This expansion builds upon your original text by providing deeper scholarly context, exploring additional
theoretical nuances, and elaborating on the educational implications of the topics discussed. The
original text is preserved in its entirety, with expanded sections added to provide a more comprehensive
review of the literature.
CHAPTER 2: REVIEW OF RELATED LITERATURE
This chapter reviews the related literature under the following sub-headings:
Concept of Plant Science as a component of Agriculture Science
Concept of Students' Interest in Science and Plant Science Topics
Concept of Students' Attitude Toward Plant Science Topics
Overview of Plant Science Topics in the Nigerian Secondary School Agriculture Science Curriculum
Constructivist Learning Theory
Interest Development Theory (Hidi & Renninger, 2006)
Theory of Planned Behavior (Ajzen)
Studies on Students' Interest in Agricultural Science and Plant Science in Nigeria
Studies on Students' Attitude Toward Plant Science and Related Biology Concepts
Studies on Factors Influencing Students' Interest and Attitude in Science Subjects
Appraisal of literature reviewed
Concept of Plant Science as a Component of Agricultural Science
Plant science, also known as botany or plant biology, is a specialized branch of biological science that
focuses on the structure, function, growth, evolution, distribution, and economic importance of plants.
Within the broader domain of agricultural science, plant science serves as a foundational pillar that
underpins crop production, soil-plant interactions, pest and disease management, and sustainable
agricultural practices (FAO, 2020). Agricultural science, as an applied interdisciplinary field, integrates
knowledge from biology, chemistry, environmental science, and economics to enhance food security,
improve rural livelihoods, and promote ecological sustainability (Okebukola, 2022).
Expansion:
The evolution of plant science has moved from basic taxonomic classification to advanced molecular
biology and biotechnology. In the modern era, plant science is increasingly concerned with "Economic
Botany"—the study of the relationship between people and plants and the uses of plants in economy
and society. This includes the development of bio-fortified crops to combat "hidden hunger"
(micronutrient deficiencies) and the breeding of climate-resilient varieties that can withstand the erratic
rainfall patterns characteristic of the 21st century.
In educational contexts, especially at the secondary school level in Nigeria, plant science is not taught as
an independent subject but is embedded within the Agricultural Science curriculum. The Nigerian
Educational Research and Development Council (NERDC, 2014) defines Agricultural Science as a subject
that equips learners with practical and theoretical knowledge about farming systems, animal husbandry,
agribusiness, and crop science. Plant science content in this curriculum includes topics such as plant
classification, photosynthesis, plant nutrition, seed germination, soil types, crop rotation, weed control,
and post-harvest handling.
The significance of plant science within agricultural science cannot be overstated. Plants constitute the
primary producers in most ecosystems and are central to food, fiber, fuel, and pharmaceutical
production. According to the World Bank (2021), over 70% of Nigeria's rural population depends directly
on plant-based agriculture for sustenance and income. Therefore, fostering a robust understanding of
plant science among secondary school students is essential for national development, agricultural
transformation, and youth engagement in agribusiness (Adeyemi & Akinola, 2020).
Scholars such as Olatunji and Ojo (2019) argue that misconceptions about plant science—often
perceived as "rural," "manual," or "less scientific"—have contributed to its marginalization in secondary
education. This perception is exacerbated by the urban-centric orientation of many school curricula and
the lack of modern teaching resources in rural schools. Notably, plant science requires hands-on
learning through school farms or botanical gardens, yet many public secondary schools in Nigeria lack
these facilities due to infrastructural and funding constraints (Ajiboye & Yusuf, 2021).
Despite these challenges, plant science remains a vital component of scientific literacy. The Next
Generation Science Standards (NGSS) in the United States, for instance, emphasize "disciplinary core
ideas" in life sciences, including plant growth, reproduction, and adaptation (NGSS Lead States, 2013).
Similarly, UNESCO (2017) advocates for the integration of plant science into science education to
promote biodiversity awareness and environmental stewardship goals that align with Nigeria's
commitment to the Sustainable Development Goals (SDGs), particularly SDG 2 (Zero Hunger) and SDG 15
(Life on Land). Thus, plant science, as a subset of agricultural science, plays a dual role: it enhances
students' scientific understanding of biological processes and prepares them for practical engagement in
agriculture, a sector critical to Nigeria's economy.
Concept of Students' Interest in Science and Plant Science Topics
Interest, in educational psychology, is defined as a psychological state of engagement and attention
toward a particular object, topic, or activity that is accompanied by positive emotional experiences and
often leads to increased effort and persistence (Hidi & Renninger, 2006; Ainley, 2017). In the context of
science education, interest is a key motivational variable that influences cognitive engagement, depth of
processing, and long-term retention of scientific concepts. Students' interest in science is not
monolithic; it varies across sub-disciplines such as physics, chemistry, biology, and applied fields like
agricultural or plant science.
Expansion:
Educational researchers distinguish between "Situational Interest"—an immediate, temporary spark of
curiosity—and "Individual Interest"—a long-term, stable predisposition to re-engage with a specific
topic. For plant science, situational interest might be triggered by seeing a drone spray a field or
observing a Venus Flytrap in action. However, the goal of Nigerian education should be the cultivation of
individual interest, where a student seeks out information on plant genetics or soil chemistry
independently. This transition is crucial because individual interest is highly correlated with "deep
learning" strategies rather than "surface learning" or rote memorization.
