Comparative Assessment of challenges and improvement strategies in Agricultural Science Teaching Between Public Schools in Sabon Gari and Zaria LGAs of Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026425Keywords:
Teacher Perception, instructional challenges, Agricultural Science, resource availability, practical skillsAbstract
This study evaluated teachers' perceptions of the challenges in teaching and learning Agricultural Science in public secondary schools within the Zaria Educational Zone, which includes the Zaria and Sabon Gari Local Government Areas. Data were collected using a validated structured questionnaire (Cronbach’s α = 0.88), distributed to 84 teachers across 41 registered public schools in the area. Descriptive statistics revealed demographic differences: the workforce is young (ages 30–40), married males (>70%), although Sabon Gari has a higher proportion of females (60.87%). Teachers hold bachelor’s degrees (>50%) in Agricultural Education and possess 6–10 years of experience. Key challenges identified were deteriorating infrastructure, insufficient instructional materials (Zaria = 3.11; Sabon Gari = 3.03), and limited ICT resources (Zaria = 3.11; Sabon Gari = 3.03). A lack of funding severely impacted resources and motivation. Student interest was notably low, especially in Zaria (2.98), due to inadequate practical exposure, limited career counselling, and negative perceptions of agriculture. Statistical tests (p ≤ 0.05) indicated no significant differences between zones in terms of infrastructure, ICT, funding, or student attitudes, although support for improvement strategies varied. High standard deviations (except for Sabon Gari interest and strategies) suggested a lack of consensus. Teachers, particularly in Zaria, advocated for increased funding, facility upgrades, ongoing training, better salaries, and enhanced career guidance to improve Agricultural Science education.
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