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

I.         Assessing the connection between students' academic success in Agricultural Science and their attitudes toward the subject.

II.      Assessing the students’ attitudes to the study of Agricultural Science in Edo state.

III.   Assessing the areas problem can be addressed in order to improve agricultural science teaching and learning.

1.4       RESEARCH QUESTION

I.         Is there any connection between students' academic success in Agricultural Science and their attitudes toward the subject?

II.      What are the students’ attitudes to the study of Agricultural Science in Edo state

III.   What areas could the problems be addressed in order to improve agricultural science teaching and learning?

1.5       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.

1.6       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.

1.7       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. 

1.8       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.

REFERENCES

Federal Government of Nigeria (2008). Directorate of Employment, Abuja, Nigeria.

Federal Ministry of Education (2004). National Policy on Education. Lagos: NERDC Press.

Oberle, S. L. &Keeney, D.R. (1990). A Case for Agricultural Systems.

Olaitan, S.O. (1984). Agricultural education in the Tropics. Macmillan intermediate agriculture science. London, U.K: Macmillan Publishers Ltd.

Olamie W. (2012) Academic Performances article.

South African Qualification Authority (2003). Agricultural science as integrated Science [Online]. Available: http://www.saqa.org.za/ [Accessed].A Journal of Federal.Ministry of Education, 13(1), 10-14. Willms, J. D. (1992). Monitoring School Performance: A Guide for Educators. London: The Falmer Press.

Wright, B. (2012). Agriculture as a career. North Carolina. A and T state University.

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