Factors affecting teaching and learning of agricultural science as an optional subject in selected secondary schools in Tanzania

Nyigu, P.

dc.creator	Nyigu, P.
dc.date	2018-01-10T14:02:13Z
dc.date	2018-01-10T14:02:13Z
dc.date	2017
dc.date.accessioned	2022-10-25T08:51:58Z
dc.date.available	2022-10-25T08:51:58Z
dc.identifier	https://www.suaire.sua.ac.tz/handle/123456789/2016
dc.identifier.uri	http://hdl.handle.net/123456789/91996
dc.description	Masters Thesis
dc.description	Agriculture as a subject has been taught in Tanzania before and after independence with overall purpose being development of basic agricultural skills relevant to learners‟ home environment. Thus, this study was conducted to assess factors affecting teaching and learning of agricultural science as an optional subject in selected secondary school in Mbeya and Songwe Regions, Tanzania. Specific objectives were to: examine the current status in teaching and learning of agricultural science as an optional subject; determine school based factors affecting teaching and learning of agricultural science as an optional subject; and determine non-school based factors affecting teaching and learning of agricultural science as an optional subject. Data were collected from 190 respondents including 160 students, 20 teachers, 10 key informants and various documentary sources using questionnaires, researcher‟s diary and checklist. Quantitative data were analysed using Statistical Package for Social Science (SPSS) computer software and “content analysis” technique was used to analyse qualitative data. The study examined current status of teaching and learning agriculture subject and determined school and non-school based factors affecting teaching and learning of agriculture science as an optional subject. It was concluded that Tanzania Government Policy towards agriculture science subject in secondary schools is that it is an optional and not compulsory. It was recommended that there is a need for the Government to have mechanism in place to periodically review and evaluate policies related to taking agriculture as an optional subject in order to ensure they are still relevant. The study also suggested to undertake case studies of teaching and learning agricultural science as an optional subject in secondary schools in other parts of the country in order to enable generalisation of the observations. The purpose of the case studies would be to develop and enhance understanding of factors affecting teaching and learning of agriculture subject in the country.
dc.description	DAECD
dc.format	application/pdf
dc.language	en
dc.publisher	Sokoine University of Agriculture
dc.subject	Teaching
dc.subject	Learning
dc.subject	Agricultural science
dc.subject	Optional subject
dc.subject	Secondary
dc.subject	Schools
dc.subject	Secondary schools
dc.subject	Tanzania
dc.title	Factors affecting teaching and learning of agricultural science as an optional subject in selected secondary schools in Tanzania
dc.type	Thesis