CHAPTER ONE

1.0: INTRODUCTION

This chapter will present the background of the study as well as the statement of the research
problem, purpose of the study, research objectives, research question and significance of the
study, delimitation, conceptual framework, theoretical framework and formulation of hypothesis.

1.1: BACKGROUND TO THE STUDY

Mulisha Primary School has records on girl poor performance in Agricultural Science and for a
long period of time. Poor performance is getting a lower number or amount than expected or
needed quality after school activities. The study aims at finding out the causes of poor
performance among girls, possible solution to the problem and to find out whether the
community is aware of this problem in the mentioned school.

Some research believes that girl’s performance in Agricultural Science suffers considerably
because of the influence and expectation of society, others argue that these differences no longer
apply and only a slight difference in attitudes and self-confidence in the subject continue to
linger. According to Graham (1986), the age-old stereotype that are naturally good at reading
comprehension and that boys are naturally good in Agricultural Science as long as been focus of
feminist critics of Agricultural Science. The consequence of this stereotype, however, have been
hotly debated, whatever differences truly still remains any difference is too much modern world
where women make up over half the work force.

He further explains that, the affection to improve the performance of girls in Agricultural
Science, their performance remains an issue of great concerns to the government as well as the
general public. This prompted the writer to find out the causes of poor performance of girls in
that they performed poorly in spite of the fact that they were taught by the same teacher in the
same classroom and at the same time. This anchored the (MOE) through the government of the
republic of Zambia to lunch other policies to help improve the performance of girls in school’s
Agricultural Science due to subject contribution to technological advancement.

This policy on education tried to give elimination to all gender disparities for example in
Agricultural Science. In addition, the policy led to the introduction of plans such as offering of

1
special business to girls who have excelled in Agricultural Science so as to encourage them
pursue advanced studies in the mentioned subject. The average performance, for example, formal
education was restricted to make until 1786 was schooled in classic moral philosophy,
Agricultural Science, acquired this knowledge through private study of the subject although he
acquired this knowledge privately, tutoring and travel as well as classroom (Graham 1978).

1.2: STATEMENT OF THE RESEARCH PROBLEM

There has been a problem in terms of performance between girls and boys in Agricultural
Science despite the fact that being taught by the same teachers, in the same classroom, at the
same time. Girls seem to perform poorly in the mentioned subject which is Agricultural Science
as compared to boys, there is need to find out what causes this poor performance of girls in
Agricultural Science.

1.3: PURPOSE OF THE STUDY

The main purpose of carrying out this research report is to find out what causes poor
performance of girls in Agricultural Science compared to boys. This research will also intend to
find out the possible solutions to the problem and also to find out whether the community is
aware of this problem, and what the community is doing in order to minimal it. The research will
also add information to what other researchers had already discovered about this problem.

1.4: RESEARCH OBJECTIVES

This Action research intended to achieve the following objectives:

 To find out the factors that causes poor performance of girls in Agricultural Science at
Mulisha Primary School.
 To identify difficulties faced by girls in the learning of Agricultural Science.
 To come up with possible solution to overcome the problem faced by girls in learning of
agriculture science.

1.5: RESEARCH QUESTIONS

 What are some of the factors that causes poor performance of girls in Agricultural
Science at Mulisha Primary School?

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  What difficulties do girls face in the learning of Agricultural Science?
 What are some of the possible solutions that can be used to overcome the stated problem?

1.6: SIGNIFICANCE OF THE STUDY / RATIONALE

The study is significant to the nation and particularly to the people of Samfya and the
surrounding areas. Therefore, if this is successfully conducted and the information gathered is
adequate, the result may be helpful to find ways of addressing the stated challenges.

1.7: DELIMITATIONS

In order to minimize or eradicate this problem of poor performance of girls in Agricultural

Science, Teachers should expose girls to female role models who have achieved it in
Agricultural Science, in order to promote positive beliefs regarding women`s beliefs abilities in
Agricultural Science. Moreover, parents should also have time to check on their children`s
performance and also to encourage them to work hard. Giving them more time to study and do
Agricultural works.

1.8: Theoretical Framework

The study was informed by two theories:
Banduras Social Cognitive Theory and the Education Production Function Theory.
Bandura’s Social Cognitive Theory.
This theory posits that people learn from one another, via observation, imitation and modelling
(Bandura, 2006). It explains human behaviour in terms of continuous reciprocal interaction
between cognitive, behavioural and environmental influences (Cunningham, 2009).
Behaviourism essentially states that one’s environment causes one’s behaviour. In this respect,
home environment in terms of parent’s education level and parental support would influence the
behaviour of the girls in terms of effort towards academic tasks which would further impact
positively on her performance in agriculture.
A home environment where a girl is faced with several household chores would reduce the
student’s time spent on academic work thus impacting negatively on her effort and performance
in agriculture. Based on environmental influence, the theory further suggests that educated
parents are more likely to employ strategies that support their children’s learning.

