INFLUENCE OF SELECTED FACTORS ON THE INTEGRATION OF PRACTICAL SKILLS IN TEACHING AND LEARNING OF AGRICULTURE IN SECONDARY SCHOOLS IN MATAYOS SUB COUNTY, BUSIA COUNTY, KENYA

Abstract

Agriculture plays an important role in the economy of any nation as it is the background on which most of the activities emanate from. Throughout history, agriculture has had a significant impact on civilization, serving as one of its primary drivers. The purpose of the study was to investigate selected factors influencing the integration of practical skills in the teaching and learning of agriculture in secondary Schools in Matayos Sub-County, Busia County, Kenya. The study was guided by three main objectives namely: To establish the effect of curriculum guidelines on integration of practical skills in teaching and learning of agriculture in secondary schools; to determine the teacher related factors and their influence on integration of practical skills in teaching and learning of agriculture in secondary schools and to determine the influence of institutional-related factors on integration of practical skills in teaching and learning of agriculture in secondary schools.The study was guided by the experiential learning theory as postulated by John Dewey. The study used the descriptive survey design. Data was collected using questionnaire, interview schedules and observation. The study sampled a total of 367 respondents which comprised of 23 principals sampled using saturated sampling, 23 agriculture teachers sampled purposively and 320 students sampled through random and 1 quality assurance and standard officer. Quantitative data was cleaned and analyzed using SPSS version 26 and data presented using tables and charts. Qualitative data was coded and themes identified then presented alongside quantitative data. The study revealed that curriculum guidelines were very clear on the scope of practical integration and hence, influenced integration of practical skills but teachers lacked proper implementation measures. Additionally, the study revealed that teacher related factors like teaching methods and teacher competency influenced integration of practical skills. The teaching methodology deployed by teachers did not favor integration of practical skills as most teachers prefered lecture method. Finally, the study established that institutional related factors like availability of resources, administration support and collaboration with other stakeholders influenced integration of practical skills. The schools faced various challenges which hampered integration of practical skills in teaching and learning of agriculture in secondary school in Busia Sub-County, Kenya. The study teachers be provided with regular professional development courses to enhance their teaching methodology. Additionally, adequate resources should be allocated for practical purposes in teaching and learning of agriculture.