Revamping Agricultural Education Programme for Economic Development and Self reliance Through Practical Teaching in Bayelsa State

SIAR-Global Journal of Engineering & Agricultural Review (GJEAR) www.siarpublications.org ISSN: XX-XXX_XXXX [email protected] Vol. 1 Issue 1 Sept.-Oct. 2025 22 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. Revamping Agricultural Education Programme for Economic Development and Selfreliance Through Practical Teaching in Bayelsa State Matthew Witadu MICAH1 & Dr Panebi UGO2 Department of Agricultural Science Education, Faculty of Education Niger Delta University Wilberforce Island, Bayelsa State [email protected] Abstract This study investigated the revamping of agricultural education programmes for economic development and self-reliance through practical teaching in Bayelsa State. Three objectives, research questions and hypotheses guided the study. The descriptive survey design was adopted, with a study population of 242 Agricultural Science teachers across the nine educational zones of Bayelsa State during the 2024/2025 academic session. A structured questionnaire on a 4-point rating scale (Strongly Agree to Strongly Disagree) was used for data collection. The instrument was validated by experts, and reliability was established with a Cronbach’s Alpha coefficient of 0.79. Questionnaires were administered directly with research aides, and 162 were retrieved, representing 67% of the total population. Data were analyzed using mean and standard deviation for the research questions, while an independent t-test was applied to test the hypotheses. The findings revealed that revamping curriculum content, instructional methods, and extension services significantly improved the role of agricultural education in promoting self-reliance and economic development. The hypothesis testing showed no significant gender differences in respondents’ ratings. It was recommended that curriculum reforms, ICT-driven teaching strategies, and revitalized extension services be prioritized to strengthen agricultural education in Bayelsa State. Keywords: Agricultural education, Curriculum content development, Instructional methods, Extension services, Practical teaching, Economic development, Self-reliance 23 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. Introduction Agricultural education programmes remain pivotal to national growth, particularly in regions such as Bayelsa State, where agriculture is both a livelihood and a developmental pathway. Agricultural education, as a discipline, is designed to equip learners with competencies that combine theoretical understanding with hands-on practice, thereby fostering human capital development in rural and urban communities (Adesoji & Ademiluyi, 2021). However, despite its critical role, agricultural education in Nigeria has often been undermined by obsolete curricula, inadequate funding, and weak links between schools and industries, leading to limited relevance in addressing contemporary economic needs (Olayemi et. al., 2022). In this context, revamping the agricultural education programme becomes imperative to re-align its objectives with the demands of selfreliance and sustainable economic development. The concept of revamping agricultural education highlights the urgent need to reform and strengthen its foundations through innovation and policy redirection. Revamping, in this sense, implies restructuring outdated systems and embedding modern approaches that are consistent with local realities and global agricultural trends (Egbule & Okorie, 2019). Such a transformation should address issues of underutilized resources, weak extension services, and limited practical training. Revamping agricultural education in Bayelsa State is particularly relevant, given the state’s rich agricultural potential and the need to tackle unemployment and youth dependency on oil-related occupations. If properly revamped, the programme can catalyze creating self-reliant individuals capable of contributing meaningfully to both household and community economic wellbeing (Odukoya & Adewale, 2020). Self-reliance is one of the ultimate goals of agricultural education, as it equips individuals with competencies to produce, manage, and sustain their own agricultural ventures. In developing economies, self-reliance is viewed as a mechanism for poverty reduction, employment creation, and social empowerment (Nwankwo & Onu, 2021). For Bayelsa State, where youth unemployment and rural poverty remain high, agricultural education provides an avenue to reduce dependency on government employment and foster entrepreneurial mindsets. This aligns with the global agenda on sustainable development, which emphasizes building resilient communities through agriculture-driven empowerment strategies (United Nations, 2020). Practical teaching stands as the linchpin of agricultural education, bridging theoretical instruction with real-world application. Without adequate practical exposure, agricultural education risks becoming abstract and detached from the realities of farming systems (Chikaire et al., 2018). Practical teaching methods such