THE STRATEGIES FOR IMPROVING THE TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN SECONDARY SCHOOLS IN ABAKALIKI

CHAPTER ONE
INTRODUCTION
1.0       Background of the Study
            Agriculture has been described as the lifeblood of Africa (United Nations Economic commission for Africa; ECA, 2007). It employs some 70 percent of the workforce and generates, on average, 30 percent of African’s gross domestic production (GDP) (ECA, 2007). Over a century ago, Nigeria was an agro-economy-based nation. Then Nigeria economy was sustained through agricultural produce such as cocoa, groundnut, palm produce etc. the citizens could complain of poverty but not extreme hunger.


The could be probably because virtually everybody was in one way or the other involved in agricultural activities/practices. Though the practice appeared crude and unnecessary energy sapping due to crude implements in use and inadequate application of modern agricultural practices, innovative skills and facilities. Agriculture them seemed sustaining because everybody was involved, every body had interest and it appeared to be everybody’s major source of family sustenance (Modebelu and Nwakpadohi, 2013). There were less cases of unemployment due to less interest or carry of white collar jobs. Families were not complaining of hunger as there were food surplus in most homes. The problem then was inadequate money to educate young people, procure quality health faculties and enameled standard of living In line with the developed nations. To day, the shift of economy to oil as major source of national economy has actually improved the lots of the nation. There is more money in the nation, improved quality life among the citizens in terms of enjoyment of amenities such as electricity, water plant, information and communication network etc. citizens presently tend to lose interest in agricultural practices because it is treated as business for the less privileged peasants, never do well etc.