3
Thus, girls‟ from a home environment where the parents are educated would receive necessary
parental support and therefore perform better in agriculture. Similarly, a school environment
having necessary facilities for teaching and learning agriculture and qualified and experienced
agriculture teachers would help improve girls‟ performance in agriculture.
Education Production Function Theory.
An education production function is an application of the economic concept of a production
function to the field of education. It r elates to various inputs affecting students‟ learning, such as
schools, families, peers and neighbourhoods, to outputs including subsequent labour market
success, college attendance, graduation rates and most frequently, standardized test scores.
Education production function theory has its foundation on the United States‟ 1966 Coleman
Report on Equality of Education Opportunity (Coleman et al., 1966) which found that student’s
background and socio - economic status are much more important in determining educational
outcomes than are measured differences in school resources per pupil spending. Ideally, the
environment both at home and school will either support girls‟ proper learning of agriculture or
not.
On the basis of this theory, parental factors, involvement in household chores, and school factors
are important education production factors assumed to determine Kirinyaga Central sub-county’s
public mixed day secondary schools’ girls‟ performance in agriculture. It was expected that girls
whose parents are educated and who offer them good support in their education would have
better performance in agriculture than girls whose parents are illiterate and who offer them little
or no support. Involvement in household chores is a factor that was expected to affect girl’s
performance in agriculture negatively. It was also expected that availability and adequacy of
Agricultural facilities and presence of experienced and qualified agriculture teachers would lead
to better girls‟ performance in agriculture.
Agricultural Science is an integral part of the economic system and, by means of direct and
indirect links, has an important influence on the economic and social activities in general,
especially in respect of the industrial sector"(Van Rensburg, 1989:29). Agricultural science
needs to be viewed as important as other subjects in the secondary schools. The
effectiveness and feasibility of the teaching of the subject must be proper and various
aspects of the instructional materials must be used.

4
F AO (1983 indicated that since 1960, the total school enrolment had grown faster in Africa
than in any other developing region. Since the greatest challenge at present is to generate
adequate food production to sustain the increasing population, agricultural education plays an
important role. It is concluded that there is a need to rationalize the qualifications of
agricultural manpower and the utilization of manpower. There is a need for the improvement
of the passing rate of agricultural science in District of the Luapula Province.

Fraser etol (1990 :60) stated that "perception as a didactic principle implies that instruction
and learning can be effective only if representative facts of reality are placed within the reach
of the learner. The subject content should be conceptualized in such a way that details to be
observed and perceived by the learner are converted into concrete facts of reality. Perception
and sensory awareness are requisites for effective and meaningful learning.

The high failure rate of the subject by the learners could have attributed to many factors
ranging from lack of interest on the subject by the learners, poorly motivated learners,
negative attitude, the curriculum which is not well constructed or supported with the
teaching media/aids, learners not exposed to agricultural related institutions and
insufficient stationery.

Agricultural science is not being viewed as important as other subjects in the secondary
schools of Samfya District of Luapula Province. The effectiveness and feasibility of the
subject is not proper and various aspects of the instructional materials are not being used.
FAO (1984: 45) indicated that the need to develop an awareness of the global nature of
the agricultural industry is one of the major issues that learners must be made to
understand.

Research done by Saidi (1999:31), in some parts of the District indicates that there are
many environmental problems namely land degradation, solid waste disposal, invasion of
alien plant species, deforestation and other poor management practices that have reached
uncontrollable proportions. Tricart,J and Jonge (1992 : 67 ) indicated about the
importance of eco-geography and rural management which is not being taken into
consideration. Evidence is mounting that the natural infrastructure (soil, forests and
water) upon which agriculture is critically dependent is in a rapid state of decline. It is

5
therefore the purpose of this research to show the ways in which a view of education must
improve such a structure on our practical decisions.

FAO (1977:76) states that “land degradation is a process that lowers the actual and/or
potential biological productivity of land where this decrease in productivity is the
outcome of processes resulting from human activities rather than natural events.” It is one
of the environmental problems threatening the very basic life for many in Zambia;
particularly in the former homelands and in the District is no exception (Johnson &
Lewis; 1995:45). Trollope, W.S. W (undated) emphasized on the importance of pasture
for our animals.

If an interest of the subject can be instilled to the youth, they will be sensitive to these
problems. Motivating learners to have the love of nature is very important. Unless
something is done to this effect, one cannot dream of seeing an improvement in the
passing rate of the subject in the District.

Gardner (1990:5977), as quoted by Mutshekwana (1993:3) stated that the “training,

retraining and updating of practising teachers are widely recognised world-wide as
essential factors in the development of teacher quality. Teacher quality is a major factor
contributing to improved learning outcomes of students. It is vital and appropriate that the
education and training of practising teachers receive increasing attention, if lasting and
meaningful change in the subject is to occur”.

