SKILL IMPROVEMENT NEEDS OF TEACHERS OF AGRICULTURAL EDUCATION IN SOIL CONSERVATION IN COLLEGES OF EDUCATION IN SOUTH-EASTERN NIGERIA

Abstract

This study was carried out to determine the skill improvement needs of teachers  of  Agricultural  Education  in  soil  conservation  in  Colleges  of Education in South-eastern Nigeria. Four research questions were developed and answered while two null hypotheses were formulated and tested at 0.05 level of significance and 100 degrees of freedom. Descriptive survey research design was adopted for the study. The entire population of 109 respondents consisting of 20 lecturers in the University and 89 teachers in Colleges of Education, in South-eastern Nigeria were used for the study. A 242 – item structured questionnaire, developed from the literature reviewed for the study was used to collect data from the respondents. Each questionnaire item was divided  into  two  categories  of  required  and  performance.  The  required category had a 4 response options of Highly Required (HR), Averagely Required (AR), Slightly Required (SR) and Not Required. The performance category also had 4 response options of High Performance (HP), Average Performance (AP), Low Performance (LP) and No Performance (NP). The questionnaire items were face validated by five experts. The internal consistency  of  the  questionnaire  was  determined  using  Cronbach  alpha method and coefficients of 0.83 and 0.97 were obtained for professional and technical skill questionnaire respectively. The 109 copies of the questionnaire were admininstered on the respondents with the help of five research assistants. 102 copies of the questionnaire administered were retrieved and analysed. Weighted mean, standard deviation and Improvement Need Index (INI) were used to answer the research questions while t-test statistic was used to test the null hypotheses. The findings of the study revealed that 39 skill items in instruction and 203 skill items in soil conservation were required for effective teaching of students in Colleges of Education in the study area. It was also found out that, teachers of Agricultural Education need improvement in 38 out of 39 skill items in instruction and 152 out of 203 skills items in soil conservation. The findings on hypotheses revealed that there was no significant difference in the mean ratings of the respondents (lecturers and teachers) on 35 out of 39 skill items in instruction, and 174 out of 203 skill items in soil conservation that were required for effective teaching of students in Colleges of Education in South-eastern Nigeria. It was therefore recommended that the teachers of Agricultural Education should utilize the identified skills in instruction and soil conservation to seek for sponsorship from their administrators to re-train themselves in the areas of their deficiency

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CHAPTER 1

INTRODUCTION Background of the Study

Production of crop plants and animals is carried out on the soil by man. Soil is, therefore, a natural resource that supports life. Olaitan and   Lombin   (1985)   said   that  soil   is  a  natural   body   of  loose unconsolidated material which constitutes a thin layer several meters deep on the earth’s surface.    The authors further  stated that soil is derived from weathered parent rock materials, decaying organic matter and composed of solid particles with liquid and gasses occupying the spaces between the particles. Herran and Donahue (1991) stated that soil  is  the  mineral  and  organic  surfaces  of  the  earth  capable  of supporting  upland  plants.  The  authors  affirmed  that  soil  has  been formed by the active factors  of climate and biosphere exerting their influence on parent material. With reference to this study, soil refers to the  loose  material  derived  from  weathered  rocks,  decayed  organic matter and formed through the action of climate and biosphere on the rocks.

Soil is composed of air, water, organic matter and living organisms. Brady and Weil (1999) stated that soil with its components perform five functions  which  are:  as  a  medium  for  plant  growth;  a  system  for storage, supply and purification of water; a recycling system for plant nutrients  and  organic  matter;  a  habitat  for  organisms  and  as  an engineering medium.

As a medium for plant growth, soil holds the plant firmly. The soil particles that are together make the soil to be compact. When the plant grows, the meristem of the plant penetrates into the  compact soil in such a way that the plant becomes anchored and stands firmly on the earth’s  surface  without  falling  over.  Olaitan   and  Lombin   (1985) observed that soil serves as an anchorage for most plants except for some of the creepers and climbers.  Brady and Weil (1999) indicated that the soil mass  provides  physical  support  by anchoring  the root system so that the plant does not fall over. The authors concluded that due to the ability of the soil to hold the plant firmly, the soil therefore, determines the nature of vegetation present and indirectly the number and types of animals (including people) that the vegetation can support in a place.

