Approaches To Developing Sustained Interest In Students Preparing For Agricultijral Career After Secondary School In Kaduna State, Nigeria

Approaches To Developing Sustained Interest In Students Preparing For Agricultijral Career After Secondary School In Kaduna State, Nigeria.

ABSTRACT

This study ascertained the approaches to developing sustained interest in students preparing for agricultural career after secondary school in Kaduna State.

Five specific objectives, five research questions and five null hypotheses were stated for the study. The population studied consisted of 6,011 students at the Senior Secondary School level offering agricultural science and agricultural science teachers in Kaduna State.

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Stratified random sampling technique was used to select 493 respondents from twelve educational divisions of Kaduna state. The study employed the descriptive survey research design,‘ and structured questionnaire was used in data collection.

Data were analyzed using mean and standard deviation. The five null hypotheses were tested at 0.05 level of significance using t-Test statistic.

Major findings revealed that taking students on field trip to places of interest like university farms created lasting impression in students and sustained their interest in agriculture.

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INTRODUCTION

Background to the Study

One of the goals of secondary school education in Nigeria is to provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development to recipients.

Education therefore is the backbone for the choice of one‘s life career and the type and level of education a child receives determines the profession he or she is likely to choose in life (Abakpa, Obinne and Adegbe, 2006).

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Education provides individuals with appropriate skills necessary for the development of his or her innate potentials so that he or she may contribute meaningfully to the development of the society.

In Nigeria, the National Policy on Education (NPE, 2004) prescribes six years of primary education and three years of Junior Secondary education which are collectively termed Basic Education that should be free and compulsory.

Senior secondary education is for three years, and four years are prescribed for tertiary education that leads to a bachelors‘ degree.

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REFERENCES

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Abakpa, B.O, Obinne, A.D.E, &Adegbe, B.T. (2006). Gender inbalance in the choice of careers: Implication for national growth and stability. In A.O. Ochu (ed.). Education for National Growth and Stability. Lagos: Nigeria Peacemakers Publications Limited.
Abdallah, S. (2010), Nigeria to partner India in agriculture. Retrieved April 29 2010 from www.a11africa.com/stories/2O 1004 290894.html
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Adebo G.M & A.B Sekumade (2013) Determinants of career choice of agricultural profession among the students of the Faculty of Agricultural Sciences in Ekiti State University, Nigeria. Journal of Agricultural Extension and Rural Development 5(1 1), 249- 255DOT: 10.5897/JAERD2O13.0508
Adole G.M. (2006). Educational and vocational development in Nigeria. In A.O. Ochu (ed). Education for National Growth and Stability. Lagos: Nigeria Peacemakers Publications Limited.