Masters Degree Dissertations

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Agricultural skills training and competence of agriculture secondary school teachers: a case of agriculture teacher training at kyambogo university
(Kyambogo University [unpublished work], 2013-12) Natukunda, Asa
This thesis presents results from a study carried out to examine the mode of training of Agriculture secondary school teachers in the Department of Agriculture at Kyambogo University, in relation to the expectations of secondary school agriculture syllabus. The study included; examination of expectations for inclusion of agriculture as a subject in the secondary school curriculum, secondary school agriculture teacher training at Kyambogo University and the best options for Agriculture teacher training in the Department of Agriculture at Kyambogo University. The research design was a case study using qualitative research approach to collect and analyze data. Data was sought from the Commissioners for secondary education for private schools and for Government schools, in the Ministry of Education and Sports, Agriculture specialist at National Curriculum Development Centre, teaching staff in the Department of Agriculture at Kyambogo University, head teachers and heads of Agriculture departments in secondary schools, secondary school Agriculture teachers, final year students of the Agriculture programmes in the department of Agriculture at K.yambogo University, personal observation and secondary data. The main reasons for the inclusion of Agriculture subject in the secondary schools' curriculum were to equip learners with knowledge and modern agriculture production skills for increased agricultural production in the community and for self reliance/employment in Agriculture. The teachers in secondary schools and staff in the Department of Agriculture at Kyambogo University were substantially aware of these very reasons that Agriculture subject in the secondary school curriculum was to equip learners with knowledge and modern agriculture production skills for increased agricultural production in the community and for self reliance/employment in Agriculture. However, due to theoretical nature of assessment by Uganda National Examination Board, theoretical teachers by training, non supportive head masters, inadequate funds and lack of demonstration plots meant that teachers in secondary schools did not teach well agriculture as a hands on subject. Efforts are made at Kyambogo University to give practical training in agricultural skills through activities on the University farm, in laboratories and field trips as the teacher training programmes require. Unfortunately, the training is characterized by fewer tasks which are inadequately evaluated, non repeat of tasks, lack of demonstration plots, lack of field attachment, inadequate materials, inadequate time designated for practicals and minimal participation of teaching staff in practical tasks that culminate into poor supervision and instruction of practical tasks. Thus graduating teachers are denied the opportunity to acquire agricultural production skills and the competence needed to pass on the skills to the secondary school learners. Hence, at Kyambogo University there is need for more practical tasks, closer supervision of demonstration plots, introduction of field attachment, teaching staffs need to take greater part in practical tasks to enhance supervision of tasks and projects given to students. Besides, identification of needed skills which should be tested and certified through developing occupational competence based assessment tests need to be considered. Tools and materials provided should match the technological advancement so that graduates are competitive in the field of work.
Enhancing the use of a school garden to improve practical skills among a-level students of agriculture nsangi secondary school in wakiso district
(Kyambogo university (Unpublished work), 2018-11) Yamumpereka, Grace
Whereas many secondary schools have gardens and farms, there is public outcry that secondary school graduate students know a lot of theory. These students lack enough practical skills more so in Agriculture; which skills would have helped them even after school. This action research study was conducted in Nsangi Secondary School to boost practical skills among students of Agriculture through rejuvenating the use of the school garden in the teaching learning processes. The objectives were to: characterize the existing agriculture teaching and learning practices in the School; identify the possible opportunities and challenges for reviving the functionality of the school garden, promote the utilization of the school garden for the teaching and learning of Agriculture and evaluate the functionality of the school garden in promoting the acquisition of practical skills among students of Agriculture at A-level. Data was collected using interview guides, observation checklists, and focus group discussions. Coding was done to summarize the responses given by the stakeholders for analysis. Qualitative data was cleaned and summarized into themes. Quantitative data was analy7ed with the aid of a computer using Microsoft Excel and SPSS as tools for analysis. The findings indicated that: the Agriculture teaching and learning practices in the school were largely theoretical and unable to equip learners with practical skills; the availability of the school garden enabled the learners to acquire skills in setting up and managing nursery beds, transplanting and care for seedlings in the seedbed. The key implementation challenges were funding for gardening activities and lack of scheduling on the school time table. Based on the findings, it was concluded that school gardens can effectively equip students with the practical skills only if well cared for as a teaching resource. It is recommended that the school garden gets funded for sustainability to be used in enhancing the practical teaching and learning of in Secondary Schools of Uganda.
The potential of experiential learning in skilling of agriculture students: the case of bukalasa Agricultural College
(Kyambogo University [unpublished work], 2014-05) Oguzu, Evans
The study was carried out to investigate the potential of experiential learning approaches in the training of agricultural graduates at Bukalasa Agricultural College (BAC). It was guided by four objectives: to investigate the skills required by employers of agricultural graduates, to characterize the modes of delivery used in the training of students at BAC in relation to experiential learning, to examine the perceptions of students towards the training approaches at BAC in relation to experiential learning and to determine the best options in training approaches at BAC in relation to experiential learning. The study used a descriptive study design taking both qualitative and quantitative approaches based on 50 respondents which comprised of the employers, teaching staff, the graduates and continuing students. These were selected using purposeful and stratified random techniques. Data was collected using interviews, observation and questionnaires. The qualitative data was analysed by coding while the quantitative data was analysed in descriptive statistics using Statistical Package for Social Scientists (SPSS verson .17.0). Results indicated the following are the skills required by the employers; administering treatment to sick animals, feed analysis and mixing, nursery bed management, communication skills , leadership skills, and interpersonal skills Responses from the employers show that the newly recruited agricultural graduates lack the following skills; value chain management skills, artificial insemination skills, leadership skills, critical thinking skills, interpersonal skills and financial management skills. The commonly used mode of delivery during the training was the lecture method. Other modes of delivery used include demonstration, experiments and students projects. The findings revealed that the instructional materials used were inadequate. The study concluded that experiential learning has potential to improve the skill acquisition of the students if it is well planned and monitored by both the lecturers in the tertiary institutions. The study recommends that BAC should continue and reinforce the experiential learning approaches to training based on the positive impact expressed by respondents of this study hence the college should try to implement more experiential learning activities into their daily training activities to increase students ability to learn hands-on skills so that they may be able to use the skills in their future careers and academic advancements.

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Browsing Masters Degree Dissertations by Subject "Agriculture"