Trend of Agricultural Science Students' Performance in Co-Education Public and Private Senior Secondary Schools of Zaria Educational Zone, Kaduna State, Nigeria

Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere Trend of Agricultural Science Students’ Performance in Co-Education Public and Private Senior Secondary Schools of Zaria Educational Zone, Kaduna State, Nigeria Onwunali, M. R. Okechukwu, Muhammad, H. Bello and Omodara, A. Adebayo Department of Agricultural Education, School of Vocational and Technical Education, Federal College of Education, PMB 1041, Zaria. martinroyal2002@yahoo.com, muhammadashir51@gmail.com ahmedodara@yahoo.com 08174349550 Abstract Students’ performance in co-education Senior Secondary Agricultural Science were assessed using West African Senior Secondary School Certificate Examination (WASSCE) results of 2014 to 2018, in an Ex-post Facto design. Twenty schools were randomly and purposefully selected base on WAEC certification while data was subjected to descriptive statistics, chi square and independent T-Test (p≤0.05). Of the 4,996 students, representing (95.52%) inconsistently in declined manner sat for examination. T-test values of 0.87 and 6.76 revealed no significant difference in 59.0 % of male, but significant in 55.0 % public schools, over 41.0 % female and 45.0 % students in private schools’ enrolment, respectively. Significantly, sex (t = -6.40) and school ownership (t = -18.36) were strong factors in the determination of performance. However, mean grade of male (43.81: E8) and public (41.36: E8) schools were relatively low compared to female (46.86: D7) and private (49.62; D7) schools, indicating overall very poor academic achievement. Therefore, sex and school ownership influenced students’ performance, and as such sustainable efforts towards provision of adequately trained teachers, facilities and regular monitoring of schools by stakeholders will facilitate effective teaching and learning as well as reduce the presumed drift of students from public to private schools in anticipation of better performance. Keywords: Agricultural science, public, private, secondary schools, achievement and gender. Introduction Investment on manpower education for skilled human resource is a sine qua non to the actualization of any country’s development in various prospects of life (Agrawal and Teotia, 2015). This stimulates potential for technological adoption and subsequently makes education veritable tool for economic growth, increased students' academic achievements and increased national competitiveness (Sheehan, 2012; Agrawal and Teotia, 2015). Consequently, substantial share of most nations’ resources is devoted and invested in education (Kpolovie, Ololube and Ekwebelem, 2011). Agriculture in broad sense is the art or science of cultivating land for crop production, rearing of animals, entrepreneurship and management of forest resources to meet the necessities of life (Iwena, 2017; Ndomi, 2018: Ikeoji, 2018). Among other functions, provides food and raw materials for agroindustry (Onwumere, Modebelu and Chukwuka, 2016), and supports over 75 % of the rural dwellers in developing countries (Onwunali, 2020) and less (3 to 5 %) in developed countries (Yaro, Gadu and Pev, 2016). Agricultural Science is a vocational subject taught at primary and secondary schools, with a well-designed curriculum that covers farming activities such as soil tillage, cultivation of crops and harvesting of any form of agricultural commodities, rearing of livestock, and other operations like manufacturing or processing of farm products and entrepreneurship (Ibrahim, Okeh and Ayorinde, 2019). The subject was designed to stimulate sustainable students’ interest in farming and to demonstrate farming as a dignified and entrepreneurial skill. Other objectives include, acquisition of basic agricultural knowledge, practical skills and attitudes, integration of agricultural knowledge and skills in solving problems of rural and urban societies, and to prepare students for employment on graduation and/or further studies (Brieseid and Caillods, 2014). The curriculum as seen in 6-3-3-4 systems was introduced after years of failed agricultural programmes to increase productivity on a long-term basis (Shimave, Kesiki and Yani, 2013), and to enhance practice after junior and or senior secondary 241 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere in the event of impediment(s) preventing candidates for