ISSUES OF COMMUNITY BASED RESOURCES AND INSTRUCTIONAL DELIVERY IN AGRICULTURAL EDUCATION IN UNIVERSITIES IN SOUTH EAST, NIGERIA

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ABSTRACT

The study sought to examine the issues of community based resources and instructional delivery in Agricultural Education in Universities in South East, Nigeria. Five (5) specific purposes guided the study, five (5) research questions were answered, and five (5) null hypotheses were tested at 0.05 level of significance. The study adopted survey research design. The population for the study was 68 lecturers of Agricultural Education from the public Universities consisting of Federal and State owned universities in the area. The entire population was used because they were manageable and accessible. The instrument for data collection was a structured questionnaire titled Issues of Community Based Resources and Instructional Delivery in Agricultural Education Questionnaire (ICBRIDAEQ), consisted of 133 items. The questionnaire was subjected to face validation by three experts, two from the Department of Agricultural and Vocational Education and one from the Department of Science Education (Measurement and Evaluation Unit) of Michael Okpara University of Agriculture, Umudike, Abia State. The reliability of the instrument was established by a pilot study carried out on 15 Agricultural Education lecturers in University of Uyo and Akwa-Ibom State University and the result was analyzed using Cronbach Alpha reliability method to obtain a reliability coefficient of 0.78. Data were collected with the help of three Research Assistants. 68 copies of the questionnaire were administered and 64 copies (94%) were retrieved and analyzed using mean and standard deviation to answer research questions and t-test was used to test hypotheses at 0.05 level of significance. It was found from the analysis that there is high level of availability of community based resources and low level of utilization of community based resources in instructional delivery in Agricultural Education in Universities in South East, Nigeria; there are 13 criteria for selection of community based resources. There are 12 problems associated with the availability and utilization of community based resources for effective instructional delivery in Agricultural Education in Universities in South East, Nigeria. There are 10 solutions to the problems identified, among the solutions are provision of adequate fund for agricultural education practical and giving adequate time to Agricultural Educators to explore the community for community based instructional resources. Among the recommendations are thatUniversity management and the community leaders should build a stronger relationship in order to enable the lecturers have access to use the community resources in instructional delivery in Universities community leaders and development unions should build more educational resources around their communities while maintaining already existing ones to enable them to be available for utilization by universities around them when needed.






TABLE OF CONTENTS

Title page                                                                                                                    i

Declaration                                                                                                                 ii

Certification                                                                                                                iii

Dedication                                                                                                                   iv

Acknowledgements                                                                                                    v

Table of contents                                                                                                        vi

List of Tables                                                                                                              viii

Abstract                                                                                                                       ix


CHAPTER 1: INTRODUCTION

1.1       Background to the Study                                                                                1

1.2       Statement of the Problem                                                                               8

1.3       Purpose of the Study                                                                                       10

1.4       Research Questions                                                                                        10

1.5       Hypotheses                                                                                                     10

1.6       Significance of the Study                                                                               11

1.7       Scope of the Study                                                                                          14


CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1       Conceptual Framework                                                                                  15

2.1.1    Concept of effective instructional delivery                                                    15

2.1.2    The university community                                                                              26

2.1.3    Community based resources                                                                           33

2.1.4.   Criteria for selection of community based instructional resources            46

2.1.5    Issues of community based instructional resources                                       52

2.1.6    Constraints to the utilization of community based instructional resources         61

2.1.7    Solution to the challenges of utilization of community based resources         66

2.2       Theoretical Framework                                                                      69

2.2.1    Situated cognition theory                                                                   69

2.2.2    Behaviourism (connectionism)                                                           70

2.2.3    Discovery-based learning                                                                               70

2.3       Review of Related Empirical Studies                                                 71

2.4       Summary of Review of Related Literature                                         82


CHAPTER 3: METHODOLOGY

3.1       Design of the Study                                                                            85

3.2       Area of the Study                                                                                85

3.3       Population of the Study                                                                      86

3.4       Sample and Sampling Techniques                                                     86

3.5       Instrument for Data Collection                                                                       87

3.6       Validation of the Instrument                                                              89

3.7       Reliability of the Instrument                                                               89

3.8       Method of Data Collection                                                                 90

3.9       Method of Data Analysis                                                                    90


CHAPTER 4: RESULTS AND DISCUSSION

4.1       Result                                                                                                              92

4.2.      Findings of the Study                                                                                      108

4.3       Discussion of the Findings                                                                             110


CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary                                                                                                        113

