The Use of Information Communication Technologies for Effective Teaching and Learning of Agricultural Science in Public Secondary Schools in Ilorin South Local Government Area of Kwara State, Nigeria

Abstract

This study evaluates the use of ICT for effective teaching and learning of agricultural science in public secondary schools in Ilorin South Local Government Area of Kwara State, Nigeria. Employing a descriptive survey research design, data were gathered using structured questionnaires from 200 respondents selected through a multi-stage sampling technique. Results indicate that among the eleven items tested on availability and accessibility of ICTs for effective teaching and learning of agricultural science, 3 of the items disagreed indicating with the mean values that projectors (1.96), printers (1.81) and photocopier machines (1.73) were not adequately available and accessible for effective teaching and learning of agricultural science in the study area. Computer Based Test (1.27) has not been used to conduct termly exams for the students while ICTs were being used for effective teaching and learning of agricultural science in the study area. 4.5% of the total students had excellent grades before the use of ICTs and 23.0% had excellent grades after the use of ICTs for effective teaching and learning of agricultural science in the study area. Inadequate ICTs in schools and classrooms was ranked 1st, lack of standby internet/ Wi-Fi connectivity was ranked 2nd and Inadequate support (training and re-training of the teachers) was ranked 3rd were major challenges hindering the use of ICTs for effective teaching and learning of Agricultural Science in the study area. T-test showed a significant difference in the academic performance of the students before and after being taught with ICTs in the study area (t = 4.912, p<0.05). PPMC showed a significant relationship between the challenges hindering the use of ICTs and effective teaching and learning of agricultural science in the study area (r =2.634, p<0.05). The study concluded that students’ academic performance improved after being taught with ICTs despite the fact that most schools did not have adequate ICT facilities for effective teaching and learning of agricultural science in the study area. Therefore, the study recommended that there is need for training and re-training of agricultural science teachers on the professional use of ICTs. Regular funding for the maintenance of ICTs in the school and this fund can be sourced for from government, old students’ association and well-to-do individuals in the society. There is need for educational stakeholders and policy makers to put in place policies that will fully support ICT based agricultural science curriculum for the present and for future purposes.