Title: Exploring the Nexus: Professional Competencies and Effective Teaching of Agricultural Science in Bayelsa State Secondary Schools, Nigeria.
Authors: Patience Yemi OLISA
Volume: 7
Issue: 12
Pages: 78-84
Publication Date: 2023/12/28
Abstract:
This study examined the correlation between professional competencies and effective teaching agricultural science in Bayelsa State secondary schools, Nigeria. The study adopted descriptive survey research design. The target population consist of 190 teachers of agricultural science in secondary schools in Bayelsa State, Nigeria. The target population of 190 respondents was also the sample. Exploring the Nexus: Professional competencies and the effective of teaching agricultural science in secondary schools Questionnaire (ENPCETASQ) was developed by the researchers for data collection. The instrument was face-validated by three experts (Agricultural educationist, and two test Evaluator) Niger Delta University (NDU), Nigeria. Cronbach alpha reliability method was used to determine the consistency of the questionnaire items and an overall reliability coefficient of 0.88 was obtained and was judged to be good enough for this study. Two research questions and a corresponding null were raised for the study. Data collected were analyzed using mean and standard deviation to answer the research questions while Person Product Moment Correlation (PPMC) was used to test the two null hypotheses for the study at 0.05 level of significance. It was found out from the study that there very strong positive correlation between professional competencies and effective teaching of agricultural science in Bayelsa State secondary school, Nigeria s. The findings may inform educational policies, teacher training programs, and curriculum development to improve the overall quality of agricultural science instruction in secondary schools. It was recommended that Adequate funding for textbooks, laboratory equipment, and technology infrastructure is crucial for creating a conducive learning environment. Policymakers are urged to recognize the implications of the strong positive relationship between digital competencies and effective teaching in crafting educational policies.