ABSTRACT
The purpose of this study was to determine the in-service 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. In-service 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.
TABLE OF CONTENTS
Approval Page… … … … … … … … ii
CHAPTER ONE
1.1 Introduction… … … … … … … … 1
1.1 Background of the Study… … … … … 1
1.2 Statement of the problem… … … … … 8
1.3 Purpose of the Study… … … … … … 10
1.4 Significance of the Study… … … … … 11
1.5 Scope of the Study… … … … … … 13
1.6 Limitation of the Study… … … … … … 13
1.7 Research Question… … … … … … … 14
CHAPTER TWO
2.0 Review of the Related Literature… … … … 16
2.1 Animal Science Concept and Component… … 16
2.2 The Need for In-service Training… … … … 21
2.3 The Various Modes of In-service… … … … 25
2.4 The Motivational Factors which Induce In-service Training… … … … … … … … … 28
2.5 Summary of the Literature Review… … … 31
CHAPTER THREE
3.0 Research Methodology… … … … … … 34
3.1 Research Design… … … … … … … 34
3.2 Area of the Study... … ... … … … … 35
3.3 Population of the Study… … … … … … 35
3.4 Description of Instrument for Data Collection… 35
3.5 Validation of the Instrument… … … … … 37
3.6 Reliability of the Instrument… … … … … 38
3.7 Administration of the Instrument… … … … 38
3.8 Data Analysis Techniques… … ... … …… 38
CHAPTER FOUR
4.1 Data Presentation and Analysis… … … … 41
4.2 Summary of Findings… … … … … … 46
CHAPTER FIVE
5.0 Discussion of the Result… … … … … 49
5.1 Educational Implication of the Study… … … 53
5.2 Recommendation… … … … … … … 54
5.3 Conclusion… … … … … … … … 55
5.4 Suggestion for further research… … … … 55
REFERENCES… … … … … … … … 57
Appendix A (Letter)… … … … … … … 60
Appendix B (Questionnaire)… … … … … … 61
Appendix C (Schools in Udi L.G.A of Enugu State and their Agricultural Science Teachers)… … … ...…65
LIST OF TABLES
Data presentation and analysis… … … … … 41
Respondent on the mean responses of the components of
Animal Science that need in-service training… … … 42
Respondents on the mean responses of the best mode for
training teachers of agricultural science… … … … 44
Respondents on the mean responses of factors to motivate
the teachers of agricultural science for effective teaching in
secondary schools… … … … … …… .. … 45
CHAPTER ONE
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;
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 ani
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