Agricultural science is a practical science subject and one of the researches will be that of
an of investigation into that area. Theory and practice must go hand in hand. That which is
taught in theory must be applied and demonstrated practically to bridge the gap between
theory and practice. Practical enhance more understanding of the subject matter. Ornstein
(1992:9) says that lack of practical in a learning teaching situation gives rise to a limited
scientific basis of teaching.

The practitioner must learn as a teacher to draw not only from his or her knowledge
(which is grounded to scientific principles), but also from a set of personal experiences
and resources that are uniquely defined and exhibited by the teacher's own personality and
"gut" reaction to classroom events (which form the way of teaching) Ornstein (1992 :9).

6
The knowledge of teaching is achieved by practice and experience in the classroom.
There is a problem of goal directed learning. Ornstein (1992:79) is of the opinion that
education must be goal directed and centred. This must be the case with the subjects that
are taken by the learners with agricultural science being amongst them.

At the present moment agricultural science does not seem to be a subject which is goal
directed. Positive attitudes towards the subject of agricultural science seems to be
lacking, hence the poor performance on the subject as a whole in the District. The
particular focus of this research is to investigate the problem areas that might be
contributory factors towards the poor performance in the subject.

The findings will encourage and contribute towards the constructive thinking on how
these problems could be alleviated. It is worth emphasising that the aim of the research
is not only that of identifying problems but also solutions to those problems. The notion
of progress in the subject is what the research is aimed at.

1.9: CONCEPTUAL FRAMEWORK

The conceptual framework of this study looked into the following:

Ineffective motivation in the subject

 No awareness of job opportunities

 Negative role model of the teacher, influenced by poor qualification
 Negative status of teachers relative to other teachers in other subjects
 No incentives for learners in the subject.
 Negative attractiveness of job opportunities in agricultural science
 Negative status of and negative attitude towards agriculture by peer group
 Ineffective exposure (Practical / Excursions)
 Associated with hard labour
Agricultural Science teachers are less enthusiastic about their subject and learners are not
motivated. There is usually no self-choice of subjects - learners make wrong choices
Ineffective teaching of the subject by the teachers

7
 Learners are not exposed to practical’s in the subject
 Teaching facilities are not fairly distributed
 Insufficiently qualified teachers in agricultural science
 Tendency to substitute agricultural science teachers with others who do not know
agricultural science.

FORMULATION OF HYPOTHESES

The conceptual framework suggests a number of a general hypothesis about agricultural

science as a subject as perceived by learners in Grade 9 in Samfya District of Luapula
Province.
The following hypotheses were formulated:
Learners doing agricultural science in Grade 9 are not sufficiently motivated, the attitudes of
both the teachers and the learners towards the subject are not very positive, the curriculum of
agricultural science in secondary schools IS not well constructed and/or supported with teaching
media (apparatus), practical’s and excursions in the subject are not undertaken, agricultural
science teachers are not enthusiastic about their subject, insufficient use of media by agricultural
science teachers results in a low pass rate, agricultural science teachers are not enthusiastic
about their subject and insufficient use of media by agricultural science teachers results in a low
pass rate.

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 CHAPTER TWO

LITERATURE REVIEW

2.0: Overview

This chapter will present the literature review, factors that causes poor performance of girls in
agricultural science and some of the solution of poor performance of girls in agricultural science.

2.1: Review

In Zambia, Agricultural Science is a subject in which girls have performed poorly and many do
not want to continue learning it in higher grade level. This poor performance in Agricultural
Science has led to a situation where by very few girls take up these subjects in higher grades.
Despite government and other stakeholders attempts to improve girl`s performance in
Agricultural Science has been recorded. Research will be done to find out the academic
performance of girls in Agricultural Science. Different factors have been considered in these
researches that have contributed to poor academic performance of girls; although findings vary
in the literature on the performance of girls in Agricultural Science among primary school pupils.
Most reviews of the literature have concluded that there are factors that affect girls in
Agricultural Science, achievement at some point in their schooling.

Agricultural science, as a subject in schools is one of the subjects that has for time immemorial
been regarded as the cornerstone of prosperity and development throughout the world. In this
regard, economic prosperity of the world is particularly interlinked with the utilization and
management of agricultural science and other subjects. This ultimately underscores the
importance of skilled human resources in behind resource in agricultural science. The most
unfortunate part is that most third world countries still lag behind in terms of provision of
agricultural science education for girls. Adeniya S, (1993).

However, the nongovernmental organizations (NGO's) and the ministry of education have tried
to bridge the gender gaps in education in Zambia. International agencies and the government
have agreed that in order to achieve millennium development goals (MDGs) and education for
all (EFA) goals, it requires strategies that remove barriers to education attainment (UNESCO

9
2003). A number of strategies have been identified in relation to improving the enrollment,
retention and attainment of girls. Akiknola B, (2006).

