The aim of this study was to assess the social benefits of school farms in Rivers State, Nigeria’s secondary schools. In Nigerian secondary schools, agriculture has been recognised as a core curriculum subject. With a total of 560 questionnaires distributed to teachers and students, the study used two research questions and a basic random sampling technique for data collection. A holistic agricultural science curriculum implementation in secondary schools is required to provide both classroom teaching and realistic interactions that students in agriculture are exposed to. According to the results, 75 percent of Rivers State secondary schools had sufficient farm space, and 85.71 percent of students practised farming with basic farm equipment. All social benefits derived from school farms include allowing students to develop their farming skills (with a mean score of 2.93), assisting students in forming a valuable background as future agriculturalists (2.80), and assisting students in appreciating the fact that profitable farming was possible within the constraints of available technology (2.73). About 96 percent of the schools visited lacked tractors and harvesters, and about 85 percent lacked well laid out farm plots. Just 23.21 percent of the schools surveyed had barns and livestock pens, 21.43 percent had fishing facilities, and 22.79 percent had well-established and maintained fish ponds. According to this report, school administrators in Rivers State, Nigeria, use all available tools to raise funds for secondary school farm facilities and material inputs.

Author (s) Details

Emeya, Salome
Department of Agricultural Science, Ignatius Ajuru University of Education, Ndele Campus, P.M.B. 5047, Port Harcourt, Rivers State, Nigeria.

Ojimba, Thankgod Peter
Department of Agricultural Science, Ignatius Ajuru University of Education, Ndele Campus, P.M.B. 5047, Port Harcourt, Rivers State, Nigeria.

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