further studies. Hence the Senior Secondary School education is regarded as a bridge between primary and tertiary education, and recognized as the cornerstone of educational systems in the 21st century (Oti-Aboagye, 2010). Possibly because of the involvement of adolescence youths within the ages of 14-18 years. In Nigeria, adolescents constitute a large number of the population, and requires quality education to promote good health, increase economic growth and reduce poverty (Gouri, 2015). Consequently, United Nations International Children Fund (UNICEF), (2005) reported that quality secondary education is imperative for brighter future of individuals and the nations in general. Academic performance deals with the achievement of students and the ability to cope with or accomplish different tasks as directed by teachers, and determines success and failure of any educational institution (Narad and Abdullah, 2016). It is also considered as the expected outcome/changes in academic and behaviour of a learner(s) after teaching (Amao and Gbadamosi, 2015). Therefore, Poor grades are considered bad academic performance, hence the need to encourage students towards good academic output for career choices and job security (Onwunali, Muhammad and Balogun, 2022). In Nigeria, academic credentials (certificates) are paramount in job recruitment, placement, advancement in both public and private organizations, and candidates’ admission into tertiary institutions (Okafor and Mokwelu, 2018; Ibrahim et al., 2019). Currently, speculations on the high premium on certificate as evidence of performance has impacted negatively as individuals go out of their way for excellent results (Adepoju and Oluchukwu, 2011; Onwunali et al.,2022). Private secondary schools are own and managed by individuals or groups. They retain the right to select their students and are funded in whole or part by charging students’ tuition fees, rather than rely on government funding. However, the school operations are based on government policies, curriculum and scheme of work (Heins and David, 2004). Public schools on the other hand are established, managed, financed and supervised by the government (Adeyinka, 2010), using tax payer's money to educate the public, irrespective of their economic, social or political status in the society. Majority of the public and private secondary schools are co-educational and has been reported to influence students’ performance. For instance, Nwanosike (2013) reported that academic achievement in agricultural science was strongly influenced by school types, as such, sex had no effect on performance in single schools but significantly affected performance in co-education schools, probably due to competition among sexes that favours the male. According to Nwanosike, female students in single schools performed better when than male counterparts in single schools in Zaria. Similarly, Otekunrin and Otekunrin (2020) supported significant influence of coeducation schools in performance using practical agriculture scores of students in Ibadan, where single girl schools performed better followed by single boys and then coeducational schools. Similarly, Kolawole, Gbadamosi and Durojaiye (2020) also reported that boarding female students performed better than the boarding male students while boarding male and female out performed male and female day students, hence indicating location effect on vocational and technical subjects. Therefore, achievement of students in both school types are imperative to justify government efforts and expenses on child education (Nwabuisi, 1998), and to determine level of educational policy and curriculum implementation (Nwanosike, 2005) through product evaluation. Statement of Problem Determination of students’ performance provides an insight into what was learn during the course of study, and according to Nwanosike (2013), position of agriculture as a subject in the classroom at all level and practice has been jeopardized despite government huge investment in training agricultural teachers and curriculum development. With the recent crash of crude oil and subsequent diversification of economy, agricultural sector becomes priority, hence the need for proper evaluation of classroom activities and monitoring of agricultural programmes. Evidence of consistent decrease in enrolment and poor 242 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere performance of students, associated with poor interest