5.2       Conclusion                                                                                          114

5.3       Recommendations                                                                              115

5.4       Educational implications of the study                                                116

5.5       Limitations of the study                                                                                  117

5.6       Suggestions for further studies                                                                       117

References                                                                                                                 119     

Appendices                                                                                                                126

 

 

 



 

LIST OF TABLES

2.1:      List of some materials that can be improvised                                               24

3.1:      Real limit of four points for measuring extent                                   82

4.1:      Mean Rating and Standard Deviation of Agricultural

Education Lecturers on the Extent of Availability of

Community Based Instructional Resources for Instructional

Delivery in Agricultural Education                                                                83

4.2:      Mean Rating and Standard Deviation of Agricultural

Education Lecturers on the Extent of Utilization of Community

Based Resources and Instructional Delivery in

Agricultural Education                                                                                   86

 4.3:     Mean Rating and Standard Deviation of Agricultural

Education Lecturers on the Criteria for Selection and

Utilization of Community Based Resources and

Instructional Delivery in Agricultural Education                                           88

 4.4:     Mean Rating and Standard Deviation of Agricultural

Education Lecturers on the Problems Associated with the use

of Community Based Instructional Resources in Teaching and

Learning of Agricultural Education                                                               89

 4.5:     Mean Rating and Standard Deviation of Agricultural

Education Lecturers on the Ways of Promoting Community

Based Resources Utilization for Effective Instructional

Delivery in Agricultural Education                                                                90

 4.6:     t-Test Analysis of Male and Female Agricultural Education

Lecturers on the Extent of Availability of Community

Based Instructional Resources for Instructional Delivery

in Agricultural Education                                                                               91

4.7:      t-Test Analysis of Male and Female Agricultural Education

Lecturers on the Extent of utilization of Community Based

Instructional Resources and Instructional Delivery

in Agricultural Education                                                                               93

4.8:      t-Test Analysis of Male and Female Agricultural Education

Lecturers on the Criteria for Selection and Utilization of Community

Based Resources and Instructional Delivery in Agricultural

Education                                                                                                        95    

4.9:      t-Test Analysis of Male and Female Agricultural Education

Lecturers on the Problems Associated with the use of Community

Based Instructional Resources in Teaching and Learning of

Agricultural Education                                                                                   96

4.10:    t-Test Analysis of Male and Female Agricultural Education

Lecturers on the Ways of Promoting Community Based Resources

Utilization for Effective Instructional Delivery in Agricultural

Education                                                                                                        98







 

CHAPTER 1

INTRODUCTION

1.1           BACKGROUND TO THE STUDY

Agricultural education is a process of imparting knowledge, skills and attitudes in agriculture to the learners at any level. It is an education from primary school through secondary and special schools, to the university. Agricultural education is therefore an important school programme that is offered from home to the school and the community, implying that it can be formal, informal and non-formal. This type of education provides learners with sound academic knowledge and skill as well as ample opportunity to apply this knowledge through classroom activities, laboratory experiments, project participation and supervised agricultural experience (Okorie, 2016). It emphasizes skill development in all aspects of agribusiness such as planning, management, safety, finances and leadership. It also furnishes learners with the necessary communication and interpersonal skills as well as knowledge of technical agriculture to would be lecturers at all levels. It equips learners to be self-employed or work in agricultural extension services, foreign services, in business or industry and as agricultural educators. The scope of agricultural education covers the area of teaching, research and public outreach programmes. These programmes are designed to prepare students for employment in various occupations such as horticulture, agribusiness, natural resources management, agricultural mechanization, crop production, animal husbandry and landscaping. Agricultural education and its development play a very central role in the overall economic development of Nigeria. According to the Central Bank of Nigeria (2014), the agricultural sector offered employment to more than 60 per cent of the working population and accounted for more than 70 per cent of the non-oil exports and provided raw materials for the industrial sector. Hence, the first step towards quality agricultural education and development should therefore be effective utilization of instructional resources in teaching of the practical subject.

Unfortunately, these required resources were always in short fall. Bioguleye (2019) indicated that there was gross inadequate resources for the teaching of vocational subjects in public schools in Nigeria. Alonge (2013) further stated that where there were little resources at all, they were not usually in good condition, while the few ones that were in good condition were not enough to go round those that needed them and are usually imported. This poses a great challenge to government on the need to raise the funding needs of schools where vocational subjects are being offered. Licueshak (2015) observed that many of the school authorities were lukewarm over the provision of needed tools, equipment and farm inputs required for effective agricultural education practices in tertiary institutions.

Due to poor financial allocation to the education sector, resources for teaching are always in short supply, necessitating that some good lecturers have to source for alternatives within the environment which is the university community (Biogunleye, 2019).