as school farms, laboratory experiments, and fieldwork—help students internalize agricultural techniques and replicate them in personal or community projects. In Bayelsa, where arable land and aquaculture opportunities abound, embedding practical teaching ensures that learners graduate with competencies necessary to establish ventures and promote food security (Okorie et al., 2021). Curriculum content development remains another vital aspect of revamping agricultural education. A well-developed curriculum not only integrates contemporary agricultural practices but also tailors content to local conditions, thereby ensuring relevance and applicability (Abdullahi & Ibrahim, 2019). For Bayelsa State, curriculum reform should incorporate topics such as aquaculture, mechanized farming, climate-smart agriculture, and agribusiness, alongside traditional crop and livestock practices. By so doing, the programme would equip students with 24 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. adaptive competencies to thrive in the dynamic agricultural landscape while contributing to sustainable economic growth (Ogunleye et al., 2022). Instructional methods also play a critical role in revamping agricultural education for self-reliance. Traditional lecture-based methods are often inadequate for equipping learners with competencies that are experiential and practical in nature (Usman & Yakubu, 2020). Instead, interactive approaches such as demonstration, problem-based learning, cooperative projects, and digital simulations should be prioritized. These methods encourage active learner participation, foster innovation, and ensure that agricultural education remains responsive to both local and global agricultural practices (Okafor et al., 2023). Extension services, as an integral component of agricultural education, provide the necessary link between formal training and the practical realities of farming communities. Effective extension services expose learners to real agricultural challenges and solutions, thereby bridging the gap between classroom learning and industry practices (Agbulu & Chikere, 2019). In Bayelsa State, revitalizing extension services would not only benefit students but also empower local farmers by disseminating modern practices in aquaculture, mechanization, and agribusiness. Consequently, extension services serve as a dual mechanism for enhancing educational relevance and driving rural economic development (Okeke et al., 2022). Finally, economic development forms the overarching justification for revamping agricultural education in Bayelsa State. Agriculture has been globally recognized as a key driver of sustainable economic growth, particularly in resource-dependent economies seeking diversification (World Bank, 2021). By revamping agricultural education, the state can harness the competencies of its youths and teachers to reduce unemployment, ensure food security, and promote entrepreneurial ventures. When integrated with practical teaching, curriculum reforms, improved instructional methods, and robust extension services, agricultural education becomes a tool for self-reliance and a pathway to achieving inclusive economic development (Akinyemi et al., 2021). In light of the above, this study investigated revamping the agricultural education programme for economic development and self-reliance through practical teaching in Bayelsa State Statement of Problem Agricultural education has long been recognized as a pathway for building human capacity, developing rural communities, and contributing to national economic growth. However, in Bayelsa State, the agricultural education programme is faced with significant challenges that limit its ability to meet these goals. The programme suffers from outdated curriculum content, weak instructional delivery, inadequate extension linkages, and poor practical exposure for students. These shortcomings have resulted in a generation of learners who complete their education without the necessary competencies to establish viable agricultural enterprises or contribute meaningfully to food security and rural development. The lack of emphasis on practical teaching remains a critical issue, as agricultural education often focuses more on theoretical aspects than on hands-on applications. Students are exposed to concepts in classrooms without corresponding opportunities to practice them in school farms, laboratories, or community-based projects. This gap creates a disconnect between knowledge and application, leaving graduates ill-prepared to become self-reliant or to drive innovation in the agricultural sector. The limited integration of extension services further compounds the problem, 25 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. as learners are not sufficiently exposed to real-life agricultural practices or the challenges faced by local farmers. These challenges collectively undermine the potential of agricultural education in Bayelsa State to drive economic development and self-reliance. The failure to revamp curriculum content, modernize instructional methods, and strengthen practical teaching approaches