and attitude are bound and has subjected agricultural science second to the least applied field of study in the Nigeria Universities (Nwanosike, 2015). The inadequate feedback mechanisms inter alia also stand a threat to government investments in education, curriculum evaluation and implementation of educational policy, hence constitute problems in decision making and planning (Devendra and Chittedi, 2010). Speculations are bound that majority of students apply for agriculture when they are unable to pass the required and or preferred course of study such as medicine, pharmacy, engineering among others. There is also a common belief that private school students perform better than their counterparts in public schools, due to over population, poor infrastructure, inadequate facilities and teacher’s negligence in public schools, resulting to proliferation and migration of candidates to the expensive private schools. Furthermore, achievement of gender parity in education by 2030 as part of Sustainable Development Goals (SDGs) seems mirage with the present trend of school enrolment that favour male students (Usman, 2015), even when reports have shown significant contribution of females to household income in landless and small farm families, production, reduced hunger and promotion of economic growth (Sethi, 1991; Amadi and Eze, 2018). Against this background, the need to establish students’ enrolment and performance in Agricultural Science in different school ownership and sex becomes sine quo non. ii. iii. iv. What is the academic performance of public and private students in Zaria? What is the academic performance of male and female students in agricultural Science? What is the quality of student’s performance in agricultural science in Zaria? Hypotheses The study tested the following null hypotheses at ≤0.05 level of significance: Ho1: There is no significant difference between the enrolment of male and female students, and in public and private secondary schools in Zaria Ho2: There is no significant difference between the enrolment of sexes in public and private school. Ho3: There is no significant difference between the academic performance of public and private students. Ho4: There is no significant difference between the academic performance of male and female students. Materials and Method Area of Study The research was conducted at Zaria Educational Zone comprising Zaria and Sabon-Gari Local Government Areas. Zaria generally is a cosmopolitan city that lies between latitude 11.070 and 120 North and longitude 07.440 and 80 East (Nwanosike, 2013). The city hosts over 10 tertiary institutions including Universities, Colleges, Polytechnics, Monotechnics, Military barracks as well as several public and private primary and secondary schools. Records from Zaria Education Board indicated 29 registered public and 129 private senior secondary schools in the zone. Objectives of the Study Specifically, the study sought to: i. Determine the enrolment of students in Agricultural Science from 2014-2018. ii. Examine the effects of school ownership on academic performance of students. iii. Assess the influence of gender on academic performance of students. iv. Determine the quality of academic performance of the students in Agriculture Science Experimental Procedure The Ex-Post Facto research design was employed to determine differences between the two groups respect to school ownership, sex and location, using secondary data. Such design was deemed fit because it predicts causes of actions that have already occurred (Ibrahim et al., 2019). A total of 20 schools (Table 1) comprising 10 public Secondary Schools and 10 private Senior Secondary Schools were randomly and purposefully selected based on West African School Research Questions The following questions guided the study: i. What is the pattern of student’s enrolment in agriculture science in Zaria? 