Among other strategies was the introduction of programs such as forum for African educationists
in Zambia (FAWEZA) and programs for advancement of girls' child education (PAGE). A
research by FAWEZA suggest that girls were likely to stay in school more especially if the
school deals with reproductive health issues such as school health nutrition (SHN) programs as
this may wake them to talk to a woman authority freely. Such strategies have been initiated in the
wake of female education in Zambia being generally characterized by low levels than those of
boys in agricultural science and other technical subjects. This is not only true in Zambia. In other
African countries such as Tanzania and Kenya this experience of low attainment by girls is quite
evident.

2.2: FACTORS THAT CAUSE POOR PERFORMANCE

Lack of Resource Books.

The availability of books in the school libraries that is among the most requested books are those
dealing with Agricultural Science related topics such as engineering, mechanic, rockets and
many other advanced Agricultural Sciences. There is a chronic shortage of books for the average
reader that are closely linked with the kind of topics almost anniversary Agricultural Science
courses (Dobson, 1980). The situation is that the females are not given an equal opportunity to
use the library facilities as compared to the boys.

Lack of Teaching Materials and apparatus in the school

Farrant (1991:128) observed that, “The teaching of Agricultural Science and can be affected by
the unavailability of resources in the school laboratories.” The design of school and limited
resources allocated to many of them compel teachers to use teaching methods which are much
less effective than those that could be used if resources and materials were available in the
laboratories.

The implication is that girls are the ones that are affected in most cases because they cannot
easily mix with the boys. Lack of teaching materials and apparatus in Agricultural Science
laboratory in Agricultural Science laboratory as well as instruments affect the learning of

10
Agricultural Science in schools. Yandila (1992) in this study on the nature of schools in
Botswana revealed that in most schools required teaching materials and apparatus to experiment
were lacking. In a similar view girl have no access to the school laboratories and this affects
them negatively.

Girls` Attitude

Girls have a negative attitude towards Agricultural Science and subjects in the sense that they
think it are difficult and they regard it a subject for boys. There are instances when pupils dislike
learning the subjects because of lack of skills in teachers which result in teachers using poor
teaching methods. In addition, some teacher’s especially female teachers have a negative attitude
towards girls and some do not give home work. Girls do not have as much access to schools as
boys, as they are generally confined to household chores. Even the retention of the few girls in
school (when they have access) is limited compared to that of boys.

Kelly (1994:54) alludes that, “the ideals and almost only role that is envisaged for a girl is that
she becomes a wife and mother. She is expected to devote herself from an easily age, to chores
and children so as to prepare herself for this role. Many regard schoolings as little more than a
tolerable interlude in this preparation for life and one that has little or no relevance once the girl
reaches puberty.” The low levels among women have a bearing on the girls` future economic
opportunities. Women lack such opportunities and thus they end up, in many cases depending on
men for their survival. Attitudes play an essential role in determining learner behaviour towards
teaches any subjects (Schwartz and Wendy, 1992).

Traditional practices

Some cultural norms and beliefs are some of the factors that do contribute to the prevailing poor
performance of girls in Agricultural Science. The work that girls do at home before and after
school is important because the amount of work given to them would have a bearing on their
level of concentration and late coming.

Likewise, the amount of time girls are required to spend on domestic tasks and other productive
activities reduces the time and energy they have to spend in school and on school work, thereby
affecting their attendance and performance. Notably, household chores are mostly associated

11
with girls and this has been attributed to girls` poor performance in school. The impact of work
on pupils was examined by MOE (1996) in which it was found that there was no relationship
between then frequencies of work done at home before and after school.

2.3: SOME OF THE SOLUTIONS

Teachers should expose girl children pupils to female role models who have achieved in
Agricultural Science, in order to promote positive beliefs regarding women`s abilities in
Agricultural Science. Teachers should also provide girls prescriptive informational feedback
regarding their performance, prescriptive informational feedback focuses on strategies, effort and
process of learning. Teachers should make sure that they teach girls that academic abilities are
expandable and improvable in order to enhance girl`s beliefs about their abilities and girls who
and view their cognitive abilities as fixed from birth or unchangeable are more likely to
experience decreased confidence and performance when faced with difficulties or setback. Girls
who are more confident about their abilities in Agricultural Science are more likely to choose
elective Agricultural Science courses in high school level. To the part of parents and community,
parents should at least give less household chores to the girls in order to give them chance to do
their school work, most especially Agricultural Science or also they should share work with boys
(Claire and Daniel, 1989).

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 CHAPTER THREE

METHODOLOGY

3.0 Overview

This chapter presents methodology that will be employed in conducting the research design,
population size, sample size, sampling design, data collection instrument, data collection
procedure, data analysis, ethical consideration, research schedule and time line.

