Factors influencing contextualized teaching and learning in Mwanza city primary schools using agricultural experiences

The study was conducted in Mwanza City. The study intended to assess whether teaching and learning agriculture in primary schools was contextualized. A total of 145 respondents comprised the sample of the study. They included head teachers, district agricultural education officer, Ward Education officers, teachers and pupils. Cross- sectional research design was employed, whereby data were collected at a single point in time. The study covered two districts namely Nyamagana and Ilemela. Five wards were selected in respective to the district as follows; Pamba, Igoma, Sangabuye, Buswelu and Ilemela. Five primary schools were purposively selected in respective to wards, Bugando, Kanindo, Kayenze, Buswelu and Lukobe. Purposive, Stratified and random sampling techniques were used. The techniques and tools for data collection were questionnaires, interviews, observations and related documents. Both quantitative and qualitative data were collected. Quantitative data were analyzed by using Statistical Package for Social Sciences (SPSS) version 12 computer programme. The findings indicated that teachers and pupils had positive attitudes towards the agriculture subject. The study also found out that teachers were teaching agriculture subject theoretically. Contextualized teaching and learning in primary schools using agriculture experience was constrained by lack of teaching facilities, lack of capital for agriculture projects, inadequate qualified teachers to mention few. It is recommended that MoEVT should train more agriculture teachers as well as use in service training. Parents should involve their children in light agricultural activities. The pupils should learn by doing and attend field trips. The Curriculum developers should reform the syllabus to make agriculture subject compulsory and it should be examined. In order to enhance contextualized teaching and learning in primary schools using agriculture experiences the City Executive Director (CED) should allocate teaching facilities, provision of funds, employ reasonable numbers of qualified teachers and create conducive environments for diversified agriculture projects