            Agricultural science is one of the core vocational curricular subjects taught at both junior and senior secondary school in Nigeria . according to the Egbule (2004) defines it a process of training learners in the process of Agricultural productivity as well as the techniques for teaching of agriculture. Wikipepdiz  (2009) describes agricultural science education as a broad multidiscihinary field that deals with the selection, breading and management of crops and domestic animals for economic production. It is a subject taught in secondary schools as a means for self- radiance and preparation for further studies Agricultural science is therefore designed for inculcation of the necessary skills for the practice of agriculture for effective citizenship and contribution to food security for national sustainability. That is why the (FRN(1994) outlines the major objectors of teaching and learning of agricultural science to reflect the
1.         Ability to stimulate students interest in agriculture
2.         Ability to enable students acquire basic knowledge of agriculture
3.         Ability to develop basic agricultural skills in students.
4.         Ability to enable students integrate knowledge with skills in agriculture
5.         Ability to expose students to opportunities in the field of agriculture
6.         Ability to prepare students for further studies in agriculture
7.         Ability to prepare students for occupations in agriculture.
Attainment of the above objective depends on teachers’ factors and pedagogical approaches that is agricultural science teachers. Agricultural Science teachers are trained and groomed for teacher preparation institutions for quality impact of agricultural skills, knowledge attitudes and values for self- reliance, promotion of agriculture and food security in their future lives. It is there fore the duty of this group of teachers to; stimulate and sustain students interest in agriculture enable students acquire basic knowledge and practical skill in agriculture enable students integrate knowledge with skills in Agriculture, prepare and expose students for occupation.
                        In words of Waliki and Usman (2009) see teaching as a systematic rational and an organized process of transmitting knowledge, skills etc in accordance with professional prince . The implication is that agricultural science teachers who do not perform the act in accordance with the principled of teaching are therefore not teachers but cheaters (Modebeh and Nwakpadohu, 2013). Naturally, the out come of teaching is learning. Learning is an overt product of teaching which the major function of teacher is learning occurs only where there is relatively positive permanent change in an individual behaviour. Ihebereme (2010) opined that quality teaching and learning is a sina –qua non to prudent adherence to quality approaches. Babahola (2011) reports of some contemporary soft skills that are imperative in teachers effectiveness in today’s global world. He further argues that teachers should not only be trained to teach but to become polyvalent by mastering hard and soft skills that make teachers functional in a rapidly changing multicultural environment. The implication is that teachers are no longer trained for student’s certification alone but for effective inculcation of learning to learn skills. Students should in addition to learning concepts and theme, must have deep understanding and application of the learning skill and the same is expected in the teaching and learning of agricultural science in Nigeria secondary schools. According to obanya (2010) recommends teaching and learning that resolve around the principle of transformational pedagogy. Teaching of agricultural science at the secondary school requires a sound background in theory and practical aspect by the teachers of agriculture. The delivery of agricultural science subject at the senior secondary level should not be handles as a science but rather as a vocational subject for acquisition of practical agricultural skills for meaningful living (Obi, 2005). Martin and Odubiya (1991) reported that the primary role of agriculture teachers has always been to help students to learn knowledge and skills in agriculture. Therefore, Daramola (2005) described an effective teaching as a process where by professionally trained teachers are employed to instruct learners through the process of silencing in well-structured and organized settings available within the school systems. To ensure that effective teaching is achieved in the secondary school there must be good planning that are adequate for prospers assessment of science teaching and learning out come (ICSU, 2002). In other words, teachers must be well prepared for the profession their skills through life long career learning. In view of Okun Loye (2005) described an effective science teacher as a person who has been trained pedagogically and acquired a systematic body of knowledge educational instructions.
            Teaching is a very crucial job, so teachers need to understand a subject enough to convey its essence to student while traditionally, this has involved leaning on the part of teacher, new instructional strategies has put the teacher more of subjects designer, facilitator, and coach and the student more active learner. The goal for agricultural a sound knowledge base and skill set on which students will be able to build as they are exposed to life experiences through the new instructional strategies by the teachers. Good teachers can manipulate instructional strategies and translate information, good judgment experience and widom into relevant knowledge that a student can understand, retain and pass to other (Taylor, 1998).
            Agricultural Science plays a crucial role in the development of any nation and has been recognized. Agriculture science occupies a very important and enviable position in Nigeria education system. This importance has been realized by government, parents, the society at large, the teachers and the secondary school student themselves. Thus, the importance of agricultural science cannot be over emphasized. The effective teaching and learning of science in the school system should be accorded priority in any educational system. Resources for teaching agricultural science could be human (e.g teachers and laboratory assistants), materials (e.g library, laboratory, teaching aids classrooms, farm, textbooks, etc), facilities (e.g ruming water, constant electricity supply etc) and other appropriate resources. There is need to use modern and standard resources for teaching agricultural science because according to Offormatu (1990) these enable students to improve on their performances. Effective teaching and learning of science depend teacher know-how in terms of expertise in content areas and teaching strategies, availability of teaching aids, recommended textbooks and other supplementary reading materials, laboratory equipment etc. Okeke and Inomiesa (1986) found many teachers to be incompetent and Orji (2006) found strong relationship between teachers know-how and students achievement. He further found that library materials and science laboratory equipment are positively related to the performance of students.
1.2       Statement of the Problem
                        The importance of agriculture science in the growth and development of any nation cannot be over emphasized and it is apparent that agriculture science cannot thrive without using appropriate instructional teaching strategies to each the students. This is because future development if any nation in the fields of agricultural science depends on how well the agricultural science subject is taught. The deficiencies in Agricultural science teaching range from; non-coverage of content in schemes of work, non-supervision of instruction, non-organization of practical lesson, non-organization of extra lesson to cover lost grounds, non-assossment of learning outcomes regularly, non-application of improvisation knowledge in instruction to experiences. Again all these tend to suggest that teachers are to be blamed for the lack of proper exposure of the agricultural science students which result in poor learning outcomes among the agricultural science students.
            The major problem of the study is that agricultural science taught at basic and secondary schools has not been able to transform the citizens and the nation adequately. The inability to manifest agricultural science practice skills and indication of interest in choosing agriculture as a career appear to be due to inadequate learning of the expected skills. It also appear to be due to inadequate teaching and leaning process on the part of the agricultural science teachers in Nigeria secondary schools. This is effective teaching brings about effective learning. According to Myers, Dyer and Washburn, (2005) problems of beginning teachers include classroom management and student discipline, balancing work and personal life, managing stress, lack of preparation time at beginning of school Year, time management and motivating students. Others were decline with individual differences assessing student work, relationships with parents, organization of class work, inadequate teaching materials and supplies, and dealing with problems of individual students (Myers et al 2005; Mundt and Mundt, 1991; Health-camp and camp, 1990; 1984). Egbule (1998) noted that the teaching and learning activities of agricultural grossly insufficient to elicit the desired level of initiative and creativity in students.
1.3       Purpose of the study.
            The general of this study is to determine the strategies for improving the teaching and learning of agricultural science in secondary schools in Abakaliki. Local government Area of Ebonyi state. the specific purposes of the study are; to:
i.          determine the teachers attitude work & competence that can  improve the teaching of agricultural science in secondary school.
ii          determine whether methods of teaching are effective steer to your topic-see eg. Below strategies for improving the teaching and learning of agricultural science.
iii        Identify the available instructional materials steer to your topic- see eg. Below used in teaching agricultural science subject.
iv         Determine whether adequate provision of fund is a strategy for improving the teaching  of Agri Sc.
1.4       Significant of the study
            the study will enable the agricultural science teacher to realize the importance of strategies of teaching agricultural science in the students performance and initiative for creativity and self employment. It is hoped that this study would provide valuable insight to the government, head teachers of secondary school, learning and learning approach that will improve agricultural science subject in Abakaliki L.G.A.
            The research work will help to provide the ministry of Education with data on how secondary school head teachers are implementing the learning of agricultural science subject in the study area.
1.5       Scope of the study.
            The study strictly restricted to five secondary school in Abakaliki Urban area of Ebonyi state. the research work will be carried out on this very topic strategies for improving the teaching and learning of agricultural science in secondary school in Abakaliki L.G.A

