The Relationship between the Availability of School Farms as an Instructional Resource and Agriculture Curriculum Implementation in Secondary Schools in Bureti Sub-County

Margaret Chesang Byomndo; Shadrack Cheplogoi; Jacob J.J.O. Konyango

doi:10.37284/eajes.8.2.2864

Margaret Chesang Byomndo Egerton University
Shadrack Cheplogoi, PhD Machakos University
Jacob J.J.O. Konyango, PhD Egerton University

DOI: https://doi.org/10.37284/eajes.8.2.2864

Keywords: Agriculture Curriculum, Instructional Resources, School Farms, Practical Implementation, Secondary Schools

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Abstract

This study aimed to examine the relationship between the availability of instructional resources and the implementation of the agriculture curriculum in secondary schools in Bureti Sub-County, Kericho County. A descriptive survey research design was employed, targeting a population of 8,897 individuals, including 61 principals, 61 agriculture teachers, and 8,775 agriculture students across 61 public secondary schools. The accessible population included 1,830 agriculture students from form three, 61 principals, and 61 agriculture teachers. A sample of 328 agriculture students, 61 principals, and 61 teachers was selected using stratified proportionate and simple random sampling techniques. Data was collected using structured questionnaires for agriculture teachers, principals, and students. The results indicated that most schools (94.1%) had farms, though the majority (74.4%) had small farm sizes of 0.25 to 2.5 acres. This limited space may constrain the full practical implementation of the agriculture curriculum, which is crucial for effective learning. The farms were primarily used for crop production (66.7%) and teaching (33.3%), with smaller contributions to livestock and tree planting activities. Despite the small scale of many farms, agricultural teaching activities, particularly crop production and livestock management, were actively carried out. Both teachers and principals reported that the theoretical aspects of the syllabus were well covered, while the practical aspects were somewhat less comprehensive, with 23.5% of teachers and 25% of principals reporting challenges in fully covering practical elements. The Pearson correlation coefficient between the size of the school farm and the overall implementation of the agriculture curriculum was -0.380 (p-value = 0.180), indicating a weak negative correlation. While the small size of school farms posed challenges in implementing practical elements of the curriculum, the study suggests the need for more expansive resources to enhance curriculum delivery. Recommendations include increasing farm size and improving resource allocation to support both theoretical and practical teaching.

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