The  soil  acts  as  a  medium  of  storage  of  nutrients  for  plants, harbouring   16  nutrient  elements.   The  16  nutrient   elements   are classified into two; major and minor nutrient elements. The major ones are  Nitrogen,  Phosphorus,   Potassium,   Calcium,   Magnesium   and Sulphur while iron, cobalt and manganese among others are minor or trace elements. These  nutrient elements are absorbed  in ionic form through the process of Cation Exchange Capacity (CEC). CEC is the amount of  exchangeable  cation adsorbed per unit weight of the soil (me/100g) at a particular pH. Brady and Weil (1999), stated that the nutrient elements are utilized at different rates and amount, interacting metabolically    to    influence    the    biochemical     and     biophysical characteristics of plants and yield. The authors further stated that when

an essential element such as Nitrogen, Phosphorus or Potassium is limiting or becomes stressed in the soil, biochemical and biophysical changes occur in plants, which produces specific  visible changes of deficiency symptoms for various crops. This is  an indication that the store house of the soil for such element is empty or very low to satisfy the plant during nutrient removal.

The soil also stores water for plant’s use. When rain falls, the water is absorbed by the soil through the process of infiltration. The water is then retained in the soil by adhesive (mutual attraction between the soil solids  and  water  molecules)   and  cohesive   (the  attraction  water molecules have for each other) forces. The water in the soil dissolves the soil nutrients and also helps in the transportation of these absorbed nutrients from the root and food manufactured by the leaves to other parts of the plants. According to Munson (1990), soil moisture (water) is extremely important in the uptake and utilization of all the essential elements in the soil. Its availability in the soil replaces the moisture lost through the stomata  of the leaves. Brady and Weil (1999) observed that as long as plant leaves are exposed to sunlight, the plant requires a continuous stream of water from the soil to use in cooling, nutrient dissolution and transportation, turgor maintenance and photosynthesis. The  authors  concluded  that plants  use  water  continuously,  so,  the water holding capacity of the soil is essential for plants’ survival.

Soil  provides  favourable  environment   for  living  organisms   to function. The soil, therefore, harbours, protects and provides them with sufficient  air  and  water  for  their  survival.  Brady  and  Weil  (1999)

observed that soil is a habitat for many macro and micro organisms. Enrenfeld (2001), declared that soil is a biological habitat, harbouring and sustaining a myriad of living organisms. The soil living organisms utilize soil and in return act on dead plants and animals causing them to decay, thereby increasing the nutrients capacity of soil. Brady and Weil (1999) noted that within the soil, waste products, dead bodies of plants, animals and people are decomposed and assimilated; and their basic  elements  made  available  for  re-  use  by  the  action  of  living organisms.  Goetz   (2005)  affirmed  that  soil  living  organisms   are important to the soil because they improve the soil fertility by breaking down the  plant and animal tissues. During this process, the nutrient content of these tissues are released to the soil and minerals that were formerly fixed are released for further use by the subsequent  plants growing on the soil. It therefore means that when the soil is provided with organic manure, the nutrient status of the soil is increased through the action of soil living organisms.

The soil functions as an engineering medium, to support buildings, roads, airports and people. Brady and Weil (1999) stated that in human built   system,   soil  serves   as  an  engineering   medium,   providing materials in form of earth-fill and bricks and  foundations for virtually every  road,  airport  and  house.  Eijackers  and  Hamers  (2007) indicated that soil functions as a platform for man-made structures like buildings, airports and highways. This means that the soil serves as a base material that  enhances the construction  of farm structures and buildings in addition to providing materials used for conserving it. For

example concreting in erosion control is made possible by mixing soil with other materials.

The soil performs invaluable functions that positively affect plants, animals and man. To enable the soil continue to function interactively and  continuously  to  the  benefit  of  the  plants,  animals  and  man,  it requires conservation.

Conservation  as  explained  in  Encyclopaedia  Britannica  (2000) means the concern and strategies surrounding the protection of natural resources  from  over-use  or  degradation.  Goetz  (2005)  stated  that conservation is a planned management  of a natural  resource or the total  environment  of a particular  ecosystem  to  prevent  exploitation, pollution, destruction  or neglect and to  ensure  the future use of the resource.  Wikipedia  (2008)  stated  that  conservation  is  the  act  of preserving and renewing resource to assure their highest economic or social benefit over the longest period of time. The author further stated that clean water, healthy  soil and clean air are the natural resources that are worth  conserving  for future  generations.  Silvertooth  (2001) said that  conservation  of soil is an important  responsibility  of those involved in crop production and land management. This according to the author is because the more every acre of land is cultivated for higher yields, the more that land is deprived of its nutrients. In the context of this study, conservation is a process of assisting the soil to acquire   and   store   nutrients,   water   and   organic   matter   for  the sustainability of plants, animals and man. It is also for making the soil

free from degradation activities and nutrient losses due to actions  of man and other environmental hazards like landslides and erosion.

