DEVELOPMENT AND STANDARDIZATION OF AN ACADEMIC BURDEN INVENTORY FOR ASSESSING STUDENTS' ACADEMIC EXPERIENCES AND PSYCHOLOGICAL WELL-BEING

Food insecurity remains a major challenge in Nigeria, necessitating the adoption of effective educational strategies that can promote agricultural knowledge, skills acquisition, and sustainable food production from an early age. The use of indigenous languages in teaching has the potential to improve learners' understanding of agricultural concepts by connecting classroom instruction with their cultural backgrounds and everyday experiences. This study investigated the adoption of the Igbo indigenous language in teaching Agricultural Science at the primary school level as a strategy for addressing food insecurity in Abakaliki Education Zone of Ebonyi State, Nigeria. The study adopted a descriptive survey research design and was guided by three research questions. The population comprised 350 Agricultural Science teachers, while a sample of 210 respondents, consisting of 52 teachers and 158 pupils from public primary schools, was selected for the study. Data were collected using a researcher-developed questionnaire validated by three experts. The reliability of the instrument was established using the Pearson Product Moment Correlation coefficient, which yielded a reliability index of 0.79. The collected data were analyzed using mean and standard deviation. The findings revealed that the adoption of Igbo as a medium of instruction in teaching food crop production, farm animal production, and the maintenance of farm tools and equipment could contribute to addressing food insecurity in the state. The findings suggest that teaching Agricultural Science in learners' indigenous language enhances the understanding and practical application of agricultural knowledge and skills. The study concludes that integrating Igbo into primary school Agricultural Science instruction can promote agricultural awareness, encourage early participation in food production, and contribute to improved food security. It recommends that educational authorities and curriculum developers should encourage the use of indigenous languages in teaching Agricultural Science and provide appropriate instructional materials and teacher support to facilitate effective implementation.