TWENTY FIRST CENTURY CLASSROOM SKILL NEEDS OF AGRICULTURAL SCIENCE TEACHERS FOR EFFECTIVE LESSON DELIVERY IN SENIOR SECONDARY SCHOOLS IN ENUGU STATE

Education

The study was designed to ascertain twenty first century classroom skill needs of agricultural science teachers for effective lesson delivery in senior secondary schools in Enugu state. Two specific purposes and two research questions guided the study. The study adopted survey research design and was carried out in Enugu state. The population for the study was 450 senior secondary school teachers. Non-proportionate stratified random sampling technique was used to select 50 agricultural science teachers from each of the zones which equated to a sampling size of 300 (137 males and 163 females). Structured questionnaire was employed as instrument for data collection. The instrument was face validated by three experts. Cronbach Alpha reliability coefficient of 0.82 was obtained for the instrument. Data was collected by the researcher with the help of six research assistants. Data were analyzed using mean and standard deviation for answering the research questions. Based on the data analyzed, the study identified nine 21st century learning skills that were perceived as important as agricultural science teachers, five skills they were competent in and five skills they were not competent in. The study therefore recommended among others that; School administrations should organize teacher educators should provide training/retraining for agricultural science teachers with the opportunity to learn 21st century skills and these teachers should focus on ways they can explicitly integrate these skills into their classrooms; and the curriculum planners of teacher education programmes like the Nigerian Education Research and Development Council (NERDC) should ensure that twenty first century skills are imbedded into the curriculum of teacher training programmes of agricultural science teachers.

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