CHAPTER TWO
2.0       LITERATURE REVIEW
            This chapter presents a review of related literature under the followings sub-headings;
1.         Concept and definition of agricultural science education
2.         Teaching and learning of agricultural science
3.         Teachers pedagogical approaches
4          Kearner centered Method
5.         Teaching strategies in Agricultural science
6.         Resource for teaching agricultural science
7.         Elements of Effective teaching
8.         Leaning strategies and learning styles
9.         Learning models
10        Learning theories
11        the role of teachers in the practical application of learning for effective teaching of Agricultural science subjects.
12        Review of related empirical studies
13        summary of reviewed literature
2.1       Concept and definition of Agricultural science education.
            Agricultural science is one of the vocational curricular subjects taught at both junior and senior secondary schools in Nigeria. Egbule (2004) defines it as a process of training learning in the process of agricultural productivity as well as the techniques for teaching of agriculture.
            Agricultural science is a subject taught in secondary schools as a means for self-reliance and preparation for further  studies. It is therefore designed for inculcation of the necessary skills for the sustainability. Agricultural science education is the teaching of agriculture, natural science, and land management through hands on experience and guidance to prepare students for entry level jobs of to further education to prepare them for advance agricultural jobs. Agricultural education can be taught at the elementary level, middle school level, secondary, post secondary and adult levels. Elementary agriculture is taught in public schools such subjects as how plants and animals grow and how soil is formed and conserved. Vocational agriculture trains people for jobs in such areas as production, marketing and conservation.
            According to FRN (1994) agricultural science teachers are trained and groomed from teacher preparation institution for quality impact of agriculture for self-reliance, promotion of agriculture and food security in their future lives. It is therefore the duty of this group of teachers to; stimulate and sustain student’s interest in agriculture, enable students acquire basic knowledge and practical skill in agriculture, enable students integrate knowledge with skill in agriculture, prepare and expose students for occupation,
22.       Teaching and learning of Agricultural science
            As agricultural education broadens its scope and mission, educators must recognize and employ successful and meaning teaching and learning strategies are an essential element to succeful learning. Agriculture educators must assume new roles in the classroom and encourage student interaction with their environment to improve learning and comprehension (Mabie and Baker, (1996). If the teacher carries out those roles properly, students will accomplish more than they ever could on their own.
            The education exion that when a learner has not learnt that the teacher has not taught is true and directly relate to the concepts of teaching and learning as a process of inculcating the right values attitudes, knowledge, modern life, long life skill acquisition necessary to make individual benefit from the society as well as contribute meaningfully to the same society (Waliki and Uman, 2000). He further see teaching as a systematic, rational and an organized process of transmitting knowledge, skills etc in accordance with proessional principles. The implication is that agricultural science teachers who do not perform the act in accordance with the principles of teaching are therefore not teachers but cheaters. Naturally, the outcome of teaching is learning. Learning is an overt product of teaching which the maor function of the teacher is learning occur only where there is relatively positive permanent change in an individual behaviour. The implication is that majority of graduates of secondary education are looming about for white collar jobs that are presently farfetched and also a prerogatives of the sacred cows of the society because they have not learnt agricultural lifelong and vocational skills. Agricultural science teachers have all failed the Nigerian student science their teaching have not led to student’s learning. Teachers also have their own excuses which include that students are most often adamant of instruction, students show poor attitude to agri9cultural science lessons and students come from different home backgrounds that negate their interest and ability to learning etc.
            Another education axion believes that given equal opportunities to students that every learner is a potential achiever. The teachers have no excuses for students’ inadequate learning. Effective teaching brings about effective learning. Therefore, effective teaching and learning refers to the degree to which goals are achieved through teaching. Effective teaching of agricultural science will definitely give rise to effective learning of agricultural science that is attainment of goals of agricultural science. Ability to apply adequate pedagogical approaches is one way of achieving effective teaching and learning effective teaching of achieving effective teaching and learning.
2.3       Teacher’s Pedagogical Approaches   
            According to Modebehu and Nwakpadolu, (2013) suggested that teachers are educator and they knows the right approach to effective teaching and learning. This entails teachers’ ability to move with trend in teaching method of teacher- centered to learner- centred methods  .
(A)      Plan lesson and write lesson notes
(B)      utilized adequate teaching method per topic.
(D)      Utilize adequate teaching skills
(E)       Utilize adequate teaching
(F)       Utilize adequate instructional aids.
(G)      Implement Chinese axiom
            No wonder Egbule (2004) emphasizes that every agricultural teacher must be effective, liberally educated, current in subject matter and its pedagogy, aware of what is expected of teachers and schools, skillful and conscientious in planning, preparing foe cards students and concern about their welfare, actively involved in finally professional and community affairs.
2.4       LEARNER CENTERED METHOD
            this is the point of  focus in the teaching and leaning process.  Agricultural science students should occupy a prominent position in the teaching and learning of agricultural science. Agricultural teacher should therefore make these students centre of all activities this entails,
a.         Encouraging active participation of agricultural science students in the teaching and learning process.
b.         Agricultural science students being always actively involved in a manner that they interact with the teacher with instructional  adis and with the environment .
c.         Teaching and learning of agricultural science that promote students development of basic life skills
d.         Enabling students to utilize the learnt skills in solving their every day problems using their own initiatives.
e.         Agricultural science teachers effort to discourage note learning and passitinity in the class room
            In the words of Modebelu and Durie (2012) a recommend four innovative teaching method that could enlnanc quality and effective and learning of subject courses.  These methods are
  1.       information transformation and reception method.
2.         Cognitive strategies development method
3.         Attitudes development method
4.         Cognitive and motor skill development method .
            these modern method approaches requires combination of methods relevant in clued, assignment, demonstration, project field- trip, injure experimental etc. teaching and learning are the.
(i)        Qualitative set induction.
(ii)       Qualitative questioning (lower order middle, higher order and divergent )
(iii)     Variation and variety (instructional aids to that could take care of individual differences).
(iv)      Stimulus variation (ensuring that students senses are involved).
(v)       Repetition (simple, planned, mass etc).
(vi)      Demonstration (simple, brief and concise
(vii)    Closure (white board summary, written exercise, oral summary etc.
(viii)   Adequate non- verbal communication
ix.        Reinforcement (reward and relevant punishment).
x.         effective communication
xi.        Supervision (closed supervision learning processes and activities).
Effective application of these teaching methods, skills or strategy depends greatly on the teacher ability to plan the lesson ahead. Ihebereme (2010) posits that quality teaching and learning is a sin aqua non to prudent adherence to quality indicators in the pedagogical approaches. Babalola (2011) reports of some contemporary soft skills that are imperative in teachers, effectiveness in today’s global world. He argues that teachers should not only be trained to teach but to become polyvalent by mastering hard and soft skills that make teachers functional in a rapidly changing multicultural environment. The implication is that teachers are no longer trained for student’s certification alone but for effective inculcation of learn skills. Students should in addition to learning concept and theme, must have deep understanding and application of and application of the learning skills. Same is expected in the teaching and learning of agricultural science in Nigeria secondary schools. Obanya (2010) recommends teaching and learning that revalue around the principles of transformational pedagogy.
The problem is that agricultural science taught at basic and secondary schools has not been able to transform the citizens and the nation adequately. Product of secondary education still lack basic vocational and entrepreneurial skills expected to be acquired from agricultural science. Product skill wallow about in search of white collar jobs instead of becoming self reliant and employers of labour. The inability to manifest agricultural science practice skills and indication of interest in choosing agriculture as a career appear to be chee to inadequate learning of the expected skills. It also appear to be due to inadequate teaching and learning process on the part of the agricultural science teachers in Nigerian secondary schools.
2.5       Teaching Strategies in Agricultural Science
In offering guidance on teaching and learning, the vocational learning support programme states that “there are models and theories to explain how learners learn. In practical terms there is evidence that there are significance differences in the way that learners approach their learning and that they can all benefit from experiencing different approaches. An incisive learning environment is one where the teacher uses a range of strategies to enable all learners to succeed and fulfil their potential (LSIS Excellence Gateway, 2011).
Teaching strategies are the tools that teachers have at their disposal to engage learners and enable learning objectives to be met via effective teaching and learning while teaching skills and how they select and use these strategies. Teaching strategies are differentiated from teaching models by using our definition of a model as the sequence of steps or phases used to achieve particular types of learning outcomes. The examples of strategies observed in practice are into three categories that follow the teaching and learning process. These are; planning and preparation, managing delivery and assessment. According to Duckett and Tartar Kowski (2005) suggest that planning effective teaching and learning sessions should include the following processes. Specifying the aims and objectives or outcomes for the session how to review the previous session and explaining the links to the current and next sessions, identifying appropriate content, activities and strategies by which the learners will learn, identifying strategies by which learning will be assessed, selecting the resources, materials and media to support learning and considering how to summaries at the end of the session. The choice or use of the appropriate model is unfenced by the type of learning objective and nature of the learners as well as other factors such as teaching strategies and teaching skills.  (DFES,2004, Haltie ,2009 and marzano, 1998).
          