University community is the totality of the internal or external environment of the university. The word community is a broad term for fellowship or organized society. The term community has two distinct connotative meanings: community can refers to a usually small social unit of any size that shares common values and secondly it is a group of interacting living organism sharing a populated environment (Knight, 2013). University Community means all students and employees of the University, persons officially associated with the University, former students and alumni at the University, as well as invitees, visitors and guests.  University community in the context of this study include all the students and staff of the university and the external environment which is the university host community. 

Community based instructional resources on the other hand refers to those resources that can be obtained within community or society, or which can be utilized for effective teaching and learning of agricultural education in South East Nigeria. The concept of university–community relationship is crucial in any discussion of community resources. For a university to assess resources belonging to the community, there must be a reasonable synergy between the two institutions. Nicholls and Nicholls (2013) noted that these collaborations unfold different types of engagement, modes of operation, scope of activities and levels of commitments which will at the end enhance the quality of instruction delivered to students by the lecturers.

Instructional delivery is the process of impacting knowledge and skills to the learners or students. It can be referred to as teaching or lecturing as the case may be, all for the purpose of impacting skill and knowledge to the students. It is a diverse set of practices that lecturers can efficiently and effectively use to increase mastery of content for a variety of curricula. The structured and systematic approach of explicit instruction emphasizes mastery of the lesson to ensure that students understand what has been taught, become competent in the new skill developed and can generalize what they learnt to novel situations they encounter in the future (Knight, 2013). Instructional competencies are essential practices that lecturers must master for effectively instructing students to maximize knowledge and skill acquisition. Research reveals that not all instruction is equal in producing result. For instructional delivery to be effective in the context of agricultural education, there must be adequate utilization of instructional resources or teaching aids.  

Instructional resources are teaching materials which are utilized to make a better understanding of the concept under study. They are means that a country, an organization or a person has and can use, especially books and equipment that provide information for agricultural educators and students. It can be defined as the vehicle carrying the intended stimulus to be presented to the learners (Ogwo, 2018). Instructional resources can also mean those facilities, equipment and materials utilized by a lecturer to illustrate, emphasize and explain a lesson with the intension of making the lesson clearer to the learner. Instructional resources involve human and material aids such as equipment, devices, machines and objects designed to facilitate teaching and learning so as to achieve the objectives of the instructional process. They are sources of knowledge and information from which students can expand and enrich their learning experiences (Mom, 2013). They are the means of generating result and usually included men, materials, machinery and money (Orekie, 2019). Some of these instructional materials may be available in the community where the university is located.

Furthermore, community based instructional resources on the other hand, are resources such as equipment, machines, materials and personnel which belong to other organizations or the university herself in the community but however, can be used by universities for teaching and learning (Mom, 2013). Community resources also include men and women of a community with specialized or expert knowledge in a given field such as Libraries, zoological and botanical gardens, wildlife, games reserves, museums, lakes, hospitals, factories, science clubs and associations. All constitute community resources. Therefore, community resources in the context of this study are those resources within the university community which the agricultural educators can use to make agricultural education lecturing and learning not only interesting and stimulating, but relevant in nature. These resources can be useful in teaching animal and crop production.

In crop aspect of agricultural education, for instance, pure water sachets, old tins and split bamboo can be used for raising horticultural crop and nursery seedlings. Also, a mixture of kerosene, wood ash and Azadirachta indica (neem) leaves may be utilized as insecticide hence when the above mentioned items obtained from the community local environment are used to lecture the students, their interest and curiosity will be aroused and sustained (Orekie, 2019). This will eventually make the students to see agriculture education as a practical subject rather than an abstract subject. A lot of local or community materials are available for utilization in lecturing agricultural education in various universities, even though the effective use of these community based resources for lecturing purposes in agricultural education requires much more than the mere availability of resources in the host community. Availability of the resources here means those resources that the agricultural educators can easily get, buy or find within the university community and use for the lecturing and learning process. One important requirement is resourcefulness on the part of the lecturer of Agricultural Education. Resourcefulness is used to mean the quality of a lecturer to involve the learners such that their interest in the subject may be enlived. It may also be extended to mean the lecturers ability to think out strategies to improvise resources within the environment (Ekpo, 2014) while improvisation refers to the process of assessing and utilizing local materials for instructional delivery in the absence of the required lecturing resources while the process of managing and organizing resources is called resources utilization.