Soil conservation is very important as it brings about enhancement in the quality and content of the soil. In the  submission  of Franzen (1997), soil conservation brings about  increase in the organic matter content of the soil; while protecting it from moisture and nutrient losses. Elsevier  (2006)  summarized  the  importance  of  soil  conservation  to include;  enhancement  in  the   chemical,  biochemical  and  physical properties of the soil; which  means that when the soil is conserved, there is increase in the number of living organisms, nutrient elements, water  and organic  matter content  of the soil thereby  increasing  the potential of the soil in the sustainability of crop or animal production for better survival of man.

Conservation of the soil can be carried out in many ways. These include application of manure (organic and inorganic), practicing crop rotation, soil testing, mulching and cover cropping. Harris (1998) stated that soil conservation practices include recycling of organic materials within  the  soil;  while  integrating  crop and livestock  production.  Uri, Atwood  and  Sanabria  (2004)  said  that  soil  conservation  involves minimum or zero tillage, crop rotation, periodic use of cover crops, use of  manure  and  adequate  fertilizer,  seeding  of  areas  of  runoff  with grasses,  planting  rows  of  trees  or  shrubs  to  act  as  wind-brake, terracing  and  application  of ground limestone  to control soil acidity. Agricultural   and  Agri-field   Canada   (AAFC)   Report  series  (2007) outlined conservation practices to include addition of manure, reduced

tillage,  rotating  crops,  growing  legumes  and  trees,  restricting  the density  of  animals,  rotational  grazing,  mulching  and  terracing, among  others.  Crook  (2007)  affirmed  that  soil   conservation practices  include:  mulching  heavily  with  hay,  construction  of channels to create access for water and planting of cover crops and trees. In this study, soil conservation practices include such activities as tillage practices, soil testing  and analysis, manure preparation and application, crop rotation, erosion prevention and control and irrigation. Soil conservation practices are taught as a component of soil science in Agricultural Education programme.

Agricultural Education in the view of Ukonze and Olaitan (2009) is a  programme   designed  for  equipping  students  with   competency (knowledge,  skills  and attitudes)  in different  areas  of  Agriculture  to enable  them  impart  same  to  learners  in  schools.  Wikipedia  (2010) stated   that   Agricultural   Education   is   an   instruction   about   crop production,   livestock   management,   soil   conservation   and   water conservation   among  others.   Agricultural   Education  programme  is taught to students in Universities and Colleges of Education.

Colleges of Education are tertiary institutions that prepare teachers for  a minimum  of three  years  to  make  them  qualify  to  teach  their respective  subjects  including  agriculture  in  either  primary  or  junior secondary    schools.    Those    who    teach    Agricultural    Education Programme to students in Colleges of Education are called lecturers but in this study are referred to as teachers.

A  teacher  as  defined  by  the  Teachers’  Registration  Council  of Nigeria-TRCN,  (2002)  is a person  who  possesses  the  capability  to impart the acquired competency  to learners in a  given  subject area. Emeka in Azunku (2007) explained a teacher  as a person who has acquired special competency required to effectively teach a particular subject area to a group of learners. In the opinion of Wikipedia (2010), a teacher is a person that facilitates learning in a school or college. In this study, a teacher is someone who has been trained in Agricultural Education  programme in a University to enable him/her teach same course  to students in Colleges of Education. The teacher is hired to teach  the  course  content  of  agricultural  Education  because  he  is expected to possess the required skills.

Skill  in  the  opinion  of  Jamestrom  (2000)  is  the  capability  of  a person in carrying out a predetermined task with minimum time, energy and material resources. Osinem and Nwaoji (2005) stated that skill is the ability of a person to perform a given task well as a result of training and practice. In the context of this study, skill is the capability, which teachers of Agriculture must possess to enable them teach Agricultural Education  including  soil  conservation  practices  effectively  to  their students. To teach soil conservation practices effectively to students, teachers of Agricultural Education must possess both instructional and technical skills.