means that agricultural education remains misaligned with contemporary realities and labour market demands. If these issues are not addressed, the programme will continue to produce graduates who depend heavily on government employment rather than contributing to entrepreneurship, food production, and community development. This makes the urgent revamping of agricultural education not only desirable but necessary for fostering economic growth and reducing dependency. Objective of the Study The main objective of this study was to examine revamping agricultural education programme for economic development and self-reliance through practical teaching in Bayelsa State. Specific Objectives The following specific objectives guided the study: 1. Revamping curriculum content development for economic development and self-reliance through practical teaching in Bayelsa State 2. Revamping instructional methods for economic development and self-reliance through practical teaching in Bayelsa State 3. Revamping extension services for economic development and self-reliance through practical teaching in Bayelsa State Research Questions The following research questions guided the study: 1. How does curriculum content development revamp economic development and selfreliance through practical teaching in Bayelsa State? 2. How does instructional methods revamp economic development and self-reliance through practical teaching in Bayelsa State? 3. How does extension services revamp economic development and self-reliance through practical teaching in Bayelsa State? Hypotheses The following hypotheses were tested at 0.05 level of significance: 1. There is no significant difference between male and female agricultural teachers' mean rating of revamping curriculum content development for economic development and selfreliance through practical teaching in Bayelsa State 26 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. 2. There is no significant difference between male and female agricultural teachers' mean rating of revamping instructional methods for economic development and self-reliance through practical teaching in Bayelsa State 3. There is no significant difference between male and female agricultural teachers' mean rating of revamping extension services for economic development and self-reliance through practical teaching in Bayelsa State Methodology This study adopted a descriptive survey research design, as it was considered appropriate for collecting data from a defined population in order to determine their perceptions and opinions on revamping agricultural education for economic development and self-reliance through practical teaching in Bayelsa State. The design was suitable because it enabled the researcher to collect factual information from teachers without manipulating variables, thereby providing an accurate description of the existing situation in Bayelsa State. The population of the study comprised 242 Agricultural Science Teachers across the nine educational zones of Bayelsa State during the 2023/2024 academic session. The distribution included 12 teachers from Brass, 12 from Ekeremor, 14 from Kolokuma/Opokuma, 14 from Nembe, 44 from Ogbia, 31 from Sagbama, 12 from Southern Ijaw I, 12 from Southern Ijaw II, and 91 from Yenagoa Local Government Area. There was no sample, and a sampling technique was in the study because of the manageable size of the study. This retrieval ensured adequate representation across all the zones and enhanced the generalizability of the findings. The instrument for data collection was a structured questionnaire that was designed by the researcher based on the research objectives. The questionnaire was divided into sections, with items carefully developed to reflect the three major variables of the study: curriculum content development, instructional methods, and extension services. Each item was structured on a 4-point rating scale of Strongly Agree (4 points), Agree (3 points), Disagree (2 points), and Strongly Disagree (1 point). This scale provided a clear measurement framework for quantifying teachers’ responses and enabled statistical analysis of their perceptions. The validity of the instrument was established through expert review. Three specialists in agricultural education and measurement and evaluation from Niger Delta University critically examined the items for clarity, relevance, and coverage of the study objectives. Their feedback was incorporated into the final version of the questionnaire. The reliability of the instrument was established using the test–retest method. Copies of the questionnaire were administered to 20 agricultural science teachers outside the study population, and the responses were correlated using Cronbach’s Alpha, which yielded a 0.79 reliability coefficient considered acceptable for internal consistency. The procedure for data collection involved the direct administration of the questionnaires with the assistance of trained research aides who visited schools across the nine educational zones. Respondents were given adequate time to complete the instrument, and a follow-up was conducted to ensure a high rate of retrieval. Out of the 242 copies distributed, 162 were retrieved, representing 67% retrieval rate. This was considered satisfactory for meaningful analysis. 