Teacher-Related Factors and their Influence on the Integration of Practical Skills in Teaching and Learning of Agriculture in Secondary Schools in Busia County, Kenya

Rehema Nanyama Shabani; John O. Shiundu; Stanley N. Mutsotso

doi:10.37284/eajes.6.2.1321

Rehema Nanyama Shabani Masinde Muliro University of Science and Technology
John O. Shiundu, PhD Masinde Muliro University of Science and Technology
Stanley N. Mutsotso, PhD Kibabii University

DOI: https://doi.org/10.37284/eajes.6.2.1321

Keywords: Teacher Related Factors, Agriculture, Practical, Teaching and Learning

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Abstract

The purpose of the study was to determine the teacher-related factors and their influence on the integration of practical skills in teaching and learning agriculture in secondary schools in Busia County, Kenya. The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data were collected using questionnaires, interview schedules and observation. The study sampled a total of 367 respondents, which comprised 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through simple random sampling and 1 quality assurance and standard officer. Data was analyzed descriptively and presented using tables and charts. The study revealed that teacher-related factors influence the integration of practical skills. The factors include various teaching methodologies, teacher competencies, and teacher qualifications. However, the teaching methodology deployed by teachers does not favour the integration of practical skills, as most teachers prefer the lecture method. The schools however faced various challenges which hampered the integration of practical skills in teaching and learning of agriculture in secondary school in Busia County, Kenya. The study therefore recommends that the agriculture curriculum in Kenya should be aligned with the national agricultural policy and strategy to ensure that students are exposed to the latest developments and trends in the field and other career-related areas after their secondary school education; Teachers be provided with regular professional development courses to enhance their teaching methodology and enough resources be allocated for practical purposes in teaching and learning of agriculture.

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