Instructional  skills in the view of Saskatoon (2009) refers to  the categories  of teaching  behaviours  that are necessary  for  structuring appropriate learning experiences for students. Cortified (1996) stated

that a person undergoes a prolonged academic training to enable him or her acquire  instructional  skills that would  help such a  person  to perform the teaching activities. In this study, instructional skill means the competencies which a teacher of Agricultural Education possesses, that  enables  him to  teach  soil  conservation  practices  effectively  to students.  Such  instructional   skills  are  demonstrated   in  planning, implementing  and   evaluating  different  topics  in  soil  conservation. Planning instruction in the view of Encarta (2008) is an act of stating in advance  what one intends to do and the means of doing it. In  this study, planning means the act of stating in advance what to teach, how and  when  to teach it. Implementing  instruction  refers  to  the  actual teaching of the planned instruction to students while evaluation deals with determining how far the objectives set out during planning have been  achieved.  A  teacher  that  possesses  the  professional  skill  in planning, implementing and evaluating instruction is also expected to possess the technical skills.

Technical skill as explained by Higins (1994) means the ability of an individual to use specialised knowledge and technique to carry out a task;  that  is,  the  capability  a  person  has  that  enables  him  utilize different methods and techniques in a task to accomplish such a task successfully. With reference to this study,  technical skill refers to the ability  teachers  of  Agricultural  Education  possess  for  teaching  soil conservation  practices  effectively  to  their  students  in  the  Colleges. Technical skill in soil  conservation refers to capabilities displayed by teachers  while  teaching  tillage  operation,  soil  testing  and  analysis,

manure   preparation   and   application,   crop   rotation,   soil   erosion prevention   and  control  and  irrigation.  Lee  (2007)   submitted  that technical  skill  is  the  most  important  factor  in  job  success.  For  the success of Agricultural Education programme, teachers who graduated from  Agricultural  Education  programme  in  Universities  are  hired  to teach   Agricultural   Education   including  soil  conservation   to  their students  in  Colleges  of  Education.  This  means  that  teachers  with professional    and    technical    skills    from    Agricultural    Education Programme  in  Universities  teach  the  course  to  their  students  in Colleges of Education to enable them teach Agriculture effectively to pupils  and  students  in  basic  schools.  It  is therefore  expected  that graduates of Agricultural Education from Colleges of Education should teach Agriculture  effectively  to pupils and students in  basic  schools having been trained professionally and technically in the Colleges.

World  Bank  report  on  Africa  (2004)  indicated   that   teachers recruited into the teaching positions do not meet the quality required for effective teaching. The Nigerian Education Research and Development Council (NERDC) in Iheji, Ifeanyieze and Olaitan (2010) indicated that

50%  of  the  teachers  in  Nigerian  educational   system  are   found incompetent.   Teachers   of   Agricultural   Education   in   Colleges   of Education in South-eastern  Nigeria were not exempt  from the World Bank and NERDC report as a study carried out by Ella (2007) revealed that  graduates  of  Agricultural  Education  programme  of  Colleges  of Education   in  south-eastern   Nigeria   acquired   low  competence   in content  areas  of  Agricultural   Education  during  their  training.  For

teachers  of  Agricultural  Education  in  Colleges  of  Education  to  be exonerated from the blame, there is need to find out if they possess the required  professional  (instructional)  and technical  (soil conservation) skills  or  not.  The  process  of  determining  the  skills  these  teachers possess  in  instruction  and  soil  conservation  could  be  carried  out through assessment.

Assessment  according  to American  School Report (1996) is  the process used to gather information and make decision about how well an individual demonstrates skills while carrying out a given task. Okoro (2000) defined assessment as a form of evaluation that uses collected data to estimate  the effectiveness  of what is being  judged. Encarta (2008) stated that assessment means the judgement about something based   on  understanding   the   situation.   Wikipedia   (2010)   viewed assessment as the process of documenting knowledge, skills, attitudes or beliefs of an individual in a particular subject area or field of study. In this study, assessment refers to the process of gathering information about  the  skills  teachers  of  Agricultural  Education  in  Colleges  of Education possess in instruction and soil conservation practices to find out areas of strengths and weaknesses. That is, finding out the skills these  teachers  possess  in  planning,  implementing  and  evaluating instruction   and   in   soil   conservation   practices   which   are   tillage operation,   soil   testing   and   analysis,   manure   preparation   and application,   soil  erosion  prevention   and  control  and  irrigation  to determine area of their deficiencies through comparism with standard.