 2.6      RESOURCE FOR TEACHING AGRICULTURAL SCIENCE.
            Agricultural science occupies a very important and enviable position in Nigeria education system. This importance has been realized by government, parents, the society at large, the teachers and secondary school students themselves . thus, the importance of agricultural science cannot be over emphasized. The effective teaching and learning of agricultural science in the school system should be accorded priority in any education system. The major aim should always be assisting agricultural science teachers and students to do what is expected of them under preventing environmental conditions. One of the way of doing this is to critically scrutinize the resources for teaching agricultural science.
            Resources for teaching agricultural science could b human (eg. Teachers and laboratory assistants ), materials ( eg library , laboratory, teaching aids, classroom, textbook, marker boards etc) facilities( eg running water, constant electricity supply etc) and appropriate demonstrations of what they teaching like make the students to see that with their naked eyes. There is need to use modern and standard resource for teaching agricultural science because according to offormatu (1990) these enable students to improve on their performances.
            Effective teaching and learning of agricultural science depend on teacher known how in terms of expertise in content areas and teaching strategies, availability of  teaching aids, recommended text books and other supplementary reading materials.
According to oladeji (1991) in his study found that many secondary schools do not have enough materials foe teaching basic concepts of agricultural subjects. He other added that schools that were poorly equipped produced students with poor performance than those from well equipped schools. Other factors attributed to this poor performance include shortage of qualified staff( teachers) , lack of adequate teaching facilities and held teachers students ratio.
2.7       ELEMENTS OF EFFECTIVE TEACHING
            according to Hopkins, (2007) suggested that there are four of thinking teaching these four components. Teaching relationship teaching models teaching skill and teacher reflection were adopted as a way of improving teaching and learning. See below:
      