243 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere Certificate results, organized by West African Examination Council (WAEC) from certified schools, considering location (semi urban/rural) and direction (North, South, East and West) within the Educational Zone. In each of the LGA, five public and private schools each were randomly selected for enrolment and performance of students from 2014 to 2018. Information on students’ results was obtained through confidential approval of Kaduna State Examination Board and Zaria Educational Zone offices, and confirmed from records of the selected Senior Secondary Schools (Nwabuisi, 1998). The achievement test was both summative and formative, based on the WAEC grading system of A – F (A1, B2, B3, C4 C5, C6, D7, E8 and F9), where grade A1 represents ‘Distinction’, B2 – Very good, B3 - Good, C4 C6 represents credit, D7 – E8 represents ‘Pass’ while F9 represents ‘Fail’. The required grade otherwise referred to as “Quality of Performance” in this study was A – C, because “C” is the minimum required grade for admission into tertiary institutions (Onwunali et al., 2022). The grading corresponded to the standard subject format of West African Examinations Council published in www.mywaectimetable.com and Otekunrin, Otekunrin and Oni et al. (2019) as; A1 = 80-100, B2 = 70-79, B3 = 65-69, C4 = 60-64, C5 = 55-59, C6 = 50-54, D7 = 45-49, E8 = 40-44, F9 = 0-39. Information on the enrolment of 4,996 students comprising 2,940 males and 2,056 females in both LGAs represented 2,834 in Zaria and 2,162 in Sabon-Gari. Of the 4,996 students that enrolled, 4,772 sat for the examination, and were used to determine performances for general result, sexes and school ownership. The 224 other students were assumed to be omitted due to death, sickness, absence from examinations and or cancellation of results inter alia. Data Analysis Data were subjected to simple descriptive statistics of mean, while independent T-test and chi square (X2) using Statistical Package for Social Science (SPSS) version 20 at P ≤ 0.05 were used to test the hypotheses on enrolment and academic performance of sexes and school ownership. The general and school ownership results of students that passed (A-E) were graphically presented to facilitate trend of yearly performance of the students. Results and Discussion Enrollment of Students Table 1: Enrolment of Students in Agricultural Science in the Selected Senior Secondary Schools of Zaria Educational Zone, 2014 – 2018 S/ No Name of School 1 SIASS K/Karau G.S.S Kugu G.S.S K/Kuya nbana G.S.S (SNR) G.S.S T/Jukun G.S.S Gyallesu G.S.S T/Saibu G.S.S Dakace G.S.S Muchia G.S.S Chindit SubTotal 2 3 4 5 6 7 8 9 10 School Owners hip Public 2014 M F 17 17 2015 M F 19 8 2016 M F 20 13 Public 7 4 7 6 5 5 7 6 8 1 34 22 0.68 0.44 Public 20 17 21 22 20 13 31 7 22 9 114 68 2.28 1.36 Public 96 49 36 17 14 9 11 19 12 8 169 102 3.38 2.04 Public 82 39 83 53 93 41 27 10 18 9 303 152 6.06 3.04 Public 25 32 19 19 18 12 21 9 17 8 100 80 2.00 1.60 Public 39 8 27 5 32 8 22 17 19 11 139 49 2.78 0.98 Public 77 96 54 58 60 37 60 30 18 12 269 233 5.38 4.66 Public 78 48 40 30 36 38 41 43 38 35 233 194 4.66 3.88 Public 32 23 18 10 43 17 78 15 16 13 187 78 3.74 1.56 ̅ =274.2 𝒙 ±45.2 9.46 6.66 6.48 4.56 6.82 3.86 7.30 3.40 3.90 2.40 34.0 21.0 34.0 21.0 =α 244 No of Candidates Per Year 2017 2018 Total M F M F M F 67 14 27 14 150 66 % M F 3.00 1.32 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere 11 12 13 14 15 16 17 18 19 20 (Mean and %) Great Private Bright Star Lawal Private Aliyu Academ y D.S.S Private Nuba Poly D.S.S Private ABU Kongo Annex Basic Private sec. Sch. T/Wada Therbow Private sec. Sch. Kai Private New Era Int’l Sch Dagama Private Legacy Sch. BUK’S Private Int’l sec. Sch Ibrahim Private Bello Memori al ̅ =225.4 Sub𝒙 total ±46.0 (Mean and %) Total % 𝑥̅ Grand Tot Percent (%) 26 22 17 23 11 17 12 9 20 11 86 82 1.72 1.64 37 19 37 39 12 5 29 13 18 17 133 93 2.66 1.86 21 19 27 14 37 22 18 20 12 32 115 107 2.30 2.14 16 9 17 8 9 4 13 7 14 7 69 35 1.38 0.70 4 3 5 1 7 5 7 8 11 13 34 30 0.68 0.60 3 10 1 8 7 9 4 5 9 7 24 39 0.48 0.78 77 70 71 49 36 29 67 32 48 40 299 220 5.98 4.40 39 32 81 72 28 11 51 24 22 46 221 185 4.42 3.70 30 19 31 30 31 25 24 30 23 19 139 123 2.78 2.46 21 27 20 11 22 18 26 25 33 17 122 98 2.44 1.96 5. 48 4.60 6.14 5. 10 4.0 0 2. 90 5.0 2 3. 46 4. 20 4. 18 25.0 20.0 25.0 20.0 = β 747 563 631 483 541 345 616 343 405 329 2,940 2,056 14.95 11.27 12.63 9.67 10.83 6.91 12.33 6.87 8.12 6.59 59.0 41.0 147.0 102.8 1310 1114 879 959 734 4996 26.22 22.30 17.60 19.20 14.71 100 100 Key: M= Male, F = Female, % = Percentage, N = Total number of students that enrolled, α = Sub-total for public schools (55 %), β = Sub-total for private schools (45 %), P≤0.05, ± = standard error of mean, T-value = 0.87ns (male and female), T-value = 6.76**(interaction between school ownership and sex) School ownership was dominated by public schools (55 %) against 45 % in private schools with mean values of 262.2 for public and 215 for private. However, the