Evaluation of Students’ Perceived Difficult Concepts in Agricultural Science Among Selected Secondary Schools in Oyo Metropolis, Nigeria
The study examined some areas of students’ perceived difficult concepts in the Senior Secondary School Agricultural Science which teachers find difficult to teach and students find difficult to understand. One hundred students and twenty teachers constituted the sample of the study while all the students and teachers in the Oyo Metropolis served as the population. A 35 item questionnaire served as instrument for collecting data while mean and t-test were employed in the analysis of data. Findings include that there was significant difference between the areas teachers find difficult to teach and areas students find difficult to understand, that sex of the students had significant effect in learning the identified difficult areas of and that level of qualification affects the ability of the teachers to teach the perceived difficult areas. Recommendations amongst others include the recruitment of qualified teachers in the Agricultural Science; government should boost and sustain the interests of these students through the provision of the requisite instructional materials need for the subject, improvising and use instructional materials to reduce the degree of difficulty concepts in teaching of the students, designing interactions and identifying pedagogical techniques that help students overcome the underlying sources of difficulty that impede quality learning.
Agricultural Science, Difficult Concept, Students, Secondary School
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