TITLE                                                                                               PAGE

Title Page

Certification page

Approval page



Table of contents




Background of The Study

Statement of the problem

Purpose of the study

Significance of the Study.

Scope of the Study

Research questions




Summary of literature




Research Design

Area of the Study

Population of the study

Sample and Sampling Techniques

Instrument for data collection                                                                  32-33

Validation of the Instrument

Method of data collection

Data Analysis


Presentation and analysis Of Data

Research Question 1                                                                          

Research Question 2                                                                            

Research Question 3                                                                           

Research Question 4                                                                           

Research Question 5                                                                           



Discussion of Results


Implication of the Findings


Limitations of the Study

Suggestions for further studies








This study is on utilizing the school farm for effective teaching of agricultural science in secondary schools in Ijero and Ekiti west local government area of Ekiti State.

Specifically, the study sought to find out sources of fund for establishing school farm the facilities needed for equipping the farm among others. Random sampling techniques was used to select 22 schools from which 5 teachers were selected giving a sample size of 110 teachers.

The study showed that most teachers agreed that sources of fund were schools government and parents. It also found that facilities such as tractor and its implements, storage facilities poultry houses e.t.c were necessary for effective teaching agricultural science in schools.

It was recommended that the government, schools, parents and all stakeholders should play their roles to be able to use the farm for effective teaching of agricultural science.




Background of the Study

In Nigerian secondary schools, agriculture has been recognize as a core curriculum subject. In view of this, Olaitan (2010) outlined certain philosophy regarding agriculture in schools include:

  • Honest labour, for example planting seeds and rearing livestock is a worthy activity.
  • The whole some food produced by agriculture is essential for good health
  • All available land would be utilized
  • Standard of living can be raised by improving agriculture inputs .
  • The rural environment will be improved by raising the standard of living of the community.

The above philosophy of agriculture finds expression in the general and specific objectives of secondary schools agriculture curriculum. In junior secondary schools (JSS), the main objectives is to equip students with introductory vocational skills in agriculture. While at the senior secondary school (SSS) level, the objectives includes to:

  • Stimulate and sustain students interest in agriculture
  • Enable students to acquire basic knowledge and skills in agriculture
  • Prepare students for further studies in agriculture
  • Prepare students for occupation in agriculture (West African Examination Councils 2006)

The above objectives are achieved able within the provision of stipulated Agriculture science curriculum currently being implemented in secondary schools nationwide. A holistic implementation of agriculture curriculum in secondary school is expected to embrace classroom instruction and practical experience which the student in agriculture are exposed to (Adegeye and Dittoh, 2008).

Besides adequate and qualified agriculture science teacher, adequate classroom, agricultural science laboratory and school farms are prerequisites to teaching and learning of agriculture in secondary schools.

Though the above requirement are complementary, schools farm draw more attention in view of the facts that west attention in view of the fact that west African examination councils (2006) recommended that schools must keep with at least one species of livestock from each of the following two group pigs, rabbit and poultry goat sheep and cattle and where feasible fish pond.

School farms are expected to have adequate equipment, farm implements tools farm structure and regular supply of inputs in addition to farm space to accommodate crops and livestock managed by student under the supervision of their teachers (Ani, 1997). These are the fundamental of an operational school farm on which students could transfer classroom instruction to practical experience in the fields.

In line with this the school farm offers students the opportunity to acquire knowledge, skills and competencies and demonstrate farm principle and practices carryout field experiment which cannot be accommodate in the laboratory (Ani, 1997). In the overall, it caters for the interest of the rural dwellers whose major occupation is agriculture. They aim at giving s utilitarian and comprehensive education to the youths, farm families and other who might be interested in agriculture as a vocation (Adesina, 2008,) (Grubb and Lazerson, 2005). In other to established a well equipped school farm that effectively fit into the above roles place significant demand on the student, teacher, school management parent and the immediate community in terms of resources (Pimpa and Suwannapiron, 2008). In response to its increasing stakeholders, school farm in various secondary schools in Nigeria, particularly in Ekiti State, are expanding their activities roles and proceeds to reach its vested interest.

Consequently, schools farms are not just for practical experience but embracing several other benefits. In view of this background, the study is aimed at determining the social benefits of school farm in secondary schools in Ekiti State

Statement Of The Problem

School farm is one of the prerequisites for effective implementation of agriculture science curriculum in secondary schools. But despite the fact that many secondary school in Nigeria have been benefit of being sited on government or community land with relatively goods space to accommodate a teaching farm, there appears to be a paucity of well equipped school farms for effective teaching and learning in secondary school in (Ladele 2000). In Ekiti state secondary schools it has been observed that many of the existing schools farms lacked requisites structures implements and other farm facilities, while in other these facilities, while in other these facilities are in state of complete dilapidation consequently to total neglect of practical lesson in the school farms (Ladele 2009). In some schools most of the pupils come from rural farm families with a detailed knowledge of traditional agriculture gained from their parents.

In some cases, these pupils expectation from their learning experience in school agriculture are high. But unfortunately practical experience appears elusive to them due to lack of school farms (Ladele, 2000). In some schools especially in urban areas, pupils have no knowledge of agriculture and so their involvement in practical experience in the school farm is perceived as a drudge and untidy business. In order to reconcile these extreme of negative attitude there in the need for a study to determine the social benefit of school farms in secondary school in ijero and Ekiti west local government.

Purpose Of The Study

The purpose of this study is to find out how the school farm can be utilized for effective teaching of agricultural science in secondary schools in Ijero and Ekiti west local government areas of Ekiti State

  1. Specifically the study seeks to determine the financial implication of utilization of the school farm.
  2. The suitable distance site for a school farm.
  3. Facilities essential for a school farm.
  4. Farming activities needed in the school farm.
  5. Personnel needed to manage the school farm.

Significance Of The Study

Since the achievement of the occupational orientation of students in agriculture in secondary schools could be developed and sustained through their exposure to practical experience on school farms, this study will revealed the present state of school farm, vis-à-vis the expected facilities needed for effective practical lessons. This will help the school management agriculture science teachers, student parent and other concerned to work together towards giving the school farms a face lift to sustain effective curriculum implementation in agriculture.

Moreover the study would identify the social benefit accusable from well established school farms. This will help to raise the interest and proper orientation of the student in the study of agriculture not just as a school subject but as a prospective field of human endeavour for sustainable employment (Alhaji 2008). With respect to teachers of agriculture science and school management the study could raise their awareness to invest resources in the school farm as an asset for agriculture curriculum implementation as well as a veritable alternative source of income and image maker for the school.

The finding of the study would provide an orientation for secondary school to improve on their agriculture science programme in order to enhance the vocational competence of the students. This would sustain the student interest and environmental habits for a successful transition to the world of works.

Scope Of The Study

The research shall focus the study on utilizing the school fsrm for the effective teaching of agriculture science in secondary schools in Ijero and Ekiti west local government area of Ekiti state

Research Questions

  1. What are the possible ways of financing a school farm?

2.Which site is suitable for utilizing the school farm?

3.What facilities are needed to equip a school farm?

  1. What are farming activities needed in utilizing the school farm
  2. What personnel are needed to manage the school farm?




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Updated: November 19, 2016 — 4:37 pm

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