Volume 7, No.1
Ejaita Duke Akpokiniovo1, and Theresa Chinyere Ogbuanya2
Abstract
This study examines the effects of a career training intervention model based on Fitts and Posner's stages of skill acquisition on the motivation and engagement of electronics technology pre-service teachers in South-South, Nigeria. The intervention aimed to enhance psychomotor skill acquisition through structured training sessions over 15 weeks. Using a quasi-experimental design, 130 pre-service teachers participated in the study, with data collected via surveys and performance assessments. Paired t-tests, Analysis of Covariance (ANCOVA), and Multivariate Analysis of Variance (MANOVA) were employed to analyze the data collected. Results indicated significant improvements in both motivation, engagement and psychomotor skill acquisition, post-intervention. These findings suggest that integrating Fitts and Posner's model into teacher training programs can significantly benefit skill acquisition and overall teaching efficacy. Thus, the study contributed significantly to the literature.
Keywords: Career training, Pre-service teachers, Motivation, Engagement, Psychomotor Skills
Lilian Ukamaka Ekenta, Felicia Ngozi Ezebuiro1\\\\, Ogechukwu Onah1, Chisom Cynthia Akaolisa; & Sylvia Ifeoma Ofoedu
Abstract
This study was carried out to determine approaches for enhancing teaching and learning of Agricultural Science in junior secondary schools in Nsukka Local Government Area of Enugu State. The study adopted a descriptive survey research design. Three research questions guided the study. The population for this study was 60 Agricultural science teachers from 28 public junior secondary schools in Nsukka Local Government Area of Enugu State. The entire population was studied due to its manageable size. Therefore, there was no sampling. A 31-item questionnaire was used to obtain data from the respondents. The Cronbach alpha method was used to determine the internal consistency of the items, and an overall reliability coefficient of 0.81 was obtained. Three lecturers from the Department of Agricultural Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka, validated the questionnaire. The questionnaire was administered to the respondents through personal contact, which was retrieved after completion by the respondents. The data collected was analyzed using mean and standard deviation to answer the research questions. The findings revealed that textbooks, laboratory equipment, real-life examples, charts and posters were some of the instructional materials needed for enhancing teaching and learning of Agricultural Science. The findings also showed that hands-on practical work, lecture method, group discussion, field trips and note method were some of the delivery methods needed for enhancing teaching and learning of Agricultural Science. The findings also revealed that observation, written examinations, class presentations and continuous assessment tests were some of the evaluation methods needed for enhancing teaching and learning of Agricultural Science. Based on the findings, the study recommended that education stakeholders should provide adequate and relevant instructional materials identified through this study to support pedagogy and also Government through the Federal Ministry of Education should train teachers on utilizing learner-centered, participatory delivery methods regularly especially practical and field-based approaches which would enhance teaching and learning of Agricultural Science in our secondary schools.
Keywords: Agricultural Science, junior secondary schools, teaching and learning
Okeowo, Odunayo Sunday, & Ayeoribe, Toyin S.
Abstract
The integration of Artificial Intelligence (AI) into education is reshaping how teaching and learning occur, particularly within Technical and Vocational Education and Training (TVET) programs. This study explored how lecturers and students perceive the use of AI-enhanced teaching strategies in Building and Woodwork Technology Education across three tertiary institutions in Lagos State, Nigeria: The University of Lagos, Lagos State University of Education, and the Federal College of Education (Technical), Akoka. Using a descriptive survey design, the study engaged 20 lecturers and 84 students, selected through purposive and stratified random sampling, respectively. Data were gathered using a validated and reliable questionnaire (AI-Enhanced Instruction and Learning Outcomes in Building and Woodwork Technology Education – AIILOBWTE), with a Cronbach's Alpha of 0.85, indicating strong internal consistency. The instrument measured participants' views on AI's effect in four key areas: instructional quality, student engagement, psycho-social well-being, and access equity. Data analysis involved descriptive statistics (mean and standard deviation) and inferential testing (independent samples t-test) at a 0.05 significance level, with a decision benchmark of 3.50 for agreement on questionnaire items. Results revealed no statistically significant difference in how lecturers and students viewed AI's effect on instructional delivery (t = 0.057, p = 0.955) and psycho-social well-being (t = 0.338, p = 0.736). Despite this, both groups expressed strongly positive perceptions of AI tools, particularly in areas like personalized learning, anxiety reduction, increased motivation, and enhanced technical skill development. Overall, the findings suggest that AI is being increasingly embraced within hands-on, practice-based disciplines and shows promising potential to complement traditional experiential learning through adaptive guidance, real-time feedback, and more equitable access to educational resources. The study recommends investments in digital infrastructure, targeted training for educators, and the formulation of inclusive, ethical AI policies to support effective and fair implementation across TVET programs.
