The practice of scaling down practical assessment components of agriculture in junior secondary schools curriculum: a synthesis of teachers perceptions

Abstract

This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students’ performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service student teachers pursuing their Bachelor of Science (BSc) degree in Agricultural Education at Botswana College of Agriculture and five (5) in-school teachers of agriculture to investigate the decline in the number of practical projects assessed in schools. The participants were purposely selected for their proximity to the researcher. Field notes prepared during school visits through interviews and surveys using open ended question were used to gather data for this study. Narrative data were gathered and analysed by coding the emerging themes and applying descriptive analysis. The study took on theoretical issues forming the basis for the understanding of the culture of teaching and assessing practical agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching, and students’ attitudes. The study concluded by discussing implications on education of agriculture science teachers.