ABSTRACT
The purpose of the study was to determine teachers’ perception of integrating bio-security measures into the curriculum of Animal Husbandry in Senior Secondary Schools in Abia State. Specifically, the study was guided by seven objectives with corresponding research questions and hypotheses. A Descriptive Survey Research Design (SRD) was adopted for the study. This design was suitable for the study as data were collected from the population for the study using questionnaire with the aim of describing the characteristics of the population. The population for the study was 286 made up of 176 male and 110 female teachers of animal husbandry in public Senior Secondary Schools in Abia State. Census was used; hence there was no sampling. The instrument for data collection was the researcher-developed structured questionnaire titled: Teachers’ Perception Bio-security Integration Questionnaire (TPBIQ) which was validated by three experts in the field of Agricultural Education, all in Michael Okpara University of Agriculture, Umudike. The reliability of the instrument was .88 using Cronbach’s Alpha Coefficient Test. Data collected for the study were analyzed using weighted mean of respondents to answer the research questions and standard deviation to show the spread of the respondents from the mean in their responses. Independent sample t-test was used to test the stated null hypotheses at .05-level of significance. The study found new objectives, contents, teachers’ activities, students’ activities, instructional delivery methods and evaluation techniques of bio-security measures for integration into the existing curriculum of animal husbandry. Thus, it was recommended by the study that government through the efforts of the National Education Research and Development Council (NERDC) should integrate these curriculum components on bio-security measures perceived by the teachers of animal husbandry into the curriculum of animal husbandry in senior secondary schools for poultry survivability in Abia State.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table of contents vi
List of tables viii
List of figures ix
Abstract xi
CHAPTER 1: INTRODUCTION 1
1.1.
Background to the Study 1
1.2.Statement
of the Problem 6
1.3. Purpose of the Study 7
1.4. Research Questions 8
1.5. Hypotheses 9
1.6.
Significance of the Study 10
1.7.
Scope of the Study 12
CHAPTER 2: REVIEW OF
RELATED LITERATURE 14
2.1.
Conceptual Framework 14
2.1.1.
Teachers’ perception 15
2.1.2.
Concept of curriculum and components 15
2.1.3.
Reasons for curriculum reform and
integration 19
2.1.4.
Concept of animal husbandry 21
2.1.5. Overview of animal husbandry
curriculum in senior secondary schools 21
2.1.6. Objectives
of animal husbandry curriculum 25
2.1.7. Concept of
bio-security 26
2.1.8. Objectives
of bio-security 27
2.1.9.
Components/principles of bio-security 28
2.1.10.
Bio-security risks factors and bio-security solutions 40
2.1.11. Developing
a bio-security plan in poultry 45
2.1.12. Quick
checklist for implementing an effective bio-security 46
2.2.
Theoretical Framework 50
2.2.1.
Gregory's theory of perception 50
2.2.2.
Wheeler’s curriculum model 52
2.3. Review of
Related Empirical Studies 54
2.4.
Summary of Review of Related Literature 59
CHAPTER 3: METHODOLOGY 62
3.1.
Design of the Study 62
3.2.
Area of the Study 62
3.3.
Population for the Study 63
3.4.
Sample and Sampling Techniques 64
3.5.
Instrument for Data Collection 64
3.6.
Validation of the Instrument 65
3.7.
Reliability of the Instrument 65
3.8.
Method of Data Collection 66
3.9.
Method of Data Analysis 67
CHAPTER 4: RESULTS AND DISCUSION 68
4.1.Presentation
and Analysis of Results 68
4.2. Findings of the Study 88
4.3. Discussion of
the Findings of the Study 91
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 100
5.1. Summary of the Study 100
5.2. Conclusion 107
5.3.
