PERCEPTION OF AGRICULTURAL SCIENCE TEACHERS ON THE ROLE OF AGRICULTURAL MECHANIZATION IN THE SECONDARY SCHOOL AGRICULTURAL SCIENCE CURRICULUM IN TARABA STATE, NIGERIA

The study investigated the perception of agricultural science teachers on the role of agricultural mechanization in the secondary school agricultural science curriculum in Taraba State. Three purposes, three research questions and three hypotheses guided the study. Descriptive survey research design was employed for the study. The population of the study comprised all teachers of agricultural science in all the 289 secondary schools in Taraba state offering agricultural science. The population is estimated to be 1,938. The sample size consisted of three hundred and thirty-two (332) agricultural science teachers randomly selected in Taraba State. Structured questionnaire was used as the instrument for data collection. The data generated was analyzed using mean and standard deviation. The study revealed that teaching of agricultural mechanization in secondary schools expose students to Identify different types of farm tools, implements and their uses, how to fabricate less expensive farm implements and machine, how to service different types of farm machine and appliances, how to operate different types of electric appliances, how to transport farm produce and also expose students on how to process farm produce, amongst others. The study recommends that the state government should employ more agricultural mechanization specialist to teaching agricultural mechanization aspect of agricultural science curriculum, improve funding as well as provide more practical material for conducting practicals at the secondary schools.