Keywords: Artificial Intelligence, Vocational Education, Building and Woodwork Technology, Student Engagement, Psycho-social Well-being.
Azuaga, C.I., Muftau, T., & Ismail, U.
Abstract
This study assessed the small-scale farmers' education needs in tomato processing and marketing for profitability and sustainable development in Taraba State. Descriptive survey research design was adopted. A population of 438 respondents comprising 315 small-scale tomato farmers, 61 tomato marketers and 62 Agricultural Extension agents was used in the study. A 45-item questionnaire was used as instrument for data collection. The instrument was divided into two categories of needed and performance. The needed category had a 4-point response option of highly needed (4), averagely needed (3), slightly needed (2) and not needed (1). The performance category equally had a 4-point response options of high performance (4), average performance (3), low performance (2) and no performance (1). To determine the farmer education needs of small-scale tomato farmers, the mean (Xn) of the needed category were determined for each item, the mean (Xp) of the performance category were also determined for each item, the performance gap (PG) was determined by finding the difference between Xn and Xp for each item. That is, PG = Xn – Xp. Where the PG is negative (that is, Xn
Nwakire Anthonia Obiageli & Ukonu Precious Chidimma
Abstract
The study examined the impact of soft skills on the employability of business education graduates in South-East, Nigeria. While technical skills are essential for business success, other non-technical skills hold equal importance in the employability factor of an individual. These non-technical skills are called soft skills. It is also seriously realized that the organizational effectiveness and sustainability do not solely depend on 'technical skills' but to a great extent on 'soft skills'. Current literature shows that the soft skills most valued by employers in south-east Nigeria include critical thinking, emotional intelligence, collaboration, problem solving, adaptability, leadership and communication skills. Lately, the possession and development of these soft skills are seen as a potential for the employability of an individual. Employability is defined as a set of achievements, understanding, and personal attributes that enable individuals to gain employment and be successful in their chosen occupations. Literature also showed a significant gap between the soft skills possessed by business education graduates and those required by employers. This disparity contributes to a lack of employment and underemployment among business education graduates. This study therefore recommended that the curriculum of the business education programme in Nigeria be reformed to integrate soft skills development, institutional partnership with industry and practical training opportunities.
Keywords: Soft skills, Employability, Business education, Business education graduates
CLOTHING AS A PEDAGOGICAL TOOL: ENHANCING TEACHING AND LEARNING THROUGH INTENTIONAL DRESSING
Ojiude, Perpetua Ukwuoma, Chijioke, Evelyn Nwamaka, Kwaiji, Dansokoto Margaret & Orpha, Maigari
Abstract
This paper examined the underexplored potential of intentional clothing choices as a pedagogical tool in educational settings. Drawing on research in embodied cognition, educational psychology, and classroom dynamics, the study explored how strategic dress decisions by educators and well-crafted student dress policies could significantly enhance teaching and learning outcomes. The research examined clothing's multidimensional impact on educational environments through psychological effects on concentration and cognitive performance, influence on classroom authority and engagement, contributions to equity and inclusivity, and role in establishing professional identity. Educators attire function as a powerful nonverbal communication tool that shapes students' perceptions of credibility and approachability, though student dress policies can reduce socio-economic disparities and promote focus when implemented thoughtfully. The paper provides guidelines for practical implementation, including contextually appropriate educator dress codes and flexible student clothing policies that balance structure with personal expression. Recommendations include integrating "dress literacy" into curricula, utilizing clothing as a cultural learning resource, and developing professional development focused on clothing's communicative dimensions.