t value 0.87 (Tab. 1.69), indicated no significant difference (P≤0.05) between male and female enrolment while t value 6.76 showed high significant difference between the school types. Consequently, null hypothesis that, there is no significant difference in male and female enrolment was accepted while that between school ownership and sexes were rejected. Results in Table 1 showed that 4996 students inconsistently and in a declined pattern enrolled, and ranged from 26.22 % in 2014 to 14.71 % in 2018. Results also showed that 95.52 % sat for examination over the period. Earlier, Nwanosike (2013) reported fluctuation in the enrolment of students in Senior Secondary Agricultural Science in Zaria. Results also revealed that male students had high enrolment (59.0 %) compared to females (41.0 %) with mean enrolment of 147.0 and 102.8 for male and female, respectively. 245 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere Specifically, Government Secondary School, Tudun Jukun, had high enrolment of 9.1 % (6.06 % male and 3.04 % female) while Government Secondary School, Kugu had the least of 1.12 %, corresponding to 0.68 % and 0.44 % for male and female, respectively. In Private Schools, Kai New Era International School was the highest with 10.38 %, corresponding to 5.98 % and 4.40 % of male and female whereas Therbow Secondary School had the least 1.26 % (0.48 % and 0.78 %), respectively in enrolment. Such trend in enrolment was basically influenced by socioeconomic status of the parents, school location and school factors. Obviously, despite the presumed migration of students to private schools, public schools had more students, which majorly constitutes children of low-income earners among the Hausa-Muslim in Zaria LGA. Such parents have some level of reservations towards formal education and financially cannot afford high fees in private schools. Results (Table 1) further revealed high enrolment of the male (34 %) and female (21 %) in public schools compared to private schools that were 25 % and 20 % for male and female, respectively. The declined enrolment confirmed the lack of interest and attitude of the youths in the subject probably due to inadequate implementation of the curriculum particularly on integration of Agricultural Science as a basic subject in pre-tertiary schools (Onwunali, 2020), ineffective pedagogic approach (Diise, Zakaria and Mohammed, 2018) and the farm practical work involved. The gender inequality was probably due to manual labour involved in crop and animal practical agriculture. Young girls are scared and discouraged of such practical activities and as such shy away, leaving the subject for the energetic and strong male. Olukayode and Ayoola (2015) reported earlier that the fear for practical activities starts from primary schools, and become evidently clear in secondary. Consequently, smaller proportion of girls are able to transit from primary to secondary school. In Northern Nigeria particularly in Zaria, farming and or agriculture is believed to be a sex-stereotyped occupation dominated by the male due to cultural and social norms (Onwunali et al., 2022). Cultural practices such as early marriage and “Kule” a situation that keeps majority of married young girls/women indoors till they are out of productive age are strong factors to the low, gap and educational imbalance between male and female enrolment, and have resulted in deep fixed prejudices, attitudes, customs, behavioral decisions and procedure against girls and women especially in the Vocational and Technical fields like Engineering and Agricultural Science (Egun and Tibi, 2010; Baliyan, 2014). Poor level of income was also identified as a serious factor in the declined enrollment. According to Nwanosike (2005), parent inability to pay school fees was a major reason for low and fluctuation, and declined enrolment of students to agriculture science in Imo State. Consequently, majority dropped-out of school resulted to increased youth interest in trade and apprenticeship training. The adolescent environmental hazards such as unwanted pregnancies, rape, gender insensitive, educational environment and lack of encouragement from the wider society maybe advanced for high female drop-out from school. Similarly, Felix (2018) associated the low enrolment of female students in Northern Nigeria secondary schools to religion, poverty and early child marriage, and was supported by World Bank (2012) who reported that girls