There  are  two  steps  that  could  be  followed  while  carrying   out assessment. They are as follows

– determine the assessment procedure: that is, specific activities or tasks that will be used to evaluate how well the individual can carry out the   expected   task,   example   demonstrating   tillage   operation   to students.

– decide on how to judge the person: that is, determining the way to rate the person carrying out the task. The assessment of the teachers of Agricultural  Education  Programme  was carried out by  rating their performances.

Performance  as viewed  by Quirk  (1995)  means  the process  of carrying out a piece of work or function. In the view of Hornby (2006), performance means how well or bad an individual carries out a given task. In the context of this study, performance  means  how well the teachers  of  Agricultural  Education  in  Colleges  of  Education  could demonstrate the skills required in teaching soil conservation practices to  their  students.  To  find  out  how  well   teachers  of  Agricultural Education  could  demonstrate  the  required  soil  conservation  skills, there must be needs assessment.

Need assessment  in the view of Rouda  and Kussy (1995) is  a systematic explanation of the way things are and the way they should be.  The  authors  further  stated  that  need  assessment   is  usually associated  with  what  an  individual  is  expected  to  perform.  In  the opinion of Archer, Cripe and McCaslin (2009), need assessment is a process of identifying gaps, that is, discrepancies between what should

be and what the current situation is. In this study, need  assessment was determined by identifying the skills required in instruction and soil conservation practices and the level teachers of Agricultural Education in Colleges of Education could perform each required skill items. This is  to  help  determine  the  gap.  This  gap  according  to  Rosette  and Sheldon (2001) could be obtained through observation or perception. Observation is the actual rating of the subjects with a rating scale when they are performing tasks while perception is the use of questionnaire to  obtain  information  on  how  the  respondents  could  perform  the required tasks when they are asked to do so. This study employed the use of questionnaire to obtain information from the respondents on the level each skill item in instruction and soil conservation was required and the level teachers of Agricultural  Education  could  perform each required skill item; the difference between the two views constituted the gap. Identification of positive gap in any skill item means that they need improvement.

Improvement in the opinion of Princeton (2007) means a  change for better, that is, progress in development. Galesburg (2007), viewed improvement  as an activity undertaken  based on  meeting the target objectives and satisfaction from lower achievement. With reference to this study, improvement connotes the performance gap to be filled by teachers of Agricultural Education in Colleges of Education in order to train their students effectively. That is, this study collected information from the  respondents through the use of questionnaire  to determine what they possess and what they should possess thereby, generating

gaps that are to be filled by the findings of this study in teaching  soil conservation    practices   as   contained   in   Agricultural    Education curriculum of Colleges of Education in South-eastern Nigeria.

Statement of the Problem

Agriculture  is  a  skill  oriented  programme  that  is  taught  to students in schools, colleges and universities. The Federal Republic of Nigeria in its National Policy on Education (2004) stated that primary education   should   afford   every  child   the   opportunity   to  develop manipulative skills in Agriculture. The document further stated that pre- vocational  programme  in  junior   secondary  school  should  provide students with entry level skills  as a basis for acquiring  occupational skills for employment in Agricultural industries in later years. Gbeyega in   Iheji,   Ifeanyieze   and   Olaitan   (2010)   noted   that   teachers   of Agriculture  are  responsible  for  helping  pupils  and  students  master manipulative skills needed for employment in agricultural occupations in later life. It is, therefore, expected that the pupils and students on graduation should be able to demonstrate basic skills in Agriculture but this expectation is far from being realized. Evidences abound ((World Bank  report  (2004),  NERDC  Report  in  Iheji  et  al  (2010)  and  Ella (2007), to show that teachers of Agricultural Education at Colleges of Education are deficient in soil conservation  practices  and, therefore, they are not competent enough to expose their students effectively to all areas of Agricultural Education including soil conservation practices. Interaction of the researcher with some teachers of Agriculture in junior

secondary   schools   in  a  workshop   organised   by  Ohozara   local government  council  in  2009  for  teachers  of  the  basic  schools  on “school farm management skills in schools” revealed that they blame their teachers for not exposing them well to skills in soil conservation practices during their training at Colleges of Education.