3.1 RESEARCH DESIGN

The researcher was using the qualitative research which uses objectives, measurement with
views to establish the psychological and in depth understand of the causes and factors which
affects girls` performance in Agricultural Science. Oral interview and observation were also
personal experience during the process of data collection. In addition, the study also uses a
participant`s observation methods. These methods are advantageous in the sense that, they will
give first-hand information. Through the use of these methods, certain behaviour was reviewed
quickly. They also help in gathering data in a classroom situation by comparing the participation
of girls in Agricultural Science lessons.

3.2 POPULATION SIZE

This research targeted people who are school going children at Mulisha School, the teachers as
well as the Mulisha School Community. The school has one thousand two hundred pupils from
grade one to nine of which five hundred and were girls and seven hundred and were boys.

3.3 SAMPLE SIZE

The sample size was be 24 grade five to nine and ten teachers and twenty community members.
These were picked at random from their various places. The randomly picked girls shall be orally
interviewed and some responded to questionnaires. Besides teachers and the community
members were also interviewed orally.

3.4 SAMPLING DESIGN

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As Johnson and Christenerisen (2000) point out, in purposive sampling, the researcher specifies
the characteristics of a population of interest and then tries to locate individuals this fact by who
have those characteristics. Aggerwal (1988) amplifies this fact by saying that purposive sampling
approach is useful where it is necessary to include a very small number of units in the sample. In
this study therefore, the researcher was only target Samfya district. In other words, the sampling
procedure chosen by the researcher is purposive sampling where the researcher was targeting
Mulisha PrimarySchool.

3.5 DATA COLLECTION INSTRUMENT

The research instrument for this study include questionnaires, interview guides Agricultural
Science lesson observation to collect information. The researcher was using two different
research instruments as reflected in the appendix 1-3. Appendix 1was dealing with teachers’
responses, Appendix 2 was dealing with community members responses and appendix 3 was
dealing with the pupil responses.

3.6 DATA COLLECTION PROCEDURE

This study aims at collecting data from respondents on the poor performance of girls in
Agricultural Science and at Mulisha in Samfya district of Luapula Province of Zambia. The
researcher was using both primary and secondary data. Primary data was be obtained using
structured interviews and classroom observations while data was been sourced from journals,
internet, and library, documents from ministry of education Agricultural Science or books. The
respondents were been helped in filling the questionnaires by the researcher especially, where
they won`t be clear. In addition, an informal discussion list was also used to gather more
information for analysis.

3.7 DATA ANALYSIS

The data was analysed using both qualitative and quantitative techniques. Qualitative analysis
was done through table and percentages to help summarize and present information
professionally. On the other hand, qualitative analysis of data was categorizing information into
significant themes.

14
3.8 ETHICAL CONSIDERATION

Prior to embarking on the study, the researcher sought written permission from the concerned
Authorities. The questionnaire was approved by the supervisor before being used in the research.
The participants were informed of the purpose of study and assured of confidentiality. No name
was required on the questionnaire and participation was voluntary.

15
 CHAPTER FOUR

DATA PRESENTATION AND DISCUSSION

4.0: Overview

This chapter covers data presentation using the tables and the discussion the findings of the
study.
4.1: what factors that course poor performance of girls in agricultural science.

Courses of poor performance Frequency Percentages (%)

lack of Books 1 10
Lack of participation 5 25
Lack of laboratory 2 20
Lack of instruments’ Hoe, 16 45
jambe, rake and slashers.
Total 24 100

It was found that 1 (10%) availability of books at the school was one of the problems that
courses poor performance of girls in agriculture science. It was founded that only 5 (25%) girls
are given opportunity to participate in learning and teaching of agriculture especially during
practical. in addition, unavailability of resources in the school also courses the poor performance
of girls in agriculture science. It was founded that design of school and limited resources
allocated to many of them compel teachers to use teaching methods which are much less
effective than those that could be used if resources and materials were available in the school.

Moreover, it was founded that Lack of teaching materials and apparatus and laboratory in
teaching and learning of Agricultural Science in the school. In addition, it was founded that girls
have no access to the school laboratories and this affects them negatively.

It was founded that cultural norms and beliefs are some of the factors that do contribute to the
prevailing poor performance of girls in Agricultural Science. The work that girls do at home

16
before and after school is important because the amount of work given to them would have a
bearing on their level of concentration and late coming.

4.2: Difficulties faced by girls’ students in the learning of agricultural science.

Difficulties faced by girls in learning of Frequency

agriculture science.
 Amount of time required for girls to 10
spend on domestic tasks.
 Learning environment. 6
 It was found that lack of proper 8
preparation.

It was founded that the amount of time required for girls to spend on domestic tasks and other
productive activities reduces the time and energy they have to spend in school. It was also
founded that school work, affecting their attendance and performance as well as notably,
household chores are mostly associated with girls and this has been attributed to girls` poor
performance in school. The impact of work on pupils was examined by MOE (1996) in which it
was found that there was no relationship between then frequencies of work done at home before
and after school.