Educational Implication of the Study 109
5.4. Recommendations 108
5.5. Limitations of the Study 111
5.6. Suggestion for Further
Study 112
References 114
Appendix 122
LIST
OF TABLES
|
Table
Content
4.1: Mean and Standard Deviations of
Teachers’ Perception of Objectives of Bio-Security Measures for Integration
into the Curriculum of Animal Husbandry in Senior Secondary Schools in Abia
State (N = 286)
|
Page
68
|
|
4.2: Independent Sample Test of the
Mean Perceptions of Male and Female Teachers of Animal Husbandry on
Objectives of Bio-Security Measures for Integration into the Curriculum of
Animal Husbandry in Senior Secondary Schools in Abia State (N = 286)
|
70
|
|
4.3: Mean and Standard Deviations of
Teachers’ Perception of Contents of Bio-Security Measures for Integration
into the Curriculum of Animal Husbandry in Senior Secondary Schools Poultry
Survivability in Abia State (N = 286)
|
71
|
|
4.4: Independent Sample Test of the
Mean Perceptions of Male and Female Teachers of Animal Husbandry on Contents
of Bio-Security Measures for Integration into the Curriculum of Animal
Husbandry in Senior Secondary Schools in Abia State (N = 286)
|
73
|
|
4.5: Mean and Standard Deviations
of Teachers’ Perception of Teachers’
Activities of Bio-Security Measures for Integration into the Curriculum of Animal
Husbandry in Senior Secondary Schools in Abia State (N = 286)
|
75
|
|
4.6: Independent Sample Test of the
Mean Perceptions of Male and Female Teachers of Animal Husbandry on Teachers’
Activities on Bio-Security Measures for Integration into the Curriculum of
Animal Husbandry in Senior Secondary Schools in Abia State (N = 286)
|
76
|
|
4.7: Mean and Standard Deviations of
Teachers’ Perceptions on Students’ Activities of Bio-Security Measures for
Integration into the Curriculum of Animal Husbandry in Senior Secondary
Schools in Abia State (N = 286)
4.8: Independent Sample Test of the
Mean Perceptions of Male and Female Teachers of Animal Husbandry on Students’
Activities of Bio-Security Measures for Integration into the Curriculum of
Animal Husbandry in Senior Secondary Schools in Abia State (N = 286)
4.9: Mean and Standard Deviations of
Teachers’ Perception on Instructional Delivery Methods of Bio-Security Measures for Integration
into the Curriculum of Animal Husbandry in Senior Secondary Schools in Abia
State (N = 286)
|
77
78
81
|
|
4.10: Independent
Sample Test of the Mean Perceptions of Male and Female Teachers of Animal
Husbandry on Instructional Delivery Methods of Bio-Security Measures for
Integration into the Curriculum of Animal Husbandry in Senior Secondary
Schools (N = 286)
|
80
|
|
4.11: Mean and
Standard Deviations of Teachers’ Perceptions on Instructional Materials of
Bio-Security Measures for Integration into The Curriculum of Animal Husbandry
in Senior Secondary Schools for Poultry Survivability in Abia State (N = 286)
|
82
|
|
4.12: Independent
Sample Test of the Mean Perceptions of Male and Female Teachers of Animal
Husbandry on Instructional Materials of Bio-Security Measures for Integration
into the Curriculum of Animal Husbandry in Senior Secondary Schools in Abia
State (N = 286)
|
83
|
|
4.13: Mean and Standard Deviations of
Teachers’ Perception of Evaluation Techniques of Bio-Security Measures for
Integration into the Curriculum of Animal Husbandry in Senior Secondary Schools
in Abia State (N = 286)
|
85
|
|
4.14: Independent
Sample Test of the Mean Perceptions of Male and Female Teachers of Animal Husbandry on Evaluation Techniques
of Bio-Security Measures for Integration into the Curriculum of Animal
Husbandry in Senior Secondary Schools in Abia State (N = 286)
|
87
|
LIST
OF FIGURES
Linear Conceptualization of Curriculum from the Narrow to
the Broad 18
Concentric
ring conceptualization of curriculum 18
A Typical Farm Structural Bio-security
(Terence, 2015) 30
Structural Bio-security (Terence, 2015) 31
Schema (researcher, 2019) 49
CHAPTER
1
INTRODUCTION
1.1. BACKGROUND TO THE STUDY
The school curriculum is
tailored to meet dynamic societal needs by assisting learners to develop
desirable knowledge, skills and behaviours which will enable them overcome
changes within their environment. This prepares learners to properly deal with
such issues as they arise. Aneke (2016) opined that the objectives of Education
can be accomplished through the curriculum as a vehicle of operation in
different fields of learning. Therefore, younger generations in Nigeria are equipped
in principles of animal husbandry, including associated technological changes,
through the curriculum of animal husbandry. According to Ikehi, Ifeanyieze and
Ugwuoke (2014), the curriculum of animal husbandry for senior secondary schools
is prepared in Nigeria by the National Education and Research Development
Council (NERDC) and implemented by teachers of animal husbandry.
