Effects of Teaching Agricultural Science without a Laboratory: A Focus on Wiawso College of Education

Abstract

This study sought to ascertain the impact of agricultural science education in the absence of a science lab. The study specifically focused on Wiawso College of Education in Ghana's western north. Both quantitative and qualitative research methods were used. The impacts of teaching agricultural science courses without a science lab were investigated quantitatively, as well as the challenges teachers and students faced when delivering and learning science in the absence of a science lab. This provided quantitative data, and a qualitative method was utilised to investigate whether students could master agricultural science concepts, knowledge, and nature without engaging in practical activity. The study discovered that it is true that teaching and learning agricultural science subjects are challenging in the absence of a well-equipped science laboratory for both science teachers and students. Additionally, the study discovered that the majority of agricultural science students claimed that they could not master agricultural science concepts, knowledge, and nature without doing practical work. Based on the findings, it can be said that the failure of teaching and acquiring practical skills in the absence of a science lab with adequate equipment may prevent learning from taking place. The majority of agricultural science teachers reported having trouble encouraging student inquiry, which prevented their students' practical work from achieving its intended goals. On the other hand, students reported having trouble interacting with phenomena and materials to promote meaningful learning.