Keywords: Clothing, Pedagogical tool, Teaching, Learning and Intentional dressing
Bashehu Saleh, Musa Urama Sheriff, & Adama Asingar Yusuf
Abstract
The main purpose of this research was to examine the entrepreneurial capacities that small businesses need to sustain innovation and support post-conflict rebuilding in Borno State, Nigeria. More specifically, it assessed the financial management and record-keeping skills essential for small firms to remain innovative and recover from the disruptions caused by conflict. Additionally, the study explored ways for entrepreneurs to gain and strengthen these crucial abilities. Two main research questions guided the investigation. A descriptive survey design was employed, covering all 235 small business owners identified for the study, so no sampling was necessary. For deeper insights, a focus group discussion was also organized with thirty participants selected intentionally—ten from each of Borno State's three senatorial districts. Data were gathered using two main instruments: the Entrepreneurial Skills Structured Questionnaire (ESSQ) and a Focus Group Discussion Guide (FGDG). To ensure the reliability of the ESSQ, a pilot test was carried out with twenty small business owners in Yobe State. Of the questionnaires distributed, 187 were returned, giving a response rate of 79.9%, supported by two field assistants. The instrument's internal consistency was verified using Cronbach's alpha, which produced an overall score of 0.83. The findings indicated that all fifteen aspects of financial management were considered highly important for effective planning, with an average score of 3.48 ± 0.58. The study also confirmed that record-keeping skills play a vital role, with mean scores of 3.33 ± 0.42 for smaller firms and 3.06 ± 0.31 for larger ones. Based on these outcomes, it was recommended that both governmental and non-governmental bodies should launch widespread training and awareness initiatives and provide experienced entrepreneurship mentors to help small business owners develop the necessary skills for sustainable innovation and long-term success.
Keywords: Entrepreneurial skills, Small Scale Business, Innovations, Conflict Recovery.
Terdoo David Aginde & Jacob Terzulum Dura
Abstract
The study examined the impact of AI utilization in teaching and learning VTE in Benue State. Three research questions were framed and three null hypotheses were formulated and tested. A descriptive survey research design was adopted for the research. The population for the study comprised a total of 431 VTE graduates registered with the Technical Education Practitioners Association of Nigeria (TEPAN)in Benue State. Krejcie and Morgan table was used to arrive at a sample size of 205 respondents. A stratified sampling technique was employed to ensure respondents across different local government areas of Benue State were well represented. An 18-item instrument was developed by the researcher and validated by three experts was used for data collection. Cronbach's alpha reliability technique used to ascertain reliability of the instrument yielded a coefficient index of .89. Mean and standard deviation were used to answer research questions while chi-square was utilized in testing the null hypotheses. Findings of the study revealed positive impact of AI utilization in teaching and learning VTE in spite of numerous challenges. The study recommended that: Government and relevant stakeholders should invest in VTE training programmes for teachers to develop AI competencies which will be effectively integrated into teaching and learning. Government should initiate and sustain collaborations between educational institutions, industry stakeholders, and technology providers so as to facilitate resource sharing and enhance development of relevant AI applications in VTE. Government through relevant stakeholders should champion the creation and implementation of policies and regulations that support AI integration in teaching and learning VTE in Benue State-Nigeria.