Utilization according to Bright (2015) is the process of putting something into purposeful use. The utilization of this community based instructional resources such as forests, sawmills, commercial livestock farms, plantations, abattoirs, agro-allied industries will elicit direct purposeful experience which is fundamental to human resources development. Where resources abound in large quantities, but not properly utilized, they make nonsense of the entire lesson; hence whether they are made or improvised, the ultimate result lies on their utilization. Lewis (2018) pointed out that all lecturers should be prepared to improvise and use initiative in utilizing available resources. Students on teaching practice should realize that improvisation and use of local resources are immensely valuable learning experience for themselves. Many communities provide a lot of natural resources for lecturing agricultural education. Learning experiences should incorporate an activity pack, which should engage students on the spot. For example, a planned visit to a stream, erosion site and Agro-allied industry should incorporate an activity pack which every student should use to make observations, record observations and answer question based on their experiences on the spot in the place of visit. It is disheartening to observe that agricultural educators are not making judicious use of the abundant material resources within their immediate university environment for lecturing and learning processes rather they resort more to theory under the reason that government has failed to provide necessary instructional facilities (Adebimpe, 2017). Lecturing Agricultural Education in universities involves a lot of activities and skills and requires a specialist lecturer to be able to impart the necessary skills.

Lecturers are those trained to impact knowledge and practical skills to students of tertiary institution. They are synonymous to teachers as they are called in primary and secondary levels of education. A lecturer of Agricultural Education is a subject specialist trained to impart knowledge and skills of agriculture in others (Ojoko, 2013). He is a professional who prepares his lesson well, presents them in a meaningful and interesting style, makes applications to real situation for his students and evaluates student accomplishment. Lecturers of agricultural education can be classified into various categories depending on the bases for classification. They can be classified into ranks such as professors of agricultural education, senior lecturers of agricultural education, assistant lecturers or graduate assistants. In some universities, agricultural education is studied under various sub discipline within the agriculture umbrella course. In this regard, agricultural education lecturers can be grouped into crop science education lecturers, animal science education lecturers, soil science education lecturers and so. In the context of this study however, agricultural education lecturers are classified by gender via male and female. This classification is based on the fact that universities in South East Nigeria offer agricultural education as whole not in units. Thus, there are only male and female category of lecturers. Agricultural education lecturers therefore mean male or female who have undergone due training in pedagogy and technical agriculture and therefore possess the requisite pedagogical and technical competencies to deliver the curriculum contents prepared for students in agricultural education. Both the male and female lecturers in this context possess the requisite competency to access and utilize community based resources for effective teaching of agricultural education in universities in south East, Nigeria. Because the teaching of Agricultural Education in universities by these lecturers have been hampered by lack of instructional resources due to inability of government to provide them, this study becomes worthwhile in order to identify the approaches to curb this challenge by utilizing community based instructional resources for effective teaching of Agricultural Education in Universities.


1.2       STATEMENT OF THE PROBLEM

The objectives of the Agricultural Education include among others to stimulate students’ interest in agriculture; enable students to acquire basic knowledge, develop basic agricultural skills in students, to integrate knowledge with skills in agriculture; expose students to opportunities in the field of agriculture and education; prepare students for further studies and teaching of agriculture. Based on the stated objectives, the importance of agricultural education in both our national life and universities cannot be over-emphasized. This is because under an ideal situation, graduates of agricultural education programme should be able to acquire skills capable of sustaining their lives if the required facilities for instructional delivery are sufficiently in place.

It is rather regrettable that the noble goals of agricultural education in universities have remained a mirage as the students graduate without adequate skills and knowledge relevant to agriculture. The vocational education programme, like any other university programme needs and require adequate instructional resources to enable the lecturers and the students to achieve the set objectives. However, many factors militate against the teaching of agriculture in various universities. These factors include inadequate resources such as equipment, laboratory and agricultural textbooks, teaching resources or aids, shortage of lecturers among others. Where there were little resources at all, they are not usually in good condition, while the few ones in good condition were not enough to go round those that needed them and most of them are imported. The situation poses challenges to the lecturers in delivering instructions effectively to the students.

It therefore requires that lecturers need to think outside the box for alternatives instead of waiting for government or university management by improvising resources within the university community. Community based resources are relevant and necessary in the achievement of the aforementioned objectives of agricultural education. This is because agricultural education is practical based and requires that sufficient practical facilities be utilized. These facilities are most times not available in the university but can be found within the university community. It therefore implies that the lecturers need to ascertain the available community resources that could be utilized for teaching agricultural education. Unfortunately, no literature abound on the utilization of community resources for instructional delivery in agricultural education in universities thus creating a research gap. It is based on this ground that this study seeks to identify the issues of community based resources and instructional delivery in agricultural education in universities in South East, Nigeria.


1.3    PURPOSE OF THE STUDY

The purpose of the study was to examine the issues of community based resources in instructional delivery in agricultural education in universities in South East, Nigeria.

