TEACHING AND LEARNING

This study investigated The Role of School Farms in Enhancing Teaching and Learning of Agricultural Science in Senior Secondary Schools in Ovia North East Local Government Area, Edo State. The main purpose was to determine how school farms contribute to students’ practical skill development, academic performance, motivation, and interest in Agricultural Science. It also examined how school farms influence curriculum implementation and identified the major challenges faced by both students and teachers in using school farms for effective learning. The study adopted a descriptive survey research design. The population consisted of Agricultural Science teachers and senior secondary school students drawn from selected schools within Ovia North East Local Government Area. A total of eighty-eight (88) respondents, comprising eighty (80) students and eight (8) teachers, participated in the study. Data were collected through a structured questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS). Mean and standard deviation were used to answer the research questions, with a decision mean of 2.5 serving as the acceptance benchmark. The findings showed that all items had mean scores above 2.5, indicating agreement that school farms play a vital role in improving the teaching and learning of Agricultural Science. Respondents affirmed that school farms enhance students’ practical skills, academic achievement, and interest, while also supporting effective curriculum delivery. The study concluded that school farms are indispensable for meaningful agricultural education and recommended adequate funding, teacher training, provision of facilities, and consistent maintenance to ensure their sustainability.

This study examines the extent to which audiovisual materials are utilized in the teaching and learning of the English language in junior secondary schools in Nigeria. Audiovisual materials have the potential to enhance learning experiences by providing students with both auditory and visual representations of language, thereby improving comprehension and retention. The study employs a descriptive survey design, using questionnaires to collect data from selected junior secondary schools.
The findings reveal that while audiovisual materials are recognized for their potential to improve language learning, their actual usage is limited by factors such as lack of resources, insufficient teacher training, and inadequate financial support. Recommendations are made to address these challenges and increase the integration of audiovisual materials in classrooms to improve English language proficiency among students