Keywords: Intelligence, Artificial Intelligence (AI), Utilization, Teaching and Learning, Vocational and Technical Education (VTE)
Ezema Anastasia N. & Umaru, Kolo Ibrahim
Abstract
This paper examined the need for enhancing students' interest in Technical Vocational Education and Training (TVET) through the integration of Science, Technology, Engineering, and Mathematics (STEM) concepts in teaching methods. The study was carried out in Enugu State. Four research questions guided the study. The descriptive survey research design was employed in the study. The population was 208, comprising 126 students and 82 federal and state staff of vocational and technical education in the research state. simple random sampling techniques were used to select 116 respondents, which comprises 85 students and 31 staff. The instrument for data collection was a questionnaire developed by the researcher through an extensive literature review. The questionnaire had 32 item statements, which was structured using Likert scale of Highly Agree, Agree, Disagree and Highly Disagree. The research instrument was validated by three experts in the Faculty of Vocational and Technical Education, University of Nigeria, Nsukka. The reliability of the instrument was ascertained through a pilot-test by sampling 7 Vocational and Technical Education lecturers, 21 students of federal and state staff of vocational and technical education in Anambra State which was outside the study area. Cronbach's Alpha was used to measure the internal consistence of the pilot test and 0.72 value were obtained showing the consistence and reliability of the instrument. Data collected were analyzed using mean scores and standard deviations to answer the research questions while t-test statistics was used to test the null hypotheses. The findings of this study revealed among others that vocational education lecturers need to embrace and take very serious the STEM content in TVET Education. Several roles needed by STEM to boost TVET were also identified coupled with the challenges that could be faced in carrying out this and possible solution were also captured in this study. From the findings of the study it was recommended that schools and training institutions should revise their TVET curricula to include more STEM-related contents and hands-on activities that encourage innovation and exploration. Regular training and workshops should be provided to educators to equip them with the knowledge and skills to effectively integrate STEM into their teaching practices.
Keywords: Students' Interest, TVET, STEM, Teaching methods.
Jacob Poripo (PhD)
Abstract
This study was conducted using descriptive survey research design. A structured questionnaire titled: Benefits and Challenges of Artificial Intelligence in Teaching and Learning TVET courses was used as instrument for data collection, the instrument was sub-divided into 2 sections, section A and B, with each section contains 16 items, making a total of 32 items on a five-point scales, ranging from strongly agreed = 5, agreed = 4, undecided = 3, disagreed =2 and strongly disagreed = 1. The study was conducted in TVET institutions in Bayelsa State, Nigeria. The population of the study comprised of 50 Lecturers and 15 Administrative staff making a total of 65 respondents in Bayelsa State Institute of Entrepreneurship and Vocational Training Elebele, Bayelsa State Polytechnic Alebiri, Isaac Jasper Boro College of Education Sagbama, and International Institute of Tourism and Hospitality Management, Opolo. No sampling was carried out, as the entire population was studied. The instrument used for collection of data in this study was validated by three experts from the Ignatius Ajuru University of Education, Port-Harcourt. In determining the reliability of the research instrument, the researcher administered 22 copies of the instrument to 22 staff of the Government Science and Technical College, Ahoada. Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyzed the data collected from the respondents. Cronbach alpha reliability coefficient index was used to determine the internal consistency of the instrument. The reliability coefficients obtained for the two segments of the questionnaire were 0.82 and 0.74. The overall reliability index for the instrument was 0.78. This indicated that the instrument was reliable. Data were analyzed using mean and standard deviation, any items with the mean score of 3.50 and above were regarded as agreed and accepted, while any item with the mean score less than 3.50 were regarded as disagreed and not accepted. The results of the study revealed that Artificial Intelligence is beneficial to TVET institutions and it was revealed that challenges were associated with the integration of AI in TVET institutions in Bayelsa State. It was recommended among others that programmes that offer free AI learning resources, technology subsidies for schools, and educational grants can help bridge the gap and promote greater educational equity among TVET institutions.
Keywords:
Artificial Intelligence, TVET, Applications of AI, Challenges of TVET in AI Integration and Impact of AI on Teaching and Learning.