Specifically, the study sought to;

1.     ascertain the extent of availability of community based resources for instructional delivery in Agricultural Education,

2.     determine the extent Agricultural Education lecturers utilize community based resources for instructional delivery,

3.     determine the criteria for the selection of community based resources for instructional delivery in Agricultural Education,

4.     find out the problems associated with the utilization of community based resources for instructional delivery in Agricultural Education; and

5.     determine measures for improving the utilization of community based resource for instructional delivery by Agricultural Education lecturers.


1.4       RESEARCH QUESTIONS

 The following research questions were answered in the study:

1.     to what extent are community based resources available for instructional delivery in Agricultural Education?

2.     what are the extent of utilization of community based resources by Agricultural Education lecturers for instructional delivery in Agricultural Education?

3.     what are the criteria for selection of community based resources for instructional delivery in Agricultural Education?

4.     what are the problems associated with the use of community based resources for instructional delivery in Agricultural Education and

5.     what are the measures for improving the utilization of community based resource for instructional delivery in Agricultural Education?


1.5       HYPOTHESES

The following null hypotheses were tested at 0.05 level of significance.

Ho1:    There is no significant difference between the mean responses of male and female lecturers of Agricultural Education on the extent of availability of community based resources for instructional delivery in Agricultural Education

Ho2:    There is no significant difference between the mean responses of male and female lecturers of Agricultural Education on the extent lecturers of Agricultural Education utilize community based resources for instructional delivery in Agricultural Education

Ho3:    There is no significant difference between the mean responses of male and female lecturers of Agricultural Education on the criteria for selection of community based resources for instructional delivery in Agricultural Education.

Ho4:    There is no significant difference between the mean responses of male and female lecturers of Agricultural Education on the problems associated with the use of community based resources for instructional delivery in Agricultural Education.

Ho5:    There is no significant difference between the mean responses of male and female lecturers of Agricultural Education on the measures for improving community based resource utilization for instructional delivery in Agricultural Education.


1.6      SIGNIFICANCE OF THE STUDY

The findings of this study would be useful to educational administrators, supervisors of education, curriculum planners, students, agricultural educators, university administrators and other researchers in terms of knowledge of community based instructional resources in their community, techniques that could be employed in utilizing them to enrich classroom instruction and improve lecturer’s effectiveness.

It is also hoped that if the research findings and recommendations are used, it would help alleviate the problem of insufficient facilities and equipment for instruction in Agricultural Education. Many students would understand the lectures.

The outcome of the study would also help Agricultural Educators to appreciate the need for utilization of community based instructional resources in Agricultural Education programme in their respective universities. Also Agricultural Educators based on the findings of the study would be exposed to the ways and means of looking outwards for those community based instructional resources that would be used in their everyday classroom and field instruction. The lecturers would benefit when the information about the utilization of community based resources provided by this study through conferences, journals publications, library and others.

Students will also benefit from the result of this study. The use of community based instructional resources will motivate students to choose agriculture as a career since the theories they learnt can be related and tested by empirical observation of the world around as agriculture can no longer be confined to the classroom or university alone. When these resources are improvised and utilized, the teaching and learning of agricultural education becomes interesting and attractive to the students. The students would also get informed on the approaches for accessing community resources to be used for instructional delivery in the school. The students would benefit from this study if the findings are published in journals, textbooks and university libraries.

The university community would also benefit from this study in that members will obtain information from the University Agricultural Education Department for the improvement of their agricultural businesses. With this university verses community relationship in place, the community members will learn from the university on how to improve in some of their agricultural operations. The information about the findings of this study would be accessed by the community through journal publications, conferences, workshops and seminars.

Supervisors of education would find the study helpful. The findings would reveal the state of availability and utilization of instructional resources in the universities which would enable them make informed and reliable decision on how to provide more funding for university education.

More so, this study would be significant to researchers as it would provide them with the basis for identification of available community based instructional resources. This would enable agricultural education programme to have relevant data necessary for efficient running of the programme in higher institutions. The researchers would access the findings of this study through conferences, seminars, journal publication and library.


1.7       SCOPE OF THE STUDY

This work was delimited to the universities in South East geopolitical zone of the Nigeria. The population comprised all the Agricultural Education lectures. It involves examination of the issues of community based resources in instructional delivery in terms of extent of availability, Utilization, criteria for selection, problems associated with the utilization and measures for improving the utilization of community based resources for instructional delivery in agricultural education. The scope was also delimited to all the 68 lecturers of Agricultural Education in government owned Universities in South East, Nigeria.


 

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