Inadequate exposure of graduates of Agricultural Education by their  teachers  to  curriculum  content  areas  of  Agriculture  while  in training   affects their delivery to pupils and students they teach. Their teachers, therefore, need improvement because any improvement on the  competence  of  these  teachers  of  Agricultural  Education  in  the Colleges will help improve the quality of teachers of Agriculture in basic schools  in  future.  In   determining  the  improvement   needed,   the teachers must be assessed on the skills they possess and what they need to possess; the difference between the two constituted the gap that  this study determined. It was, therefore, necessary to determine skill   improvement   needs   of   teachers   of   Agricultural   Education Programme   in  instruction   and   soil   conservation   in   Colleges   of Education in South-eastern Nigeria.

Purpose of the Study

The  major  purpose  of  this  study  was  to  determine  the  skill improvement  needs  of  teachers  of  Agricultural  Education  in  soil conservation   in  Colleges   of  Education  in  South-eastern   Nigeria. Specifically, the study sought to:

1)   identify instructional skills required by teachers of Agricultural

Education for effective teaching of soil conservation in Colleges of Education in South-eastern Nigeria.

2)       identify  soil  conservation  skills required by teachers  of Agricultural   Education  for  effective  teaching  of   students  in Colleges of Education in South-eastern Nigeria.

3)       determine the instructional skills in which teachers of Agricultural Education need improvement for effective teaching of soil conservation in Colleges of Education in South-eastern Nigeria.

4)       determine the soil conservation skills in which teachers of agricultural Education need improvement for effective  teaching of students in Colleges of Education.

Significance of the Study

This  study  is  of  immense  benefit  to  teachers  and  students  of agricultural   education   programme,   farmers   and   administrators  of Colleges of Education in Nigeria. The study  provided information  to teachers   on   professional   and   technical   skills   required   in   soil conservation practices and areas where they need improvement. This information  could be utilized by the  teachers to seek for assistance from their institutions for a  re-training programme in soil conservation either  through   workshops   or  short  duration   courses   to  improve themselves.

The students  of Agricultural  Education  in Colleges  of  Education could also benefit from the findings of this study as  they  would have

the  opportunity  of  benefiting  from  the  enriched  knowledge  of  their teachers   in   soil   conservation.   This   could   help   to   equip   them professionally and technically for teaching soil conservation component of Agricultural curriculum in primary or junior secondary schools in the study area.

The  farmers  in  the  communities  could  also  benefit  from  the information  generated  by  this  study.  This  is  because  teachers  of Agricultural   Education   Programmes   interact   with   farmers   in  the communities;  so improvement  of these teachers  will definitely assist them to counsel farmers on how to conserve the soil.

The administrators of Colleges of Education could benefit from the findings of this study on the areas of instruction and soil conservation practices where their teachers need improvement. This is because the administrators  will  be  aware  of  the  deficiencies  of  their  teachers thereby   realistically   assisting   them   for   re-training   on   their   staff development programme of the college.

Research Question

The following research questions guided the study. They were:

1) What are the instructional skills required by teachers of Agricultural Education for effective teaching of soil conservation in Colleges of Education in South-eastern Nigeria?

2) What are the soil conservation skills required by teachers of Agricultural   Education  for  effective  teaching  of  students  in Colleges of Education in South-eastern Nigeria?

3) What are the instructional skills where teachers of Agricultural Education  needs  improvement  for  effective  teaching  of  soil conservation in Colleges of Education in South-eastern Nigeria?

4) What are the soil conservation skills where teachers of Agricultural Education needs improvement for effective teaching of students in Colleges of Education in South-eastern Nigeria?

Hypotheses

The following null hypotheses were formulated for the study and tested at 0.05 level of significance.

Ho1     There is no  significant  difference  in  the  mean  ratings  of  the responses  of lecturers  of  Agricultural  Education  in  Universities  and Teachers  of Agricultural  Education  in Colleges  of Education  on the instructional  skills required  by teachers  for  effective  teaching  of soil conservation in Colleges of Education in South-eastern Nigeria.

Ho2  There  is  no  significant  difference  in  the  mean  ratings  of  the responses  of lecturers  of  Agricultural  Education  in  Universities and teachers of Agricultural Education in Colleges of Education on the soil conservation  skills  required  by teachers  for  effective  teaching  of students in Colleges of Education.

Scope of the Study

The study was restricted to the identification  of professional  and technical  skills  required  for  effective  teaching  of  soil  conservation

content of Agricultural education programme in Colleges of Education in South Eastern Nigeria. The study specifically covered identification of skills required in instruction (planning, implementing and evaluation) and  soil  conservation  practices  (  tillage,  soil  testing,  manure,  crop rotation, soil erosion and irrigation) for effective teaching of students. .

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