Ugwuanyi Chinonso Eugene, Ezeudu Gilbert Chigbo, Bossah Chika Patricia,
Abstract
The study determined the relationship between peer influence and SIWES and computer Education Students' Entrepreneurial Intentions in Hardware Maintenance enterprises in Federal Universities in South-East Nigeria. The population for the study was 96 subjects, consisting of 16 final year students of the University of Nigeria, Nsukka, 29 final year students of Nnamdi Azikiwe University, Awka and 51 final year students of Michael Okpara University of Agriculture, Umudike. The total enumeration sampling technique was used to select the entire population (96) due to the manageable size. A 26-item structured questionnaire titled “Determinants of Computer Education Students' Entrepreneurial Intentions in Hardware Maintenance Enterprise. was used to elicit responses from the respondents. The reliability of the instrument was established using Cronbach alpha method yielding a reliability coefficient of 0.829. Pearson product moment correlation coefficient was used to answer the research questions while p-value associated with the correlation coefficient was used to test the null hypotheses at .05 level of significance. It was revealed that peer group influences have positive relationship with entrepreneurship intentions of Computer Education students in federal universities in South-East Nigeria. It was also revealed that students industrial work experience scheme has negative relationship with entrepreneurship intentions of Computer Education students in federal universities in South-East Nigeria. It was further discovered that there was no significant relationship between peer group influences, Students Industrial Works Experience Scheme (SIWES) and entrepreneurial intentions of Computer Education students in computer hardware maintenance in federal universities in South-East, Nigeria. It was recommended that Federal universities in South-East Nigeria should revamp the SIWES program to focus on developing entrepreneurial skills among students, incorporating components such as business planning, marketing, and financial management.
Keyword: Peer Influence, SIWES, Entrepreneurial Intentions, Hardware Maintenance, Enterprise.
REPOSITIONING VISUAL ARTS FOR TECHNOLOGICAL ADVANCEMENT IN THIS ERA OF GLOBALISM
Ogieva Collins Izogie (Ph.D) & Attoh Chukwuemeka Hyacinth
Abstract
In this era of globalism, there is an unwavering desire for self-improvement and advancement. From time immemorial down to the era of civilization, and then the present dispensation accompanied by Artificial Intelligence, human activity is characterized by speed and systems that simplify thoughtful and guarded application of time and resources. Also, the superiority of this age is further manifested by the sophisticated features of Artificial Intelligence. The consciousness of digital foundation is indispensable when dealing with various perceptions and techniques of more cutting-edge creative descriptions. Subsequently, global concerns are becoming confined in a way that has abridged the all-inclusive domain to a global community. This article, therefore, attempts to examine how visual arts can be repositioned for the challenges in this era of globalism.
Keywords: Visual Arts, Technology, Globalism.
Muge, Paul Thomas, Tongshuwal, John Musa, Bassi Jeremiah Yusuf, Bilyaminu, Usman
Abstract
The design of the study was an interrupted time series analysis is a quasi-experimental design intervention Time-Series Designs. The area of this study is the North Central Zone of Nigeria. The population was 106) telecommunications students in 12 polytechnics. The sample for this study will comprise 282. The validated instrument for data collection. The instrument is titled “Rubrics for Assessing Behavioral and Skills Outcomes of Telecommunication Students Engaged in Problem-Based Laboratory Experience (RABSOTSEPLE). The rubric is divided into six clusters. Cluster I assessed the communication skills of telecommunication students. Cluster II assessed the interpersonal skills of telecommunication students. Cluster III assessed the skill outcome of telecommunication student. Then cluster IV assessed the self-confidence telecommunication students. To ensure the reliability of the instrument, the instrument was trial-tested on 20 telecommunication students engaged in problem-based laboratory experience in Federal Polytechnic Bida. The researcher, together with 12 