Teaching skill--Teaching models--Teaching relationship

Teaching Relationship
            It encompasses both the teachers, commitments to their learners and the relationships they develop with their learners. The teachers relationship with their students is of critical importance to the effectiveness of their teaching and learning. It also covers the range of roles that a teachers con take within a session and varies between high structure in which the teachers role is dominant, directing the learning and low structure in which learners take more control of the process of learning . it also that means teaching relationship refer to the relationship teachers develop with students as well as how students relate to each other.
TEACHING MODELS
            Teaching models are derived from theories about teaching and learning. each model can be described as a structured sequence, which designed  to elicit a particular type of thinking or response to achieve specific learning outcomes the choice and use of the appropriate model (or combination of models ) is enhanced by the type of learning objective and nature of the learners as well as other factors such as the repertoire  of teaching strategies  available and skills of the teacher. A strong body of research and practice suggests that the quality of teaching and learning and learners attainments can be enhanced by use of specific models (DFES, 2004, HaHice, 2009, and marzano, 1998).
TEACHING SKILLS
            This is the tools for teaching and learning that teachers here available to them . it is also the way in which teachers select and use the tools at their disposal to achieve effective learning. It is differentiated from teaching models by using our definition of a model as phases used to achieve particular types of learning outcomes.
TEACHING REFLECTION

