Abstract
The study was carried out to identify objectives, contents of climate change issues to be integrated
into the senior secondary school animal husbandry curriculum as well as teaching and evaluation
methods that could be used by teachers in Nigeria. Four research questions were answered by the
study while four null hypotheses were formulated and tested at 0.05 level of significance. Descriptive
survey research design was adopted for the study. The population for the study was 73 comprising of
46 teachers of and 27 extension agents. A 67-item structured questionnaire developed from literature
was used for data collection. The questionnaire items were face-validated by three experts while
Cronbach alpha method was used to determine the internal consistency of the items which yielded
.85. The copies of the questionnaire were administered to the respondents with the help of two
research assistants. Weighted mean was used to answer the research questions while ttest statistic
was used to test the null hypotheses at .05 level of significance at 71 degrees of freedom. The
findings of the study revealed that 13 objectives and contents needed to be infused into the animal
husbandry curriculum, 22 teaching methods for teaching of the contents and 17 evaluation methods
for student‟s assessment. The study showed that there was no significant (p > 0.05) difference in the
mean responses of agricultural science teachers and extension agents on each item in the objectives
and content of climate change issues to be integrated, teaching and evaluation methods. The study
recommended among others that the identified objectives and contents be infused into animal
husbandry curriculum while the teaching and evaluation methods be utilized by teachers for teaching
and assessing students in climate change issues integrated into animal husbandry curriculum in
Nigeria.
Keywords: Climate Change, Curriculum, Secondary School, Animal
Husbandry,Integration
Publication Date: 2018-06-09