Factors Affecting the Teaching and Learning of Agriculture in Secondary Schools in Bushenyi District Bitooma Sub-County

The teaching and learning of agriculture in secondary schools have faced challenges over the years, leading to a decline in student interest and performance. Despite its relevance in everyday life, the subject struggles to captivate students and has witnessed diminishing participation in national examinations. This study delves into the factors affecting the teaching and learning of agriculture in Bitooma-Kyamuhunga Sub-County, Bushenyi District, focusing on the period from 2007 to 2010. Previous research highlights various challenges, including teacher qualifications, instructional materials, traditional biases, and government support. Teachers' interaction with students, availability of textbooks, and societal perceptions significantly impact the effectiveness of agriculture education. A cross-sectional survey combining qualitative and quantitative methods was conducted in five secondary schools. Data was collected from head teachers, agriculture teachers, and students from different classes through questionnaires, interviews, and observations. Findings revealed a lack of instructional materials, with only a fraction of students having access to essential resources like textbooks. Additionally, teacher qualifications varied, with only half possessing formal qualifications in agriculture. Traditional biases and parental attitudes further deterred student interest, contributing to the subject's poor performance. The study underscores the need for more qualified agriculture teachers, adequate instructional materials, and government support to improve the teaching and learning of agriculture. Recommendations include enhanced teacher training, provision of resources, and efforts to change societal perceptions towards agriculture. Addressing the identified challenges can revitalize agriculture education, fostering student interest and improving academic performance. Collaboration between stakeholders, including educators, policymakers, and communities, is crucial in overcoming these obstacles and promoting agricultural literacy among students. Keywords: Learning, Agriculture, Secondary Schools, Students