ABSTRACT
reliability index values of 0.88 and 0.79 were obtained using Pearson Production Moment Correlation Coefficient technique content and face validity were established by two experts. Means and standard deviation values were used to answer the research questions while t-test statistical tool was used to test the hypotheses. At 0.05 level of significance at 138 degree of freedom. Findings indicated the following: career opportunities exist in agricultural education for students of senior secondary schools in the study area; teachers use instructional facilities for effective teaching and learning of skill acquisition by students; and teacher-related factors enhances students skill acquisition in production agriculture. Based on these, recommendations were made.
TABLE OF CONTENT
Abstract
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Question
1.6 Research Hypothesis
1.7 Scope of the study
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework
2.1.1 Process Of Teaching And Learning Of Skill Acquisition Model In Production Agriculture
2.1.2 The Concept of Teaching and Teacher
2.1.3 The role of teachers in promoting skill acquisition among senior secondary school students in production agriculture.
2.1.4 The Concept of Skill and Skill Acquisition
2.1.5 Skill in vocational agriculture/production agriculture
2.1.5.1 Skills in poultry production
2.1.6 Skill in crop production/agronomy
2.1.7 Concept of Agricultural Science and Production Agriculture
2.1.8 Career opportunities in agricultural education for students of Senior Secondary Schools
2.1.9 Instructional Facilities used by Teachers for effective Teaching and Learning of Skill acquisition in Production Agriculture in senior secondary schools
2.1.10 Teachers use of appropriate instructional methods in Teaching of Skills in Production Agriculture
2.1.11 Teacher - Related factors that can enhance students skill acquisition in Production Agriculture.
2.2 THEORETICAL FRAMEWORK
The concept of theory
2.2.2 The theory of teaching and learning
2.3 EMPIRICAL STUDIES
2.4 Summary of the Review of Related Literature
CHAPTER THREE
METHODOLOGY
3.1 Research Design
3.2 Area of the Study
3.3 Population of the Study
3.4 Sample and Sampling Techniques
3.5 Instrument for Data Collection
3.6 Validation of the Instrument
3.7 Reliability of the Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
CHAPTER FOUR
RESULTS AND DISCUSSION
4.1 Results
4.2 Discussion of Findings
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
5.2 Conclusion
5.3 Educational Implication of the findings
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for further Study
References
Appendices
