AN INVESTIGATION OF THE IMPACT OF SCHOOL FARMS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE AT THE SECONDARY SCHOOL LEVEL

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Agriculture plays a critical role in the economic development of many emerging nations. Its importance lies in its ability to drive economic growth, ensure food security, and generate employment opportunities. As a result, integrating school farms into the educational curriculum has become increasingly significant, particularly at the secondary school level, where there is a growing need to improve agricultural education. Beyond theoretical instruction in agricultural science, school farms provide practical learning environments that help students better grasp concepts taught in the classroom (Aina, 2015). The purpose of agricultural science education at the secondary level is to equip students with the necessary knowledge, skills, and attitudes to understand fundamental agricultural principles. This includes subjects such as agricultural production, animal husbandry, soil science, and agro-economics, all underpinned by science and technology (Olabisi & Adekunle, 2015). However, without hands-on experience, students may find it difficult to fully appreciate the complexities involved in agricultural processes when their learning is limited to classroom lectures. School farms bridge this gap by allowing students to apply theoretical knowledge in real-world agricultural settings. These farms function as demonstration plots where students engage in activities like planting crops, raising livestock, and conducting soil tests, thereby enriching their learning experiences and academic performance. Research by Kande and Owolabi (2015) has shown that experiential learning environments significantly enhance students' academic outcomes, as practical work reinforces theoretical understanding. Students involved in school farm activities often develop a deeper understanding of agricultural techniques, which reflects positively in both internal and external examinations. One of the key contributions of school farms is the enhancement of students’ cognitive and psychomotor learning domains. Agricultural science combines both technical skills and theoretical insights, and through active participation on school farms, students sharpen their critical thinking, creativity, and problem-solving abilities—skills essential for academic success. Kolawole (2018) supports this view, stating that students who engage in practical agricultural activities generally achieve higher academic results compared to those receiving only theoretical instruction. Furthermore, school farms help simplify complex agricultural concepts. For instance, hands-on involvement in farming makes it easier for students to understand topics such as soil fertility, crop growth cycles, and animal nutrition (Fakoya & Alade, 2016). Besides academic benefits, active participation in agricultural activities fosters positive attitudes toward the subject, potentially motivating students to pursue careers or further studies in agriculture. School farms also play a pivotal role in preparing students for future agricultural challenges by providing them with essential skills like crop management, animal care, and farm operation. For those aspiring to enter the agricultural sector or related fields, these practical skills are indispensable. Moreover, the emphasis on hands-on learning aligns perfectly with the broader goals of agricultural education, which aim to cultivate individuals who contribute to sustainable agriculture and national food security (Aina, 2015). Therefore, school farms not only enhance academic achievement but also boost students’ employability and entrepreneurial capabilities. Despite these clear advantages, several challenges hinder the effective implementation of school farms. A significant problem is inadequate funding. Establishing and maintaining a school farm requires financial resources for land acquisition, agricultural inputs such as seeds and fertilizers, and other operational costs. Many schools, particularly in rural areas, often lack the necessary funds to sustain such initiatives (Olabisi & Adekunle, 2015). Another major challenge is the shortage of qualified agricultural science teachers capable of managing school farms efficiently. In urban schools, land availability is a critical constraint due to limited space, which restricts the establishment of functional school farms and reduces the effectiveness of practical agricultural education (Kolawole, 2018). Addressing these issues requires sustained financial support and administrative commitment from governments and school authorities. This study, therefore, focuses on examining the role of school farms in the academic performance of secondary school students studying agricultural science. 1.2 Statement of the Problem Agricultural science holds significant importance in secondary education, especially in countries like Nigeria where agriculture remains a cornerstone of the economy. Despite this, many students continue to perform poorly in agricultural science, particularly in external examinations. This poor performance has been linked to a lack of practical exposure and experiential learning opportunities, which are crucial for a comprehensive understanding of agricultural concepts (Akande & Owolabi, 2015). Classroom-based theoretical instruction alone often fails to engage students or equip them with the practical skills required to excel. The problem is exacerbated by the fact that many secondary schools lack operational school farms due to challenges such as insufficient land, inadequate funding, and limited support from education authorities. These difficulties are more pronounced in urban schools, where space constraints are significant (Kolawole, 2018). Consequently, students miss out on vital hands-on learning experiences needed to internalize and apply agricultural science principles. Additionally, in schools where farm facilities exist, there is often poor integration between practical farm activities and the academic curriculum. This disconnect contributes to students’ poor academic outcomes in agricultural science, raising concerns about the overall quality of agricultural education (Olabisi & Adekunle, 2015). In light of these challenges, it is essential to explore the impact of school farms on students' academic performance in agricultural science within secondary schools. 1.3 Objectives of the Study The primary objective of this research is to assess the importance of school farms in enhancing the academic performance of secondary school students studying agricultural science. The specific objectives include: i. To determine how much school farms influence students’ interest in agricultural science. ii. To evaluate the impact of school farms on the academic performance of students in agricultural science. iii. To identify the challenges faced by secondary schools in maintaining functional school farms. iv. To propose strategies for improving school farm activities to enhance students’ academic outcomes. 1.4 Research Questions To guide the study, the following questions have been formulated: i. To what extent do school farms increase students’ interest in agricultural science? ii. What is the significance of school farms in improving students’ academic performance in agricultural science? iii. What challenges do secondary schools encounter in maintaining operational school farms? iv. What strategies can be implemented to improve school farm activities and boost students’ academic performance? 1.5 Significance of the Study Upon completion, the findings of this study are expected to benefit various stakeholders. Secondary school administrators in Oyo State will find the study useful as it seeks to distinguish between the roles of school farms and agricultural laboratories in agricultural education. The Ministry of Education can also use the insights from this study to develop policies guiding the establishment and management of school farms and agricultural labs in Nigerian secondary schools. Additionally, researchers interested in related topics can use this study as a reference point for further investigation. Finally, the study will contribute valuable information to educators, students, policymakers, and the broader public by expanding the existing knowledge base on the role of school farms in agricultural education. 1.6 Scope of the Study This research focuses specifically on the relevance of school farms to the academic achievement of secondary school students studying agricultural science. Empirically, the study will assess the extent to which school farms enhance students’ interest, examine their impact on academic performance, explore challenges in maintaining functional farms, and suggest improvements for school farm activities. Geographically, the research is limited to selected secondary schools within Oyo State. 1.7 Limitations of the Study Like any research endeavor, this study faced some limitations. Limited financial resources affected the researcher’s ability to access a wider range of materials and data, leading to a smaller sample size. Additionally, the researcher had to balance this study alongside other academic commitments, reducing the time available for thorough research. The use of a case study approach also introduced potential biases and subjective judgments. However, the researcher sought to mitigate these by adhering strictly to principles of fairness, objectivity, and thorough evidence evaluation throughout the study. 1.8 Operational Definitions of Terms School farm: A school farm is a farming initiative established by school authorities designed to provide agricultural students with practical farming skills that complement their classroom learning. Agricultural science: Agricultural science is a multidisciplinary field that integrates biological, exact, natural, economic, and social sciences to understand and practice agriculture effectively.