            The fourth component teaching reflection is  a three fold process comprising direct experience analysis of beliefs varies or knowledge about that experience and consideration of the options which  should lead to action as a result of the analysis (Whiten et al 2004). The teachers reflects on a particular subject or topic to teach for the learners to understand him/ her very well.

2.8 Learning strategies and learning styles
            The highest level of learning strategy, when the students surmounting his own cognitive and affective characteristics process the material by choosing the learning  method and means most suited to the requirements teaching learning and Self- requirements. Teaching , learning strategies are in separable and parallel  variables of the educational process. Their significance, dominance and mutual effect depends on the educational objectives, the content specialties of the syllabus, the didactic tasks to be solved as well as the age group characteristics of the students. The domianaule of teaching strategies is topical of teacher centered, that of learning strategies is of student centered situations of education, respectively, while the self regulated  strategy is typical of independent learning. In the case of teaching learning strategies the selection of the combination of method. The teacher obviously makes the selection of the teaching and learning methods mean and form most suited to processing the syllabus in a way  that contributes to the development of the student self regulated learning strategy as well
            A common feature of theories of learning style is that students are classified according to their cognitive characteristics and learning strategies along one or multi- dimerisional bipolar scales. Teaching strategies which produce the most preferred learning strategies can also be specified and these in turn serve as a starting point for designing the learning environment.

2.9       Role of teachers in the practical application of learning for effective teaching of Agricultural science .
            teaching is a very crucial job, so teachers need to  understand a subject enough to convert its  essence to students. While traditionally this has involved lecturing on the part of the teachers more of course designer, facilitator, and coach and the student more active leaner. The goal of agricultural science is to establish a sound knowledge base and skill set on which students will be able to lenild as they are exposed to different life experiences though the new instructional strategies by the teacher . good teachers can manipulate instructional  strategies and translate information good judgment , experience and misdeem into relevant knowledge that a student can understand return and pass to others (taylor, 1998).
            Will (1998) emphasized also that the quality of teachers is the single most important factor affecting students achievement, and that countries which score highly on international test have multiple polices in place to ensure that the teachers they employ are as effective as possible in the use of learning material and must be highly qualified. The ability of the agricultural science teachers to apply adequate pedagogical approaches is one way of achieving effective teaching and learning. This is time because qualified teachers brings about good performance of the students. The learners heterogeneity to provide alternative units of instruction and strategies to enable the students attain educational objectives at thein own rate.

2.10    Learning theories
            Learning is to be interpreted in the former as behavioral, cognitive social etc  change resulting from a particular situation while in the latter as a process made optimal by taking external conditions into consideration learning theories are parsimony micro level (describing the results of short term and elementary activities ) are based on organized hypothesis and death with learning in general. Teaching is to be considered effective only if the teacher selects their methods, forms and means (teaching strategies by taking the different  characteristic of students into consideration. Learning strategies and styles most influence on the efficiency of learning of the students. There are three types of learning , externally directed learning is the first the acquisition of the cognitive forms of knowledge, secondly the development of ability by it and thirdly the formation of attitudes. The objective of learning targeted at acquiring efficient forms of information acquisition is the preparation of students for independent learning. The third level is self regulated or meta learning when the student recognizes how to learn successfully depending on the character of the curriculum and on subject requirements and to achieve this, he is able to select the appropriate forms, means and methods of information acquisition.
            Though the abilities and acquisition of individual, characteristics and preference are formed which will have an influence firstly on learning, secondly on problem solving , thirdly on professional development and even on career choice.