27 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. The method of data analysis employed both descriptive and inferential statistics. Mean and standard deviation were used to answer the research questions, with a cut-off mean of 2.50 as the decision benchmark. Items with mean values of 2.50 and above were regarded as agreed, while those below 2.50 were regarded as disagreed. The hypotheses were tested at the 0.05 level of significance using the independent t-test. This helped to determine whether significant differences existed between male and female agricultural teachers’ mean ratings of the three variables under consideration. Results Table 1. Analysis based on gender Gender Population 67% Retrieval Percentage (%) Male 124 83 51 Female 118 79 49 Total 242 162 100 The result in the table shows that out of the 162 respondents, 83 were male Agricultural Science teachers, representing 51% of the sample, while 79 were female Agricultural Science teachers, representing 49%. This indicates that both male and female teachers were fairly represented in the study, ensuring that the responses reflected a balanced perspective across gender groups. The near parity in gender distribution also enhanced the reliability of comparative analyses conducted in relation to the hypotheses of the study. Research Question One: How does curriculum content development revamp economic development and self-reliance through practical teaching in Bayelsa State? Table 2: Mean Analysis of how curriculum content development revamps economic development and self-reliance through practical teaching S/N Question Items Male N=83 Female N=79 Total 162 Decision X SD X SD X SD 1 Curriculum content included relevant agricultural practices 3.42 0.61 3.38 0.66 3.40 0.64 Accepted 2 Curriculum content prepared learners for self-reliance 3.51 0.58 3.47 0.60 3.49 0.59 Accepted 3 Curriculum content incorporated practical teaching elements 3.46 0.63 3.44 0.67 3.45 0.65 Accepted 4 Curriculum addressed local agricultural needs in Bayelsa 3.38 0.70 3.35 0.68 3.37 0.69 Accepted 5 Curriculum guided students towards entrepreneurial competencies 3.55 0.57 3.49 0.62 3.52 0.59 Accepted 6 Curriculum content encouraged economic development goals 3.47 0.60 3.41 0.64 3.44 0.62 Accepted Grand Mean/SD 3.47 0.62 3.42 0.63 3.45 0.63 Accepted 28 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. The analysis reveals that all six question items recorded total mean values above the benchmark of 2.50, which indicates agreement among respondents. Item 5 (“Curriculum guided students towards entrepreneurial competencies”) recorded the highest total mean of 3.52 (SD = 0.59), showing that respondents strongly agreed that the curriculum helped prepare students for entrepreneurship and self-reliance. Item 4 (“Curriculum addressed local agricultural needs in Bayelsa”) recorded the lowest mean of 3.37 (SD = 0.69), although still above the acceptance threshold, suggesting that while the curriculum addressed local needs, there was slightly less consensus on this component compared to others. The Grand Mean of 3.45 (SD = 0.63) further supports the finding that both male and female respondents agreed that curriculum content development significantly revamps economic development and self-reliance through practical teaching. The close values between male and female respondents (3.47 vs 3.42) also indicate that perceptions were consistent across gender groups. Overall, the results imply that curriculum content development, when properly designed and implemented, plays a critical role in strengthening agricultural education, enhancing self-reliance, and contributing to the economic development of Bayelsa State. Research Question Two: How does instructional methods revamp economic development and self-reliance through practical teaching in Bayelsa State? Table 3: Mean analysis of how instructional methods revamp economic development and selfreliance through practical teaching S/N Question Items Male N=83 Female N=79 Total 162 Decision X SD X X SD X 1 Instructional methods encouraged active participation in practical lessons 3.48 0.60 3.44 0.65 3.46 0.63 Accepted 2 Demonstration and project methods enhanced learners’ competencies 3.52 0.58 3.46 0.62 3.49 0.60 Accepted 3 Revamped methods motivated students towards self-reliance 3.50 0.62 3.45 0.64 3.47 0.63 Accepted 4 Collaborative and group learning strengthened problem-solving abilities 3.43 0.66 3.39 0.69 3.41 0.68 Accepted 5 Use of ICT tools improved agricultural teaching outcomes 3.55 0.57 3.49 0.61 3.52 0.59 Accepted 6 Instructional innovations promoted economic development awareness 3.46 0.64 3.42 0.66 3.44 0.65 Accepted Grand Mean/SD 3.49 0.61 3.44 0.65 3.47 0.63 Accepted 29 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. The analysis indicates that all six instructional method items yielded mean values above the benchmark of 2.50, signifying respondents’ agreement on their effectiveness. Item 5 (“Use of ICT tools improved agricultural teaching outcomes”) had the highest total mean score of 3.52 (SD = 0.59), reflecting strong consensus that digital and technological integration enhanced teaching delivery. Conversely, Item 4 (“Collaborative and group learning strengthened problem-solving abilities”) recorded the lowest mean of 3.41 (SD = 0.68), though still within the acceptance range, indicating that group-based methods were effective but received slightly lower consensus than other methods. The Grand Mean of 3.47 (SD = 0.63) affirms that respondents agreed that instructional methods, when revamped, played a significant role in equipping learners for self-reliance and driving economic development. The similarity between male (3.49) and female (3.44) responses further illustrates a shared perception across genders, thereby strengthening the reliability of these findings. Overall, the results imply that adopting modern, participatory, and ICT-driven instructional methods enhanced the agricultural education programme, better preparing students for practical realities and promoting economic development in Bayelsa State. Research Question Three: How does extension services revamp economic development and selfreliance through practical teaching in Bayelsa State? Table 4: Mean Analysis of how extension services revamp economic development and selfreliance through practical teaching S/N Question Items Male N=83 Female N=79 Total 162 Decision X SD X X SD X 1 Extension services linked students with local farmers 3.44 0.64 3.39 0.68 3.42 0.66 Accepted 2 Revamped extension activities exposed learners to real farming practices 3.49 0.60 3.45 0.63 3.47 0.62 Accepted 3 Extension services facilitated knowledge transfer from experts 3.53 0.59 3.48 0.62 3.51 0.60 Accepted 4 Students applied classroom knowledge through extension programmes 3.46 0.63 3.42 0.65 3.44 0.64 Accepted 5 Revamped extension services promoted entrepreneurship in agriculture 3.50 0.61 3.46 0.64 3.48 0.63 Accepted 6 Extension services supported community economic development 3.47 0.62 3.43 0.66 3.45 0.64 Accepted Grand Mean/SD 3.48 0.61 3.44 0.65 3.46 0.63 Accepted 30 Official Publication of the Society of Innovative Academic ResearchersSIAR PUBLICATIONS Advancing Real-Time Innovative Knowledge Globally. Copyright ©SIAR Publications. All rights Reserved. The findings indicate that all six extension service items recorded total mean values above the 2.50 benchmark, meaning that respondents agreed on their importance in revamping agricultural education. Item 3 (“Extension services facilitated knowledge transfer from experts”) recorded the highest total mean of 3.51 (SD = 0.60), suggesting strong consensus that expert-led extension services enhanced student learning. Item 1 (“Extension services linked students with local farmers”) recorded the lowest mean of 3.42 (SD = 0.66), though still above the acceptance threshold, indicating that while linkages with farmers were recognized as beneficial, respondents rated them slightly lower than other extension aspects. The Grand Mean of 3.46 (SD = 0.63) indicates that overall, both male and female respondents agreed that revamping extension services contributed positively to preparing students for selfreliance and promoting economic development in Bayelsa State. The consistency in responses across gender groups (male = 3.48, female = 3.44) highlights a shared perception of the critical role extension services play in bridging classroom knowledge with real-world agricultural practices. In essence, the results imply that strengthening extension services not only enhanced practical teaching but also improved students’ entrepreneurial readiness and contributed to wider community economic growth. Hypotheses Testing Hypothesis One: There is no significant difference between male and female agricultural teachers' mean rating of revamping curriculum content development for economic development and selfreliance through practical teaching in Bayelsa State. Hypothesis Two: There is no significant difference between male and female agricultural teachers' mean rating of revamping instructional methods for economic development and self-reliance through practical teaching in Bayelsa State. Hypothesis Three: There is no significant difference between male and female agricultural teachers' mean rating of revamping extension services for economic development and self-reliance through practical teaching in Bayelsa State. The hypotheses were tested using the independent t-test at 0.05 level of significance. The results are presented in the table below. Table: Independent t-test Analysis of Male and Female Agricultural Teachers’ Ratings on Curriculum Content, Instructional Methods, and Extension Services Variable Gender N Mean SD df t-cal t-crit pvalue Decision Curriculum Content Development Male 83 3.47 0.62 160 0.58 1.96 0.56 Not Significant (Accept Ho) Female 79 3.42 0.63 Instructional Methods Male 83 3.49 0.61 160 0.64 1.96 0.52 Not Significant (Accept Ho) Female 79 3.44 0.65 Extension Services Male 83 3.48 0.61 160 0.57 1.96 0.57 Not Significant (Accept Ho) Female 79 3.44 0.65