It was founded that learning environment had an influence in their performances of girls in
agricultural science as well as parents were not so much involved in their academic’s work. It
was founded that total of 28 % of the girls said that their parents do not show any interest in their
performances especially in agricultural science. It was found that lack of proper preparation is
another challenge that influence their performances in agriculture science.

4.3 What are some of the possible solutions that can be used to overcome the stated
problem?

17
Possible solution to overcome problem Percentages (%)
 teachers should expose girl children 25
pupils to female role models.
 Prescriptive informational feedback 30
regarding their performance should be
provided.
 less household chores to the girls 15
should be given by parents.
 teaching and learning resources should 35
be provided.
Total 100

It was found that teachers should expose girl children pupils to female role models who have
achieved in Agricultural Science, in order to promote positive beliefs regarding women`s
abilities in Agricultural Science.

Therefore, it was founded that teachers should also provide girls prescriptive informational
feedback regarding their performance, prescriptive informational feedback focuses on strategies,
effort and process of learning. Teachers should make sure that they teach girls that academic
abilities are expandable and improvable in order to enhance girl`s beliefs about their abilities and
girls who and view their cognitive abilities as fixed from birth or unchangeable are more likely to
experience decreased confidence and performance when faced with difficulties or setback.

Girls who are more confident about their abilities in Agricultural Science are more likely to
choose elective Agricultural Science courses in high school level. To the part of parents and
community, parents should at least give less household chores to the girls in order to give them
chance to do their school work, most especially Agricultural Science or also they should share
work with boys (Claire and Daniel, 1989).

CHAPTER FIVE

INTERPRETATION OF RESEARCH FINDINGS

18
5.0: Overview

This chapter discuss the interpretation of research findings. This analysis is based on three
questions.

5.1: what factors that course poor performance of girls in agricultural science.

From the findings it is evident that availability of books at the school was one of the problems
that courses poor performance of girls in agriculture science. It was shown that only 25% of girls
are given opportunity to participate in learning and teaching of agriculture especially during
practical. in addition, unavailability of resources in the school also courses the poor performance
of girls in agriculture science. It was indicated that design of school and limited resources
allocated to many of them compel teachers to use teaching methods which are much less
effective than those that could be used if resources and materials were available in the school.

Moreover, it was shown that Lack of teaching materials and apparatus and laboratory in teaching
and learning of Agricultural Science in the school also courses pupils’ girls to perform poor in
agriculture science. In addition, it was indicated that girls have no access to the school
laboratories and this affects them negatively.

It was started that cultural norms and beliefs are some of the factors that do contribute to the
prevailing poor performance of girls in Agricultural Science. The work that girls do at home
before and after school is important because the amount of work given to them would have a
bearing on their level of concentration and late coming.

5.2: Difficulties faced by girls’ students in the learning of agricultural science.

From the findings it was revealed that the amount of time required for girls to spend on domestic
tasks and other productive activities reduces the time and energy they have to spend in school. It
was also founded that school work, affecting their attendance and performance as well as
notably, household chores are mostly associated with girls and this has been attributed to girls`
poor performance in school. The impact of work on pupils was examined by MOE (1996) in
which it was found that there was no relationship between then frequencies of work done at
home before and after school.

19
It was indicated that learning environment had an influence in their performances of girls in
agricultural science as well as parents were not so much involved in their academic’s work. It
was founded that total of 28 % of the girls said that their parents do not show any interest in their
performances especially in agricultural science. It was found that lack of proper preparation is
another challenge that influence their performances in agriculture science.
5.3 What are some of the possible solutions that can be used to overcome the stated
problem?
It was indicated that teachers should expose girl children pupils to female role models who have
achieved in Agricultural Science, in order to promote positive beliefs regarding women`s
abilities in Agricultural Science.

Therefore, it was started that teachers should also provide girls prescriptive informational
feedback regarding their performance, prescriptive informational feedback focuses on strategies,
effort and process of learning. From the findings it was presented that teachers should make sure
that they teach girls that academic abilities are expandable and improvable in order to enhance
girl`s beliefs about their abilities and girls who and view their cognitive abilities as fixed from
birth or unchangeable are more likely to experience decreased confidence and performance when
faced with difficulties or setback.

Therefore, it was shown that girls who are more confident about their abilities in Agricultural
Science are more likely to choose elective Agricultural Science courses in high school level. To
the part of parents and community, parents should at least give less household chores to the girls
in order to give them chance to do their school work, most especially Agricultural Science or
also they should share work with boys (Claire and Daniel, 1989).

CHAPTER SIX
CONCLUSION AND RECOMENDATION

20
6.0: Overview

This chapter present the main conclusion drawn from study and also recommendation's and
recommendations for further research.

6.1: Conclusion

Agriculture is becoming more business-oriented, specialized, highly technical and

internationalized. These changes are a more applied, efficient and a developmental approach to
teaching and learning. It is important to note that the literature states that girls’ learners learn and
achieve when competent teachers use well organized instructional strategies, a variety of
methods and tools, and then effectively.

