facility for teaching and learning of Agricultural Science in secondary schools.

Nature, Constraints, Agricultural Science, Teaching,

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