The objectives of the
curriculum of animal husbandry to be accomplished through teachers of animal
husbandry in senior secondary schools in Nigeria seek to imbibe in students the
knowledge and skills in animal production routine practices (housing, feeding, pest
and disease control); management of animal enterprises; basic entrepreneurship
related vocations in animal husbandry, animal improvement, processing, preservation,
packaging, storage and marketing of animal products (NERDC, 2012). Notably, the
overall target of the curriculum of animal husbandry is to prepare students to
deal with challenges in the management of farm animals. However, some of the
challenges of animal husbandry in Nigeria include animal pests and diseases,
inadequate infrastructures, high cost of feeds, lack of capital, transportation
among others (NERDC, 2012; Bamaiyi, 2013). Among so many challenges facing
animal husbandry in Abia State, animal diseases are the major threats. High
mortality rates of animals caused as a result of diseases is the most
prevailing issue that confronts farmers in the society. Adewole (2012) remarked
that among other farm animals affected by diseases, poultry birds are the most
susceptible. This implies that diseases mostly affect domestic birds among
other farm animals that farmers keep in Nigeria, especially the exotic ones.
Common poultry birds
reared in Abia State include chicken, turkey, duck and guinea fowl. Poultry
production among other farm animal production is recommended to be taught in
Senior Secondary Schools through the guidance of teachers and the curriculum of
animal husbandry because of its enormous importance in the Nigerian economy.
According to Oduntan (2016), the poultry sector is the single largest sector in
Agriculture and a major consumer of commodities such as maize, cassava, soya
beans and polished rice. Oduntan (2016) further noted that the poultry
subsector contributes 25% of the agricultural GDP of Nigeria. Therefore, if the
poultry sector is properly exploited in Nigeria it would provide an effective
source of foreign earnings complementing crude oil which at present constitutes
the main source of foreign earnings, and also will ensure food and economic
security in Abia State (Ologbon & Ambali, 2012).
Despite the numerous
benefits of poultry in Abia State; the poultry industry seems to be
characterized by relatively low poultry survivability and productivity due to diseases.
In agreement, Adewole (2012) reported that diseases remain one of the major
problems to boosting production of poultry birds in Nigeria as it affects the
survival of poultry in Nigeria. Poultry are
highly susceptible to diseases and low survival rates of poultry have been a
major issue in the poultry sector (Adewole, 2012). The prevalence of high mortality rates of poultry has resulted
to a decline in more investments in the industry in some parts of Nigeria, Abia
state inclusive. This is because disease outbreaks greatly affect the chances
of survival of poultry, makes farmers to incur much cost and losses and
consequently affects food security in Nigeria (Ogene, 2018). This therefore
implies that high level of poultry mortality economically affects the farmer
and the nation at large. The shortfall in poultry production as a result of
high mortality caused by diseases has remained a major source of worry to the
farmers, government and other relevant stakeholders in the agricultural sector
and need to be addressed through research and education because despite the
growth in egg and meat production industry since year 2000 in Nigeria, growing
local demand has not matched the fluctuating local supply (Tijjani, Alimi &
Adesiyan, 2006).
Notably, Fasina, Ali,
Yilma, Thieme and Ankers (2012) stated that managing poultry diseases involves
bio-security practices, medication and mitigation. Adoption of bio-security
practices in poultry production has been emphasized in some literatures as an
adequate measure to curtailing the introduction and spread of diseases in
poultry farms to improve the survival of poultry (Brent, 2019: Jacob, 2015,
Fasina, Ali, Yilma, Thieme & Ankers; 2012). Hence, the researcher is of the
opinion that students of animal husbandry in senior secondary schools, prospective
farmers and farmers in Abia State need to be adequately exposed to the concept
and principles of bio-security measures in poultry production. Contextually, FAO
(2010) define the term bio-security as strategic implementation of conceptual,
structural and operational measures that reduce the risk of diseases, pathogens
and vectors being introduced and spread within and between farms, also between
farms and their surroundings. Poor practices or absence of bio-security
practices in poultry farms in Abia State eventually leads to observed high
levels of mortality due to predators and contagious diseases (Ison, Speigle
& Morishta, 2012). This implies that adequate bio-security measures in
poultry farms can reduce poultry mortality and in turn increase survival rate
of poultry. Recently, there has been much emphasis in literatures on adoption
of bio-security measures in the world of work as effective alternative measures
of preventing the entrance and spread of pathogens and vectors in and between
poultry farms. However, there have been reports of breaches in bio-security
measures in poultry production systems in different parts of Nigeria, Abia
State inclusive, because of lack of awareness, poor education and failure to
implement adequately the principles of bio-security, thus resulting to frequent
outbreaks of diseases which drastically lead to losses in the poultry industry
(Maduka, Igbokwe & Astanda, 2016). It is as a result of bio-security
challenges that the Federal Government of Nigeria through the efforts of
Federal Ministry of Agriculture and Rural Development (FMARD) instituted the
Animal Health and Clinical Services Division (AHCSD) for promoting bio-safety
and bio-security measures in public and private farms and facilitating the
provision of bio-containment measures for infected farms across the country
which Abia State is inclusive (FMARD, 2018).