research assistants assess students during problem-based laboratory exercises. t-test statistics for significant level. The findings show that there was improvement in interpersonal skills; there was improvement in self-confidence; Recommendations Technical teachers should use Behavioral in problem-based laboratory experience; Teachers of telecommunication should prepare their lessons in line with managerial skills outcomes guidelines, such a way that the students are given ample opportunity to interact freely with them. Workshops, seminars and conferences should be organized to enlighten technical teachers and improve their knowledge and skills outcomes on the use of behavioural skills to utilize them for improving students' problem-based learning in behavioural and skills outcomes
EZEUGWU, Oluchi Juliana & OKAFOR, John Ugwu
Abstract
The study was conducted to examine innovative approaches to developing entrepreneurial skills through vocational and technical education (VTE) in universities in South East Nigeria. Four specific purposes of the study, four research questions and one null hypothesis guided the study. The descriptive survey research design was employed. The study covered a population of 281 VTE lecturers from three federal universities in South East Nigeria: University of Nigeria Nsukka (UNN), Nnamdi Azikiwe University Awka (UNIZIK), and Alex Ekwueme Federal University Ndufu-Alike Ikwo (FUNAI). Due to the manageable size of the population, total sampling was used. A 42-item questionnaire titled "Innovative Approaches to Developing Entrepreneurial Skills in Vocational and Technical Education in Universities in South East Nigeria" was developed and validated by experts in the field. Data were analyzed using mean and standard deviation for the research questions, and Analysis of Variance (ANOVA) was used to test the hypothesis at a 0.05 level of significance. The results indicated that lecturers agreed on the relevance and impact of innovative teaching approaches such as project-based learning, digital tools, mentorship, and industry collaboration in enhancing entrepreneurial skills among VTE students. However, challenges such as outdated curriculum, limited funding, and lack of teacher training in new methods were identified. It was concluded that integrating innovative strategies into VTE is essential for fostering entrepreneurial competence among graduates. It was recommended amongst others that lecturers be regularly trained in innovative teaching methods.
Keywords: Innovative Approaches, Entrepreneurial skills, Vocational and Technical Education
Agbonaye1 J .A. and Ojeaga2 ,I. J
Abstract
This study investigated the impact of Artificial Intelligence (AI) on Business Education Curriculum in Nigeria, focusing on the professional development of Business Educators and their contribution to creativity and innovation in the national economy. The research utilized a structured questionnaire, validated by three experts and tested using the Cronbach`s Alpha technique to determine its reliability, which yielded a 0.86 coefficient index. The Data for this study was collected by direct contact with the respondents. The population of this study comprised fifty-six (56) Business Educators in five public Tertiary institutions in Edo State, Nigeria. The entire population was adapted for the study. The questionnaire was administered and re-administered on the spot with the help of two research assistants. Using these methods, copies representing a 100% retrieval rate of return were achieved. The data were analyzed using Mean and standard deviation (SD) to answer the research questions with a 4-point modified Likert scale with a decision rule based on the criterion mean value of 2.50. The findings include: AI can strongly determine the enhancement of the business education curriculum for creativity and innovation in the national economy. We can conclude that the incorporation of AI into business education curricula is a strategic development policy that has the potential to impact a country's economic trajectory, rather than only being an academic novelty. The study advocates for Nigerian universities to revise curriculum content using AI technology and business applications, incorporating industry collaboration, real-world problem-solving, and professional development opportunities.
Keyword: Business Education, Creativity, Curriculum, Enhancement, and Innovation of the National economy.
