RELATIONSHIP BETWEEN SCHOOL FARM FACTORS AND THE ACQUISITION OF AGRICULTURAL SKILLS AMONG SECONDARY SCHOOL STUDENTS IN MALAVA SUB-COUNTY, KAKAMEGA COUNTY, KENYA

Abstract

One of the objectives of teaching agriculture in secondary schools is to equip students with hands-on farming skills. This is considered as one of the ultimate panacea to achieving youth employment and boosting food security. A school farm is considered a necessity in the implementation of the agriculture curriculum for acquisition of practical skills. However, there is limited research on the integration of the school farm and its associated facilities in the teaching of agriculture for skill acquisition. This study therefore, aimed at establishing the relationship between school farm factors and the acquisition of agricultural skills. Correlational research design was adopted. The study targeted 1532 secondary school teachers and 4327 form three students in Malava Sub-County. Out of the target population, the study purposively narrowed down to 171 teachers of agriculture and 2532 form three students of agriculture who formed the accessible population. Based on Nassiuma formula, 15 schools were sampled. Based on the Yamane formula, 150 form three students of agriculture were sampled. One teacher of agriculture from each of the 15 schools participated in the study. The data collection tools used included two sets of questionnaires and an observation guide. To determine the instruments’ validity, a pilot study was conducted in Khwisero Sub-County. The teachers’ questionnaire had a Cronbach’s alpha of 0.89 while that of the students had 0.72. The observation guide’s reliability was established through qualitative analysis with the guidance from the supervisors. The statistical tool employed for data analysis was chi-square test of relationship using the Statistical Package for Data analysis (SPSS) version 26. The study established that among the school farm factors, levels of access, utilization and adequacy of the school farm have a statistically significant relationship to the level of agricultural skill acquisition. The study recommended that in order to enhance level of access to the school farm especially during lesson time, more time needs to be allocated to agriculture on the timetable. To improve on adequacy, management through the school principals should strive to procure more land. To enhance level of utilization, the study recommended that the teachers of agriculture should adhere to the syllabus guidelines of implementing not only the theoretical aspect of the subject but also incorporating the suggested practical activities for skill acquisition.