Revamping Agricultural Science Practical Assessments in Nigeria: Lessons from IGCSE
DOI:
https://doi.org/10.37134/ajatel.vol15.1.7.2025Keywords:
Agricultural Science practical assessments, Senior Secondary School Certificate Examination (SSCE), Cambridge IGCSE, field-based assessment, NigeriaAbstract
This study explored the assessment of Agricultural Science practical examinations in Nigerian Senior Secondary Schools (SSCE) and compares them with the Cambridge International General Certificate of Secondary Education (IGCSE) approach. Kolb’s Experiential Learning Theory was adapted to support the study. This theory supports learning through experience, reflection and active experimentation. The study adopted an exploratory sequential mixed-methods research design involving three phases: qualitative, secondary and quantitative research. Firstly, qualitative data were collected through an interview of eight selected persons in a focus group discussion (FGD) made up of Agricultural Science teachers, school administrators, and examiners. Afterwards, secondary data were retrieved from official educational websites in order to benchmark the structure and components of Agricultural Science practical assessments in Nigerian SSCE against those in IGCSE. At the final phase, the study conveniently sampled 122 respondents to provide quantitative validation for the qualitative findings and evidence from secondary sources. Results of the study indicates that SSCE Agricultural Science practical assessments are mainly theoretical with emphasis on the identification of specimens, structured questions and diagrams rather than authentic and field-based assessments. The comparisons done alongside IGCSE showed that this lack of projects, fieldwork and direct observation in the SSCE assessments stands out. Critical barriers like poor infrastructure, lack of funds, and insufficient teacher training were pinned down as limiting factors for the greater adoption of practical-based approaches. These findings imply that the inclusion of elements in Nigeria SSCE model such as field hands-on activities, investigative projects and digital evidence may work to the improvement of Agricultural Science education in Senior Secondary Schools in Nigeria. The study made recommendations to incorporate field assessments in the SSCE, adopt mixed-methods for assessment, improve on infrastructures and set up capacity-building programs for teachers. Closing these gaps would bring Agricultural Science education in Senior Secondary schools in Nigeria in line with international standards and sharpen the readiness of students for careers in agriculture and related areas.
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