Based on the results of the study, the following conclusions were drawn: The teaching and
learning principles included in this study were strongly supported by the responded. The teaching
and learning principles rated as most important included recognition that individual differences
exist among girl’s learners, feedback is important for girl’s pupils learning. Teaching strategies
are very important for girl’s learners to learn well, use a variety of evaluation procedures is
necessary, career guidance should be provided as necessary, and teachers should set achievable
objectives for lessons.

It was noted that demonstrations, discussions, laboratories, project, contest, using real object and
supervise experience should be used to teach girls in agricultural science. Agricultural science
girl’s performance at Mulisha Primary school of Luapula province can be improved if girls
students are involved in practical lessons under the guidance of well trained and qualified
personnel. This will increase their motivation, hence change their attitude towards agricultural
science and raise the performance.

Availability of teaching and learning materials generally affects the performance of students.
These materials should be made available and they should be of good quality in order for them to
produce accurate results during a practical session. Other schools have no equipment at all and
they find alternative to do practical which is applicable since these students require this
knowledge for their future careers as farmers.

21
The findings of this study indicated that one of the major difficulties that the teachers face while
teaching agricultural science subject is the student’s negative attitude towards agricultural
science. They have a perception that agricultural science is always difficult/ tough compared to
other subjects which discourages them hence affecting their performance.

6.2: RECOMMENDATIONS

22
The following recommendations were made out from the findings and conclusion of the study.
Teachers should be on use of a variety of teaching methods/tools; therefore, girls’ pupils should
focus on using more variety in selection of methods and tools.

The school should buy a lot of text books for agricultural science so that it helps the girls’
student who are learning agricultural science at Mulisha Primary School. The teacher`s role
should be changed to be a guide or helper for pupils learning because pupils learning is not a
passive process, it is active process.

The laboratory should be belt so that some of the practical for agricultural science that are
supposed to done are been conducted in the laboratory. The principle of teaching and learning
and related theories should be addressed in the teacher education and teacher in service programs
because the amount of education in these areas has an impact on use and effectiveness of
selected teaching methods/tools. The findings should be shared with teachers and teacher
educators to emphasize imprudence of the appropriate use of teaching and learning principles.

The school also buy tool for agricultural purpose in order to help girls’ pupils who are learning
agricultural science at Mulisha Primary school for them to be easy to do practical’s effectively.
To improve teaching and learning process, interactive teaching and learning for girls should be
strengthened in schools, responsible for managing education is ordinary level secondary schools
through ensuring conditions for practical teaching and assessment as well as guidance and
cancelling so as to facilitate meaningful or fruitful learning in agricultural science subject.

School should be encouraging girls and enable to start maintain demonstration plots, botanical
gardens and some few livestock species as well as capacity building in agricultural science
teachers for practical and more interactive teaching of the subject .For the subject to achieve its
intentions more effectively, on top of ensuring conditions for practical teaching and learning in
schools for girls, government interventions in improving value attached to forming should also
be initiated and stabilized so as to enable school girls pupils acquire favourable attitude towards
agriculture as an opportunity for self-employment.

To foster the potential for continuing teaching girls and making them understand agricultural
science more effectively, the policy this initiated agricultural science. Subject in schools as the
main policy which is still governing education in the country should revitalize. Suggestions for

23
further studies to undertake a case study son interaction between teachers and girls’ pupils in the
study school. The major purpose of this study would be to elicit more reliable clues about
communication behaviour of teachers and girls’ pupils during the teaching and learning process.

To undertake case studies of effectiveness of teaching and learning agricultural science subject at
Mulisha primary school in order to enable generalization of observations. The major purpose of
the case studies would be to develop and enhance understanding of effectiveness of teaching and
learning agricultural science at Mulisha primary school.

Major contributions of the study revealed the extent to which conditions for teaching and
learning agricultural science subject using existing curriculum are being met and pupils’
achievements of the intended objectives. This information could help the government to review
and evaluate related policies to taking agricultural science as an optional subject in order to
ensure they are still relevant. The review process may highlight the need for amendment even
significant e-writing of the policies which would lead to making agricultural science a core
subject at Mulisha primary school.

6.3: RECOMMENDATIONS FOR FURTHER RESEARCH

24
Similar studies should be carried out in other urban areas and in rural areas to ascertain if the
case will be true for them as they have been in samfya District, Luapula province of Zambia.This
study also suggests further research should be done on parents’ role in their children’s education.
Parental involvement is paramount in the academic success of their children. Parents have the
distinct advantage over anyone else in that they can provide a more stable and continuously
positive influence that could enhance and complement what the school fosters on their children.
It is therefore important to get the parents side of the story on academic’s performances of their
female children.

REFERENCES

25
Aggarwal, Y. P. (1988). Better Sampling: Concepts Techniques Evaluation. New Delhi:
Sterling Publishers Private Limited.