2.11    LEARNING MODELS
            Learning models are mean level (describing the results of long term activities )and focus in concert terms on a practical aspect, for example on the characteristics  of classroom learning. So learning is interpreted as aching in associations between images by the representative of associations psychology, in behaviour  by those of behaviorism in meals processes by those of cognitive in personality development by those of psychoanalysis and in contrives of the personality by those of phonology. Therefore learning has an out come and this is change itself.
            According to Carroll( 1963) learning achievement depends on existing knowledge general learning abilities (the ability of salt- regulated learning ) the degree of comprehension (general intelligence, verbal skills ) several environmental factors (eg finally, friends ) the quality of instruction the selection of appropriate methods, means, how organized the curriculum is ) as well as affective cognitive dispositions (eg interest motivation , level of standards self image ) learning achievement is best shown by the pace (seed) and quality ( failure rate ) of learning and durability of knowledge  ( recall ability mobilization). The efficiency of learning is to be expressed by a ratio where time allotted to learning is derided by needed for acquisition. The former comprises the syllabus based classroom time planned by the teacher and the home learning time of the student, while the latter comprises the quality of in
Saturation and the time need determined by the talents of the students.
            Carols model also developed in his transactional model time allotted to learning is dependent on the time of acquiring the material as measured during checking as well as of active participation in the learning process, together with time spent on the successful completion of allotted task. According to blooms model learning achievement is substantially infhenced by four factors, namely the existing  knowledge of the student their level of motivation the duration of the teaching learning process and the quality of instruction, time need as a factor appears here, too originating primarily in the existing knowledge and learning difference o f the individual. That is why the other three factors are to be selected in such a way as to ensure the safe acquisition of the material in each and every students case in other words time allotted to leaning should at least coincide with that needed for acquisition,. therefore, boom and carols teaching learning model led the way to the model of mastery learning. The students existing knowledge and experience play a decisive role in processing new information. 

2.12    REVIEW OF RELATED EMPIRICAL STUDIES
This will  be reviled based on different view of  different authors
            According to corny Trumbull and Johnson, has been both hand on and mind on in intent, design and delivery. In fact Shepardson (1929) prodaimed that “Agriculture is a meeting ground of the sciences such as physics and chemistry lie at its base. According to Zilbert and Lest(1989) agricultural science has always had a strong orientation toward learning by doing or experiential learning. The learning by doing theory emphasizes in an agricultural education program offers student the opportunity to utilize principles learned  in class and apply them in real life situations ( cheek et al 1990)
            According to obi (2005) the delivery of vocational agricultural at the senior secondary level should into be handled as a science rather as a vocational subject for acquisition of practical agricultural skills for meaningful living. Agriculture provided the source of lively hood to well over 70% of the Nigerian population before independence then child thus obtained on informal education in agricultural though a system of apprenticeship. Agriculture education refers to acquisition of skill, attitudes and values   that  will make the pupils capable of production of agricultural produce. It provide knowledge and skill that may be directly or indirectly useful for agricultural activities.
            In the word of modebehi and Nwa-kpadolu (2013) opined that teacher are knows as educators of all levels and they knows the right approaches to apply for effective teaching and learning. The effective application of these teaching methods  skills or strategy depends greatly on the teacher ability to plan the lesson ahead. Teaching strategies are the tools that teaching here at their disposal to engaged learners and enable learning objectives to be met effective teaching and learning ( DFES  2004 Hahte, 2009 marzano, 1998)

2.23    SUMMARY OF REVIEWED LITERATURE
agricultural science is one of the core vocation curricular subjects taught at both Junior and senior secondary schools in Nigeria. Egbule (2004) defines agricultural science as process of training learners in the process of agricultural productivity as well  as the  teaching for teaching of agricultural . it is therefore designed for inculcation of necessary skills for the practices of   agriculture for effective citizenship and contribution to food security for national sustainability.
            The teachers are an essential element to successful learning. Agricultural teachers must assume new roles in the classroom and encomage student interaction with their environment to improve learning and comprehension (mabie and baker, 1996) if teaching carries out their roles properly, student will accomplish more than they ever could on their own.
            The literature review were reviled based on related literature such as concept and definition of agricultural science education teaching and learning of agricultural science, teaching pedagogical approaches, learner centered method teaching strategies in agricultural science resource for teaching agricultural science  element of effective teaching, learning strategies and learning style, learning  theories role of teaching in the practical application of learning for effective teaching of agricultural science subjects and review of related empirical studies .
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