Causes Of Poor Academic Performance Of Secondary School Students In Agriculture

Agricultural Education Project and Seminar Material

Causes Of Poor Academic Performance Of Secondary School Students In Agriculture


Abstract


This study was carried out on the causes of poor academic performance of secondary school students in Agriculture using public secondary schools in Edo State as case study. To achieve this, three(3) research questions were formulated. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of students of the five(5) selected public secondary schools in Benin, Edo State. In determining the sample size, the researcher conveniently selected 229 respondents while 215 were received and 210 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency and percentage tables, as well as mean and standard deviation tables. The result of the findings reveals that students do have positive attitude towards Agricultural Science in Edo state. The findings also revealed that there is a connection between students’ academic success in Agricultural Science and their attitudes toward the subject etc. In regard to the findings, the study recommends that teachers should make use of recent and relevant teaching materials to ensure better understanding and performance of students. More so, teachers should employ different teaching methods as well as teaching must be from simple to complex and parents should give more attention and proper monitoring to their children education.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

Agricultural Science is a science subject taught in Nigerian secondary schools with the aim of educating students in the knowledge and practice of agriculture in order to increase food production and contribute to the country’s overall economic growth and development. Agricultural Science is described as “the analysis of the relationship between soils, plants, and animals in the production and processing of food, raw materials, fuel, and any other agricultural commodities that have an economic, artistic, or cultural significance,” according to the South African Qualification Authority (2003). Agricultural Science, according to Oberleand Keeney (1990), is a diverse and multidisciplinary discipline that reflects the interconnection of human and natural ecosystems. Agricultural Science can be described as the science and art of raising the standard of living by plant and animal development. Agricultural Science is a field of study that arose from agricultural education. Agricultural education was well-established in the Nigerian educational system decades ago as a result of its critical position in national growth.

Agricultural education, as a branch of Vocational Technology Education, seeks to solve the problems of a lack of skilled manpower in Agricultural Science, resulting in a short supply of food and natural resources required for human consumption and Nigeria’s economic development. According to Olaitan (1984), despite the abundance of agricultural resources available in many developed countries, including Nigeria, the inexorable increase in population causes acute food insecurity. Most African countries’ central governments, having recognized the threat of food scarcity in their areas, acted rapidly to implement agricultural education programs in their educational institutions in order to address the crisis. Agricultural education provides detailed instructional guidance for optimum growth in crop processing, animal husbandry, soil science, water management, agricultural mechanization, and associated agricultural specializations (Olamie, 2012). The main aim of agricultural education, according to Wright(2012), is to train youths and adults for various career paths in agriculture. Agriculture had been the mainstay of the nation’s international earnings and Gross Domestic Product prior to the discovery of oil/gas in Oloibiri, Bayelsa State in South-South Nigeria in 1956. (GDP). Agricultural Science was regarded as one of the most important science subjects in secondary schools at the time, as it provided students with practical training in agro-based areas such as farming, fishing, and animal husbandry, among other things, in addition to theoretical education offered in the classrooms, allowing them to become active members of society (Directorate of Employment, 2008). Similarly, in today’s world, agriculture is regarded as a critical component of human survival since it provides the majority of the food and materials used on a regular basis. According to the Federal Ministry of Education (2004), agricultural science education in Nigeria has a long history of contributing to the country’s growth.


1.2 Statement of the Problem

Poor performance of students in Agricultural Science exams has been a significant source of concern for Nigerian economic decision-makers and stakeholders in the agricultural education field. Several reasons have been blamed for the disappointing results. Students’ negative attitudes toward the issue, a lack of creative teaching methods, insufficient resources, and insufficient farmland to practice Agriculture Science were among them. Furthermore, a large number of those who studied Agricultural Science in school are either unemployed or are not putting what they learned in school into practice. As a result, this analysis shed more light on these issues in Edo state, allowing suitable recommendations to be made to the relevant stakeholders.


1.3 Objective of the Study

  1. Assessing the connection between students’ academic success in Agricultural Science and their attitudes toward the subject.
  2. Assessing the students’ attitudes to the study of Agricultural Science in Edo state.
  3. Assessing the areas problem can be addressed in order to improve agricultural science teaching and learning.

1.4 Research Question

  1. Is there any connection between students’ academic success in Agricultural Science and their attitudes toward the subject?
  2. What are the students’ attitudes to the study of Agricultural Science in Edo state?
  3. What areas could the problems be addressed in order to improve agricultural science teaching and learning?