Despite the efforts of
the government through FMARD and AHCSD in promoting bio-security in poultry
farms, there seems to be inadequate bio-security practices among farmers,
especially secondary school leavers, in poultry farms in Abia State which
affects the survival of poultry birds. This could be probably because farmers
and the younger generations seem not to be properly educated particularly on
the concept of bio-security. More so, Odemoro and Oghenesuvwe (2016) suggested
that developing bio-security models and educational programmes that provide
basis for the relevant elements is crucial to progress in poultry sector; it
will go a long way in addressing some of the problems encountered in the
implementation of poultry bio-security by poultry farmers. To address the
challenges on bio-security practices among farmers in Abia State which
consequently results in high poultry mortality (Yilma, Thieme and Ankers,
2012), it is expedient to adequately educate the younger generations or senior
secondary school students on poultry bio-security measures for poultry survivability.
Notably, one of the most effective ways of accomplishing this is through the
curriculum of animal husbandry in Senior Secondary Schools. An observation made
by the researcher through a pilot study reveals that most students, secondary
school leavers, teachers and graduates of Agriculture seem not to be familiar
with the term bio-security in animal husbandry. Also, some secondary school
leavers who engaged in poultry farming seem not to be conscious about
bio-security practices. It was also observed that some secondary school leavers,
who passed through the curriculum of animal husbandry in Abia State, though
successful in setting up small scale or backyard poultry farms, are posed with
the problems of high poultry mortality as a result of poor poultry disease
management. This problem could be as a
result of their dependence on the use of only vaccines and antibiotics in preventing
poultry diseases with little or no knowledge and practice of poultry bio-security
(Ison, Speigle & Morishta, 2012). Therefore, promoting bio-security
practices through adequate educational curriculum is essential especially in
Abia State where there is unsteady supply of power which results to poor
storage and handling of vaccines. This is because administration of vaccines to
poultry has been noted as an important strategy in poultry diseases prevention
(Maduka, Igbokwe & Astanda, 2016). Unfortunately, the researcher observed through
critical analysis of the Senior Secondary School Curriculum that there was even
no mention of the term “Bio-security” in the curriculum of animal husbandry
prepared by NERDC (NERDC, 2012), though few items of it were represented under
the theme “Pest and Disease Control”. However it does not strategically show
the full concept of bio-security which could be helpful in poultry production. In
other words, the researcher is of the view that bio-security should be properly
integrated or positioned in the curriculum of animal husbandry.
1.2. STATEMENT OF
THE PROBLEM
There is a practice gap
in the implementation of bio-security in farms and studies have recommended a
serious education effort to curtail this (Odemoro & Oghenesuvwe, 2016). The
curriculum of animal husbandry is one good means to adequately expose students
to the concept of bio-security as it targets to prepare secondary school
leavers for entrepreneurship and occupations in livestock production.
Unfortunately, the researcher observed that little attention is given to the
basic components of bio-security (especially the structural and conceptual
bio-security measures) in the existing curriculum of animal husbandry implemented
in Senior Secondary Schools in Abia State. In the curriculum document of animal
husbandry, only few items bio-security were stated under theme-14 entitled: Parasite
and Disease Control. However, these items did not fully and strategically
portray the knowledge of the basic components of bio-security in animal
husbandry. This is because various broad components of bio-security were not
fully spelt out in the curriculum (NERDC, 2012). This gap observed by the
researcher was based on the researcher’s teaching experiences and qualitative
content analysis of Theme-14 of the curriculum of animal husbandry implemented
in Senior Secondary Schools. The content analysis reveals that elements of
conceptual and structural bio-security components are lacking in the curriculum
(See Appendix, Pg 123).