Banda, A. M. (2009). Agricultural Sciences Modules. Livingstone: DALICE.

Claire, M. R and Daneil, J.C. (1989). Women, Men and Society. London: Sociology of Gender
Bacon.

Cormack, M. C. (1985). The sexual harassment of student by teachers. The case of student in
Agricultural ScienceSex Role.

Dodson, K. (1980). This is Agricultural Science. London: Macmillan Education.

Farrant, J.S. (1991). Principles and Practices of Education. Singerpose: Longman.

FAWEZA (1997). The New Magazine about Girls and Women`s Education in Africa. Lusaka:
FAWEZA.

Graham, E. (1986). Africans Women fighter. NewYork. Cambridge University.

Johnson, F and Christerine, A. (2000). Challenges times; Implementing the National

Curriculum inAgricultural Science. London: Cambridge publishing services.

Klein .D. (1973). The ethology of female crimes; review of Africa criminology. Singerpose:
Longman.

Kelly, M. J. (1994). Below the poverty line in Education. A situation Analysis of Girls Child
Education inZambia. Lusaka: UNICEF.

Kelly, M. J. (1999). The Origins and Development of Education in Zambia from Pre-colonial
Time.Lusaka: Image Publishers Limited.

26
PPENDENCES 1

A Questionnaire for teachers

Dear respondent,

I am a third-year student studying for a secondary Diploma at Mansa College of Education. I am

carrying a research on the academic performance of girls in Agricultural Science. You have been
randomly selected to participate I this research. The information you will provide is purely for
academic use and will be treated with the highest degree of confidentiality. You are therefore
required to be objective and truthful as you can possibly in your responses.

INSTRUCTIONS

Please do not write your name anywhere on the questionnaire.

Name of School: Mulisha Primary School

Position of Respondents:.................................................................................................................

1. What factors at school level affects girls in learning of Agricultural Science?

………………………………………………………………………………………………
2. Do cultural beliefs affect girl’s performance in agricultural science?
………………………………………………………………………………………………
3. Are there attitudes that affect girl’s performance in Agricultural Science?
………………………………………………………………………………………………
4. What causes of poor performance to girls in Agricultural Science?
………………………………………………………………………………………………
5. How do you think girls should be helped to enable performance in both Agricultural
Science?
………………………………………………………………………………………………
………………………………………………………………………………………………

27
APPENDENCES 2

A Question for community members

Dear respondent,

I am a third-year student studying for a Diploma at Mansa College of Education. Am carrying a

research on the performance of girls in Agricultural Science and subjects. You have been
randomly selected to participate in this research. The information you will provide is purely for
academic use and will be treated with the highest degree of confidentiality. You will therefore
require to be objective and truthful as you can be possibly in your responses.

INSTRUCTIONS

Please do not write your name anywhere on the questionnaire.

Name of School: Mulisha Primary School

Position of Respondents:.................................................................................................................

1. Parents/guardians encourage girls in the study of Agricultural Science?

Yes No
2. Are you aware of the poor performance in Agricultural Science?
Yes No
3. Do cultural beliefs affect girl’s performance in agricultural science?
Yes No
4. What is the cause of poor performance to girls in Agricultural Science?
………………………………………………………………………………………………
5. How do you think girls should be helped to enhance performance in Agricultural
Science?
………………………………………………………………………………………………
................................................................................................................................................

28
APPENDANCE 3

A questionnaire for pupils

Dear respondent,

I am a third-year student studying for a Diploma at Mansa College of Education. Am carrying a

research on the performance of girls in Agricultural Science and subjects. You have been
randomly selected to participate in this research. The information you will provide is purely for
academic use and will be treated with the highest degree of confidentiality. You will therefore
require to be objective and truthful as you can be possibly in your responses.

INSTRUCTIONS

Kindly tick your response to each given statement.

1. Do you like Agricultural Science?

Yes No
2. Is it true that girls perform better as compared to boys in Agricultural Science?
Yes No
3. Do teachers give equal attention to both boys and girls during Agricultural Science
lessons?
Yes No
4. Does your parents/guardian support you in your Agricultural Science learning at home?
Yes No
5. What could be the cause of poor performance to girls in Agricultural Science?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

Signature:..........................................................

29
 RESEARCH BUDGET ACTION

S/N Description Quantity Unity Price Total in Kwacha

1 Transport Local movements K5.00 K20.00

2 Researcher`s food Per day K10.00 K50.00

3 Vanilla biscuits 2 cases K35.00 K70.00

4 Soft drinks 3 cases K60.00 K180.00

5 Printing and draft binding Action 2 copies K42.00 K84.00

6 Printing and binding final Action 1 copy K42.00 K42.00

7 Printing questionnaires 10 copies K2.00 K20.00

8 Printing interview schedules 10 copies K2.00 K20.00

9 Sub Total K156.00 K486.00

THANK YOU FOR YOUR RESPONCE

30