1.5 Research Hypothesis

  • Ho: There is no significant relationship between students’ academic success in Agricultural Science and their attitudes toward the subject.
  • Ha: There is a significant relationship between students’ academic success in Agricultural Science and their attitudes toward the subject.

1.6 Significance of the Study

The results of this study may provide insight into how to provide quality education in “A Level Agriculture” in Nigerian schools. The report will also offer information into the issues, whose resolution may help guide practical steps to be done to resolve the bad output in A Level Agriculture adequately and effectively. This study will not only help the Department of Education and high school School Management Teams improve their level of performance in A level Agriculture, but it will also include strategies to guide schools that provide A level Agriculture on how to improve student performance to a level that will enable them to pursue Agriculture programs in higher and tertiary learning institutions. The Ministry of Primary and Secondary Education in Nigeria could use the results of the study to determine which schools could deliver “A Level Agriculture” and to monitor their progress. School administrators would also receive assistance in identifying students who are eligible to take the course.


1.7 Scope of the Study

Students from government schools in Edo State were the subject of this research, which focused on causes of poor academic performance of secondary school students in agriculture.


1.8 Limitation of Study

The researcher was only able to perform his survey in a secondary school in Oredo LGA,Edo State, due to financial and time constraints; this sample does not fully represent the behaviour of the entire student body.


1.9 Definition of Terms

Students:

A person who is studying at a university or other place of higher education.

Academic Performance:

Academic performance is the measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests.

Agriculture:

The science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the causes of poor academic performance of secondary school students in Agriculture using public secondary schools in Edo State as case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the causes of poor academic performance of secondary school students in Agriculture using public secondary schools in Edo State as case study. The study is was specifically carried out to assess the connection between students’ academic success in Agricultural Science and their attitudes toward the subject, assess the students’ attitudes to the study of Agricultural Science in Edo state. And assess the areas problem can be addressed in order to improve agricultural science teaching and learning.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 210 responses were validated from the enrolled participants where all respondent are students of the five(5) selected public secondary schools in Benin Metropolis, Edo State.


5.3 Conclusion

Based on the findings of this study, the researcher concluded that;

  1. There is a connection between students’ academic success in Agricultural Science and their attitudes toward the subject.
  2. Students do have positive attitude towards Agricultural Science in Edo state.
  3. The problems encountered during the teaching and learning of Agriculture can be curtailed and addressed through; provision of adequate instructional materials to aid teaching and learning, teachers positive perception towards the subject, use of ICT in the teaching the subject, involvement of practicals in the teaching and learning of the subject, and equipping the agricultural laboratory with modern facilities.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. Enhancement of proper orientation of learners right from junior school levels about what they need in order to become what they each desire to become in life, following this process up in the Senior Secondary School levels. This trend will enable students to know which is which in the aspect of their life pursuit career-wisely and will also serve as a motivation for them to perform superbly in every area where they need to concentrate in their studies
  2. The government should ensure that all school laboratories are adequately equipped in order to enhance students’ performances in the science subjects.
  3. Textbooks and other materials needed in the schools should be made available in schools for effective learning. Parents have to play a crucial role towards ensuring adequate funding of their children’s education.
  4. Government should also organize workshops and seminars for the teachers, so as to improve their teaching situations.
  5. There should a cordial and harmonious relationship between teachers and students. this will enhance learning and lead to their high achievement in senior secondary school certificate examinations.
  6. Teachers should make use of recent and relevant teaching materials to ensure better understanding and performance of students.
  7. Teachers should employ different teaching methods as well as teaching must be from simple to complex and parents should give more attention and proper monitoring to their children education.

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Frequently Asked Questions


What are the causes of poor academic performance?

This is a problem caused by parents to their children. The effect of a broken home on children makes them lose concentration at school and even make them lose interest in learning. Some schools are fond of changing teachers incessantly and this has its own contribution to poor academic performance by students.

What are the causes of poor teaching and learning?

These include poor and inadequate teaching, lack of proper motivation of teachers, inappropriate and inadequate instructional materials.

How does poverty affect children’s academic performance?

There is a direct link between poverty and academic performance. According to a research, children living below the poverty threshold are 1.3 times as likely as nonpoor children to experience learning disabilities and developmental delays. And the findings suggest that the effects of poverty on children’s cognitive development occur early.

Does changing teachers affect students’ academic performance?

Some schools are fond of changing teachers incessantly and this has its own contribution to poor academic performance by students. Sometimes it takes time for students to adapt to their new teachers, therefore, slowing down the learning process. 

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