Consequently, because of the little or no attention
given to basic components of bio-security in the curriculum of animal
husbandry, the teacher who is the curriculum instructor will eventually teach
the little he knows about pest and diseases control techniques in poultry
production which will eventually not adequately improve students’ knowledge on
poultry disease management with regards to bio-security. In addition, the
recipients of this curriculum in Abia State will lack adequate knowledge and
skills of poultry bio-security upon graduation which will affect their
performances in the poultry industries. Therefore, the inclusion of
bio-security measures into the curriculum of animal husbandry and adequate
implementation by the teachers would broaden the knowledge and skills of
students in poultry disease management especially in the 21st
century where bio-security is emphasized in the world of work. Consequently, it
would help to enhance the survival rate of poultry birds in farms located in Abia
State as students would have the opportunities to be properly exposed to the
components of bio-security which are applicable in the world of work,
especially in the developed nations. Thus, there is need for adequately
integrating bio-security measures into the curriculum of animal husbandry in senior
secondary schools in Abia State. Thus, this study determined teachers’
perception of integrating bio-security measures into the curriculum of animal
husbandry in Abia State.
1.3. PURPOSE OF
THE STUDY
The purpose of this study was to
determine teachers’ perceptions of integrating bio-security measures into the
curriculum of Animal Husbandry in Senior Secondary in Abia State. Specifically,
the study sought to;
1. investigate
teachers’ perceptions of the objectives of bio-security measures for
integration into the curriculum of Animal Husbandry in Senior Secondary Schools;
2. find
out teachers’ perceptions of the contents of bio-security measures for
integration into the curriculum of Animal Husbandry in Senior Secondary Schools;
3. determine
teachers’ perceptions of the teachers’ activities of bio-security measures for
integration into the curriculum of Animal Husbandry in Senior Secondary Schools;
4. investigate
teachers’ perceptions of the students’ activities of bio-security measures for
integration into the curriculum of Animal Husbandry in Senior Secondary Schools;
5. identify
teachers’ perceptions of the instructional delivery methods of bio-security
measures for integration into the curriculum of Animal Husbandry in Senior
Secondary Schools;
6. find
out teachers’ perceptions of the instructional materials of bio-security
measures for integration into the curriculum of Animal Husbandry in Senior
Secondary Schools and;
7. determine
teachers’ perceptions of the evaluation techniques of bio-security measures for
integration into the curriculum of Animal Husbandry in Senior Secondary Schools.
1.4. RESEARCH
QUESTIONS
The following research questions were
raised and answered for the study.
1. What
are teachers’ perceptions of the objectives of bio-security measures for
integration into the curriculum of Animal Husbandry in Senior Secondary Schools?
2. What
are teachers’ perceptions of the contents of bio-security measures for
integration into the curriculum of Animal Husbandry in Senior Secondary Schools?
3. What
are teachers’ perceptions of the teachers’ activities on bio-security measures
for integration into the curriculum of Animal Husbandry in Senior Secondary Schools?
4. What
are teachers’ perceptions of the students’ activities on bio-security measures
for integration into the curriculum of Animal Husbandry in Senior Secondary Schools?
5. What
are teachers’ perceptions of the instructional delivery methods of bio-security
measures for integration into the curriculum of Animal Husbandry in Senior
Secondary Schools?
6. What
are teachers’ perceptions of the instructional materials of bio-security
measures for integration into the curriculum of Animal Husbandry in Senior
Secondary Schools?
7. What
are teachers’ perceptions of the evaluation techniques of bio-security measures
for integration into the curriculum of Animal Husbandry in Senior Secondary Schools?
1.5. HYPOTHESES
The following null hypotheses were tested in the study
at 0.05-level of significance
HO1:
There is no significant difference between the mean perceptions of male and
female teachers of animal husbandry on the objectives of bio-security measures
for integration into the curriculum of Animal Husbandry in Senior Secondary Schools.
HO2:
There is no significant difference between the mean perceptions of male and
female teachers of animal husbandry on the contents of bio-security measures
for integration into the curriculum of Animal Husbandry in Senior Secondary Schools.
HO3:
There is no significant difference between the mean perceptions of male and
female teachers of animal husbandry on teachers’ activities of bio-security
measures for integration into the curriculum of Animal Husbandry in Senior
Secondary Schools.
HO4:
There is no significant difference between the mean perceptions of male and
female teachers of animal husbandry on students’ activities of bio-security
measures for integration into the curriculum of Animal Husbandry in Senior
Secondary Schools.
HO5:
There is no significant difference between the mean perceptions of male and
female teachers of animal husbandry on instructional delivery methods of
bio-security measures for integration into the curriculum of Animal Husbandry
in Senior Secondary Schools.