Celestine Ugonna EZE & Queeneth Chiamaka NWANGWU
Abstract
This study determined the travel-pack skills possessed by business education students for efficient itinerary planning in the modern freelancing niche in the online space. Three purposes, three research questions and three hypotheses were formulated and tested in the study. A descriptive survey research design was used to conduct the study among Federal Universities in the South East Geopolitical Zone of Nigeria. The population of the study was 178 final-year students. No sample was drawn as the entire population was manageable. The instrument for data collection was a researcher-designed Google Form with 31 items. The validity of the instrument was established by three lecturers from the departments of Business Education and one from the department of Computer and Robotics Education in the University of Nigeria, Nsukka. Cronbach's Alpha reliability coefficient was used to test the internal consistency of the instrument, and Federal universities in South-South that offer business education programme were used, giving an overall coefficient of 0.89. The data collected was analyzed using the mean to answer the research questions and the standard deviation to determine the level of dispersal of responses. The hypotheses were tested using a t-test. The study found that business education students do not possess the needed skills in preparing a travel pack for efficient itinerary planning. It was concluded that there is a need for targeted curriculum improvement to equip business education students with a more comprehensive and competitive skill set for the global digital workforce. It was recommended that workshops and seminars should be organized regularly to build students' practical competence in areas where they lack, especially in itinerary design and online accommodation booking using tools like Google Travel, Airbnb, or Booking.com. Secondly, institutions offering business education should revise and enhance their curriculum to integrate more practical training in itinerary planning and lodging reservation systems, possibly through simulations, travel management apps, or virtual projects.
Keywords
:Travel Pack, Itinerary, freelancing, Business Education, Online Space
Ndu Augustina Ukachi1; Ikehi, Mike E2; Ejiofor, Toochukwu E2; and Onu, Francis. M2
Abstract
The study was a descriptive survey aimed at identifying the postharvest technology information and skills needed by rural women farmers in order to reduce storage losses of cowpea grains. The study was carried out in Kano State's three Agricultural Zones of Rano, Dambatta and Gaya. The population of the study was 7,156, made up of agricultural extension officers (EO 1600), rural women farmers (RWF 5, 470) and agricultural education lecturers (AEL 86). The sample for the study was 465 derived through purposive and random sampling from 18 communities that has predominance of cowpea production in the state. A structured questionnaire, validated by five experts and a reliability of 0.78 was used for data collection. The data were analyzed using mean, standard deviation to answer the research questions while ANOVA statistics was used to test the null hypotheses at 0.05% level of significance. Findings from the study indicated that rural women farmers in Kano State need postharvest technology information and the accompanying skills on the use of hermetic bags, proper drying of grains to about 13 – 11% moisture content and protection of grains from pest attack. Trainings can be organized by stakeholders (NGOs, agricultural lecturers, government storage agencies) on the best practices in grain storage to the farmers. Equally, the farmers require that the information be appropriate, timely and relevant to their cowpea processing and scaled down to the size and farm level activities.
Keywords: Postharvest Losses, Postharvest Technology Information, Hermetic Storage, Suitable Moisture Content (SMC)
Idi Garba (PhD)
Abstract
Agriculture involves both the practical and scientific processes of crop cultivation and the rearing of domesticated animals for economic gain. This research focused on examining the extent to which instructional materials are available and utilized in the teaching and learning of Agricultural Science in secondary schools located within the Rano Education Zone of Kano State. The study employed a descriptive survey research design and was guided by four formulated research questions. The target population comprised 93 Agricultural Science teachers from secondary schools offering the subject in the designated education zone. Data were gathered using a structured questionnaire developed by the researcher, organized into five sections labelled A through E. Section A collected demographic information about the respondents, while Sections B to E contained items aligned with the research questions. To ensure the instrument's validity, it was reviewed by three subject matter experts. For reliability testing, a pilot study was conducted in six schools outside the main study area but with similar characteristics. Using Cronbach's Alpha, a reliability coefficient of 0.87 was established. Upon validation, the questionnaire was administered to the respondents, and the data collected were analyzed using mean scores and standard deviation. Findings indicated that instructional materials for Agricultural Science were generally available and in use, although notable exceptions included laboratory facilities, tractor implements, television sets, and overhead projectors. The study recommended that both Non-Governmental Organizations and the Kano State Government should intensify efforts to provide adequate instructional resources to enhance the teaching and learning of Agricultural Science in secondary schools.
Keywords: Agricultural Science, Instructional Materials, Teaching, Learning