Perceptions and Challenges of Teaching Agricultural Science among Junior High School Teachers in Berekum East Municipality, Ghana

Abstract

The study was conducted to determine the perceptions and challenges of teaching and learning agricultural science as an aspect of Integrated Science in Junior High Schools in Berekum East Municipality in the Bono Region of Ghana. A concurrent research design was adopted for the study and a total of 42 JHS teachers formed the sample for the study. A census technique was used to select all 42 participants. The research instruments adopted for the study were a questionnaire and an interview guide. Data collected from the questionnaire were analyzed using simple frequency and standard deviation from SPSS software, and the qualitative data were collected thematically. The study established that the JHS teachers teaching Science within the Berekum East Municipality perceived Agriculture as an important aspect of the Science curriculum. They believe Agriculture should be taught as an independent subject. Despite the positive perceptions the teachers possess, there are numerous challenges that confront the effective delivery of this aspect in the Science classroom. Some of the challenges identified were lack of tools and equipment, lack of sites for practice and lack of expertise in teaching that aspect of Science. The study recommended that the Municipal Directorate of Education should put in place a scheme that will address the professional development needs of teachers in Agricultural Science and also enact laws that will allow all basic schools to establish gardens or farms for agricultural practicals.