HO6: There
is no significant difference between the mean perceptions of male and female
teachers of animal husbandry on instructional materials of bio-security
measures for integration into the curriculum of Animal Husbandry in Senior
Secondary Schools.
HO7: There
is no significant difference between the mean perceptions of male and female
teachers of animal husbandry on evaluation techniques of bio-security measures
for integration into the curriculum of Animal Husbandry in Senior Secondary
Schools.
1.6.
SIGNIFICANCE OF THE STUDY
The findings of the study would have
educational implications to the government (NERDC and Federal Ministry of
Education), teachers, students, curriculum planners/subject specialists and
researchers if published.
The findings of the study on
teachers’ perceptions of integrating bio-security measures into the curriculum
of animal husbandry would help reveal to the government of Nigeria (through
NERDC and Federal Ministry of Education) vital information on the curriculum of
animal husbandry in senior secondary schools in Nigeria, particularly on the
objectives, content, learning activities, pedagogy, instructional materials and
evaluation techniques of bio-security for integration into the curriculum of
animal husbandry in senior secondary schools. This information would thus spur
the government through her educational agencies to plan and formulate
bio-security educational policies and programmes that would encourage students
in senior secondary schools or prospective farmers in tertiary institutions to
acquire adequate knowledge, skills and attitudes in bio-security in order to
apply these measures in the world of work upon graduation.
More so, the findings of the study would
provide teachers of animal husbandry with adequate subject information on
bio-security measures needed by students of animal husbandry to adequately
prevent and control diseases and pests in poultry farms upon graduation in the
world of work. It would also specifically provide teachers with information on
content, objectives, suitable instructional delivery methods, instructional
materials, activities and methods of evaluating bio-security measures. This
would in turn encourage proper lesson planning and curriculum implementation by
teachers in senior secondary schools at classroom level with regards to poultry
disease prevention and control. Thus, students who are recipient of knowledge
will be adequately educated on poultry bio-security.
The findings of this study would
bring to the notice of curriculum planners and subject specialists about the
gap in the curriculum of animal husbandry in senior secondary schools and the
need for curriculum improvement particularly on the area of bio-security
measures (pest and disease control measures). Significantly, this would
motivate the curriculum experts to revisit the animal husbandry curriculum for
senior secondary schools with the aim of integrating the concept of bio-security
measures. This would thus benefit the products of the curriculum and the
society at large.
Consequently, students
who are recipients of knowledge would benefit from the findings of this study
as they would be fully exposed to desirable learning experiences on
bio-security measures which would in turn make them fit for the world of work
particularly in preventing and controlling pests for survivability of domestic
birds. The findings of this study would also broaden students’ knowledge on
poultry disease and pest prevention and control measures which will be meaningful
to them for poultry farming.
Other researchers would benefit from the findings
of this study as it would help to expose them to the concept, principles and
elements of bio-security. They could equally discover some gaps to fill in this
study or other areas of bio-security issues in the society. In a nutshell, the
findings of this study would add to existing literatures on poultry
bio-security which will form theoretical frameworks for researchers.
The theoretical
significance of this study is that it will provide empirical information on
teachers’ perceptions of curriculum components (objectives, contents, teachers’
activities, students’ activities, instructional delivery methods, instructional
materials and evaluation techniques) on bio-security measures for integration
into the curriculum of animal husbandry. The information provided by this study
can be adapted or serve as a guide for teachers of animal husbandry in Senior Secondary
Schools in Abia State; thus bridging the gap on “Bio-security” in the
curriculum of animal husbandry. It is the expectation of the researcher that
when this concept is properly re-positioned in the curriculum, students would
benefit from it if adequately implemented by teachers. They would acquire
skills and knowledge that will enable them to improve on bio-security practices
upon graduation in the world of work; this would in turn increase the survival
of poultry. More so, the content of this study would also add to existing
theories on bio-security which will be useful for NERDC, researchers, teachers,
students as well as farmers.
1.7.
SCOPE OF THE STUDY
The study was delimited
to determining teachers’ perceptions of integrating bio-security measures into
the curriculum of animal husbandry in senior secondary schools in Abia State. Specifically,
it focused on determining the perceptions of male and female teachers of animal
husbandry on objectives, content, instructional delivery methods, instructional
materials, teacher’s and students’ activities, and evaluation techniques of
poultry bio-security measures for integration into the curriculum of animal
husbandry.
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