DR. FRANCIS NWANGBO AZUNKU
Department Of Agricultural Education
Ebonyi State College Of Education, Ikwo
Ebonyi State, Nigeria.
Abstract.
The study was carried out to identify the perception of Junior Secondary Schools teachers of pre-vocational agriculture on the management of school farms in South-East Nigeria. The study which was carried out in South-East, Nigeria, adopted descriptive survey design. The population of the study consisted of all teacher of pre-vocational agriculture in all public Junior Secondary Schools in South-East Nigeria numbering four thousand, six hundred and thirty two (4,632). Multi-staged sampling technique was employed in choosing 400 respondents for the study. The instrument for data collection was a structured questionnaire titled Teachers Perception Questionnaire (TPQ). The instrument was validated by seven experts. To determine the reliability of the instrument, the questionnaire was subjected to trail testing. This was done by administering the questionnaire to forty (40) Junior Secondary School
teachers of pre-vocational agriculture in Cross River State. Cronbach Alpha method was used to determine the internal consistency of the instrument and reliability coefficients and the reliability coefficients was 0.81 which was satisfactory to attest to the reliability of the instrument. The researcher with seven research assistants visited the selected schools to collect data directly from the respondents within four weeks. Mean (x) scores and standard deviation was used to answer the four research questions that guided the study. T-test statistics was used to test the four null hypotheses at 0.05 level of significant at 398 degree of freedom. The results revealed that the respondents accepted the items presented as the perception of Junior Secondary Schools teachers of pre-vocational agriculture on the management of school farms in South-East Nigeria. It was recommended that the findings of the study
should be implemented by relevant bodies.
Keywords: Pre-Vocation, Agriculture and Farm.
Get the full content here: Journal