are severely disadvantaged population in education, because they are last to enroll and the first to drop out. Influence of School Students’ Performance Ownership on Table 2: Relative performance of public and private secondary school students in Agricultural Science, 2014 – 2018 GRADES A1 B2 B3 C4 C5 C6 D7 E8 F9 Total % Q% ̅ 𝒙 Public 6 21 203 152 166 464 352 388 870 2622 54.95 21.21 41.4±0.33 Private 8 53 300 146 213 518 370 266 276 2150 45.05 25.94 49.6±0.31 246 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere ̅ = Mean, % = Percentage, Q = Quality of performance (A1 - C6), N = Total number of students, 𝒙 T-calculated = -18.36, Level of significance = 0.05, ± = standard error of mean 12.00 10.14 10.00 8.00 8.53 8.34 6.00 7.98 7.15 7.80 7.00 8.03 5.60 5.43 4.00 2.00 0.00 2014 2015 2016 % Public (pass) 2017 2018 % Private (pass) Fig 1: Yearly performance trend of all the candidates that scored A1 to E8 in public and private secondary school of Zaria Educational Zone after school (Njabili, Abedi, Magesse, Kalole, 2005; Amao and Gbadamosi, 2015). The generally poor, fluctuation and downward performance was linked to lack of interest and inadequate school motivation. Field observation evidently showed that, both school ownership, rarely had agricultural laboratory and farm for practical, consequently, students lacked required practical knowledge and skills to practice (Darko, Yuan, Okyere, Ansah and Liu, 2016; Otekunrin et al., 2019), hence the negative impression on the subject on graduation. Inadequate or non-functional school farm and laboratories, and lack of relevant instructional material in most schools particularly in private schools facilitated use of alternative to practical agriculture before and during examination instead of hands-onminds-on activities as stated in the curriculum. Contrary to reports that showed that students’ cognitive ability, school quality, teaching methods, home background, Alumni association and classroom environment contributed significantly to skill acquisition and competence of students in basic agricultural practice (Hedjazi and Omidi, 2008; Daluba, 2013). The high enrolment in public schools impacted negatively on performance probably due to high teacher-student ratio, inadequate classrooms, inadequate facilities, inadequate number of trained teachers and the presumed lack of interest and poor attitude of students inter alia (Muhammad, Onwunali and Omodara, 2022). Poor Results (Table 2) showed that, of the 4772 students that sat for WAEC, 54.95 % and 45.05 % passed in public and private schools with relatively low mean score of 41.4 and 49.6, corresponding to E8-D7 grades, respectively. However, t value of -18.36 (Tab. 1.86) indicated significant difference at p≥0.05 in the school ownership where private school performed better. Therefore, the null hypothesis was rejected. Similarly, quality performance (A1-C6) was poor in both school ownership, but higher in private schools (25.9 %) students compared to public schools (21.2 %). The trend of the general performance of all that passed (A1 to E8,) is presented in Fig. 1, which indicated inconsistent downward achievement from 2014 to 2018. Specifically, private schools’ performance was high (10.14 %) in 2015 and low (5.43 %) in 2016, similarly public schools were high (8.53 %) in 2014 and low (5.60 %) in 2018 (Fig.1). Idris (1990) reported negative attitude of students to agricultural science as reason for low academic achievement despite the wellstructured curriculum. Reports have shown high mean and quality achievement in private schools, associated with motivational factors. Such factors include, extra home lessons, convenient home reading environment, good video programme, good library and sound mental health, facilitated by high socioeconomic class of parents of students in private schools. A rear condition among children of the poor in public schools, that are stressed and exploited at home through domestic tasks with little or no time to study 247 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere achievement and failure in Agricultural Science and Vocational Education is of national concern, and Otekunrin et al. (2019) associated failure to inadequate innovative and relevant teaching methods, poor funding and lack or non-functional school farms for practical. Consequently, the right and required practical skills are not inculcated for self-employment and self-reliance after school. The well-designed