Implementation of Curriculum Recommendations by Agricultural Science Teachers in Secondary Schools in Northern Cross River State, Nigeria

Abstract

The study was designed to assess the implementation of secondary school curriculum recommendations by Agricultural Science teachers in Northern Cross River State and provide implication of the findings on national development and global relevance. The study was guided by five specific purposes and it adopted a survey research design.  A structured questionnaire containing 56 items was administered on a sample of   twenty- five (25) most senior Agricultural Science Teachers drawn from twenty-five sampled secondary schools using a combination of multistage cluster, purposive and simple random sampling techniques. Data generated was analyzed using simple percentage and mean to answer research questions. The result of the study showed that, all the six instructional facilities are provided for the whole class; four out of fifteen instructional facilities are provided to students at moderate extent; only five out of thirteen crops are moderately produced in secondary schools in the study area and that six out of eight animals are not produced at all in the study area. The study concluded that Curriculum recommendations on the manner in which instructional facilities should be provided for students to undertake Agricultural science practical is not followed by agricultural science teachers in the study area. Among the implications of the findings of this study was that majority of secondary school students in the study area will not be interested in offering agricultural science since curriculum recommendations are not adhered to by agricultural science teachers to make teaching learning process interesting, meaningful and practically oriented.