curriculum of Agricultural Science covered theory and practical (in farm and laboratory) to ensure development of cognitive, affective and psychomotor domains of students. However, the consistent domination of theory method through copying of class notes has over the years affected academic performance, mental and physical activities of students (Deegan, Wim and Pettit, 2015; Onwumere et al., 2016), hence the need for adequate teaching methods, innovation and monitoring of school’s activities (Onwunali et al., 2022) Effect of Sex on Performance of Students Table 3: Performance of students in Agricultural Science in Zaria Educational Zone, 2014 – 2018 GRADES A1 B2 B3 C4 C5 C6 D7 E8 F9 Total % Q% ̅ 𝒙 Male 7 35 278 159 199 548 417 381 756 2780 58.0 25.69 43.8±0.31 Female 7 39 225 139 180 434 305 273 390 1992 42.0 21.46 46.9±0.35 ̅ = Mean, % = Percentage, Q = Quality of performance (A1 - C6), N = Total number of students, 𝒙 T-calculated = -6.49 Level of significance = 0.05, ± = standard error of mean 10.00 8.00 8.97 7.90 9.20 9.05 8.09 7.69 6.00 7.50 5.93 5.53 6.12 4.00 2.00 0.00 2014 2015 2016 % Male (pass) 2017 2018 % Female (pass) Fig 2: Yearly performance trend of all the male and female students that scored A1 to E8 in senior secondary schools of Zaria Educational Zone students among the student that passed (A1E8). Such inconsistent performance revealed that, male students scored high (9.20 %) in 2017 and dropped (7.50 %) in 2018 while their female counterparts dropped from 7.90 %) in 2015 to 5.53 % in 2016 (Fig. 2). Similar to Amadi and Eze (2018), school factors (time for practical, interaction between community and school, security, modern practical facilities, farm land), socioeconomic factors (student idea, belief, custom, skill in the subject) and parent economics such as occupation and education Results (Table 3) revealed that 58 % and 42 % male and female generally passed, respectively. with mean score of 43.81 and 46.86 corresponding to E8 and D7, grades, respectively. The male (25.69 %) performed better than female (21.46 %) in terms of quality of performance. However, the significant (P≤0.05) t value of -6.49 (tab.1.74) showed that female (46.9) performed better than male (43.8) in terms of mean score and grade, hence the null hypothesis was rejected Furthermore, results also showed low, inconsistent and declined performance of 248 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere were associated to the poor female participation and performance in agriculture. The variation in academic performance of sexes is still controversial (Naylor, 1972), hence it varies from one individual to another, and one field of study to another with females regarded as less intelligent in masculine activities (Adesope and Nwanekezi, 2007). Amao and Gbadamosi (2015) reported that gender, school location, socioeconomic status of parents and culture negatively influenced girls’ achievement in Agricultural Science. Contrarily and in support of variation in performance, Bulala and Malima (2019) reported that girls significantly performed better than boy in primary Agricultural Science. Clear indication that age influenced performance in Agriculture Science. At primary school, the girl child is tender and possibly below 12 years with little or no consciousness of sex and shyness in carrying out practical activities, as such could compete favourable with boys. Such situation differs in their later age in senior secondary schools. However, Bulala and Malima emphasized on the need to reevaluate location, parental support and economic status as means of facilitating students’ performance Agricultural Science. Comparative Performance of Sexes in the Public and Private School Table 4: Relative performance of male and female students in public and private secondary schools of Zaria Educational Zone 2014 - 2018 School Grades Ownership Sex A1 B2 B3 C4 C5 C6 D7 E8 F9 Total % Q% ̅ 𝒙 Public M 2 13 128 83 100 274 207 234 591 1,632 62.0 40.36 22.88 F 4 8 75 69 66 190 145 154 279 990 38.0 43.02 15.71 Private M 5 22 150 76 99 274 210 147 165 1,148 53.0 48.72 29.12 F 3 31 150 70 114 244 160 119 111 1,002 47.0 50.65 28.47 M= Male, F= Female, % = Percentage, Q% = percent of Quality of performance, N=Total number of students, Level of significance P≤0.05, t- tabulated = 3.84, X2 = Chi square, ** high significance 16.00 14.00 12.00 10.00 8.00 6.00 4.00 2.00 0.00 14.99 13.42 9.96 12.76 11.34 9.30 6.75 6.02 7.00 4.08 2014 2015 2016 % Male (Passed) 2017 2018 % Female (Passed) Fig 3: Yearly performance trend of all candidates that passed in public secondary schools of Zaria Educational Zone 249 X2 38.02* Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere 15.00 10.00 11.98 10.43 13.44 11.89 8.87 7.32 7.19 5.41 5.00 9.45 9.41 0.00 2014 2015 2016 % Male (Passed) 2017 2018 % Female (Passed) Fig 4: Yearly performance trend of all candidates that passed in private secondary schools of Zaria Educational Zone the boys are subjected to pressure to outperform the girls while the girls are not given equal opportunity to develop their potentials (Okafor and Mokwelu, 2018; Otekunrin and Otekunrin, 2020; Muhammad, et al., 2022). The relative performance of the males was 62 % in public and 53 % in private, and 47 % and 38 % for female students in private and public schools, respectively. (Table 4). Similarly, quality of performance of the male students were also proportional to the general results as 22.88 % in public and 29.12 % in private schools. However, the significant Chi square (X2) value of 38.02 (tab. 3.84) revealed that the female mean grade of 50.65 (C6) in private and 43.02 (E8) in public were relatively higher compared with 48.72: D7 and 40.36: E8 of the male students in private and public schools, respectively. Results clearly showed that, while more of the boys passed, the girls had high grades. Furthermore, the girls performed better in private schools than public possibly due to reduced practical activities and theoretically based method of teaching. Figures 3 and 4 indicated downward, inconsistent and relatively poor performance of students in both school ownership. Results ranged from 7.0 % in 2018 to 14.99 % in 2014, and 4.08 % to 9.96 % in 2018 and 2014, respectively for public schools. In private schools, (Fig. 4), yearly general pass ranged from 7.19 % in 2016 to 13.44 % 2015 for male and 5.41 % to 11.89 % in 2016 and 2015 for female, respectively. Results revealed closer association in performance of both sexes in private schools compared to public, probably because of equal opportunity of the alternative to practical agriculture and school environment, a condition that is probably not common in public schools, hence the boys outperformed the girls. Earlier, reports have shown that, students performed better in single schools, but in co-educational schools, Conclusion School product evaluation and achievement plays vital role in feedback mechanism, school monitoring, planning and implementation of curriculum. Generally, the inconsistent and decreased students’ enrolment in the study negatively skewed against the female student in both school ownership. Academic achievement of students under review was also poor in the general results, school ownership and sexes, however, results evidently showed that that sex and school ownership, and not location strongly influenced the academic performance of Senior Secondary students Agricultural Science in WASSCE. Recommendations • Results revealed poor students’ enrolment in both sex, locations and school ownership despite the policy that established agricultural science a basic subject in primary and secondary schools in Nigeria. Therefore, is a need for stakeholders such as proprietors of private schools and government at all levels to enforce implementation of such policy, encourage tuition subsidy and scholarship to facilitate enrolment particularly for female students to balance the present gender inequality. 250 Kashere Journal of Science and Education 2024, 2(1): 241-254. Creative Commons Attribution License (CC BY 4.0) ISSN: 3026-8117 Print, 3026-8311 Online Onwunali, M. R. O., Muhammad, H. B. & Omodara, A. A. ©2024 Federal University of Kashere • • Amadi, N.S. & Eze, U. (2018). Constraints to female students’ participation in practical agriculture in senior secondary schools in Abua/Odual Local Government Area, River State. International journal of innovative agriculture and biology research, 6(1):1-10 The quality of performance of students was generally poor and not consistent among sex, location and school ownership, however favoured the male and private school students, therefore, there is a need for equal educational opportunity in terms of teachers approach to students, use of facilities and others school factors to stimulate and facilitate students’ interest and attitude on the subject for improved academic achievement. 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