Research indicates that students often exhibit higher interest in applied, contextually relevant, and
hands-on science topics compared to abstract or theoretical ones (Osborne et al., 2019). Plant science,
with its tangible connection to food, environment, and daily life, has the potential to generate high
levels of situational interest especially when taught through inquiry-based or experiential methods.
However, empirical studies in Nigeria suggest a decline in student interest in agricultural science,
including plant science components. A study by Okeke et al. (2020) in Southeast Nigeria found that only
22% of senior secondary students expressed genuine interest in plant-related topics, with many
associating them with "farm work" and socioeconomic backwardness. This aligns with findings from
Oladejo et al. (2018), who reported that urban students, in particular, exhibit lower interest in
agricultural science due to perceived irrelevance to modern career paths.
Interest in plant science is also influenced by gender. While some studies (e.g., Adediwura & Tayo, 2017)
find no significant gender difference in interest levels, others (e.g., Olatunji & Adebayo, 2021) report
that female students show slightly higher interest in plant biology topics related to nutrition and home
gardening, whereas male students lean toward mechanized agriculture or agribusiness.
Importantly, interest is not static; it can be cultivated through effective pedagogy, real-world
applications, and exposure to role models in plant science careers (e.g., agronomists, horticulturists,
environmental scientists). According to Krapp (2019), interest development involves both affective
(emotional) and cognitive (knowledge-based) dimensions. When students see the relevance of plant
science to solving real problems such as climate-resilient crops or food insecurity, their interest is more
likely to deepen from situational (temporary) to individual (enduring). In summary, students' interest in
plant science is shaped by personal, instructional, and sociocultural factors. Enhancing this interest
requires deliberate curriculum design and teaching strategies that highlight the scientific, economic, and
ecological value of plants.
Concept of Students' Attitude Toward Plant Science Topics
Attitude refers to a relatively enduring organization of beliefs, feelings, and behavioral tendencies
toward a particular object, person, or idea (Ajzen, 2020). In science education, students' attitudes
toward specific subjects like plant science are critical predictors of academic engagement, performance,
and career orientation.
Expansion:
Psychologists often utilize the "ABC Model" to describe attitudes:
Affective component: The student’s emotional reaction (e.g., "I find plants fascinating" vs "I find
weeding disgusting").
Behavioral component: The student’s actions or intentions (e.g., volunteering to water the school
garden).
Cognitive component: The student’s belief or knowledge (e.g., "Plants are the source of all life on
Earth").
In the Nigerian context, the "Affective" component is often compromised by the association of plant
science with physical hardship and manual labor. This creates a disconnect where a student might
cognitively understand that plants are important for the economy, but affectively dislike the subject
because of its perceived low social status.
Attitudes toward plant science are often shaped by early experiences, cultural beliefs, media portrayals,
and school-based learning. In many Nigerian communities, agriculture—and by extension plant science
—is stereotypically associated with poverty, manual labor, and lack of modernity (Adeyemi & Bello,
2019). This negative perception is reinforced by the absence of visible success stories of young
agripreneurs in mainstream media and the dominance of white-collar career narratives in school
counseling.
Nonetheless, some recent interventions have shown promise in reshaping attitudes. For instance, the
"Green Schools" initiative by the Nigerian government and development partners encourages schools to
establish gardens where students cultivate vegetables and ornamental plants. A study by Eze and
Nwankwo (2022) in Anambra State found that students participating in such programs reported
significantly more positive attitudes toward plant science, describing it as "interesting," "useful," and
"empowering."
Attitudes are multidimensional, comprising cognitive (beliefs about usefulness), affective (feelings of
liking or disliking), and behavioral (willingness to engage) components (Fishbein & Ajzen, 2011).
Negative attitudes toward plant science may manifest as reluctance to participate in practical lessons,
low enrollment in agricultural science electives, or dismissive comments about farming.
Furthermore, teacher attitudes play a mediating role. If teachers themselves hold negative views about
plant science or lack enthusiasm, this is often transmitted to students (Ogunleye, 2020). Conversely,
passionate and knowledgeable teachers can inspire curiosity and respect for the subject.
Cultural context also matters. In agrarian communities like those in Ekiti State, where subsistence
farming is common, students may have ambivalent attitudes—valuing plant knowledge for household
survival but rejecting it as a future profession. This duality underscores the need for curriculum reforms
that modernize plant science education and connect it to innovation, technology, and entrepreneurship.
Overview of Plant Science Topics in the Nigerian Secondary School Agricultural Science Curriculum
The Agricultural Science curriculum for Nigerian senior secondary schools (SS1-SS3) is developed and
reviewed by the Nigerian Educational Research and Development Council (NERDC). The curriculum is
structured to provide both theoretical knowledge and practical skills, with plant science occupying a
significant portion. Key plant science topics covered include:
Classification of crops (by life cycle, morphology, and use)
Soil types and soil fertility management
Plant anatomy and physiology (roots, stems, leaves, photosynthesis, transpiration)
Seed germination and plant propagation methods
Crop production practices (land preparation, planting, weeding, harvesting)
Pest and disease control in crops
Post-harvest handling and storage
Agroforestry and conservation agriculture
Expansion:
The curriculum is designed to be progressive. In SS1, students are introduced to the basics of crop
classification and soil science. By SS2, the focus shifts to more complex physiological processes and the
management of specific crops (e.g., cereals vs. legumes). By SS3, the curriculum touches on more
advanced topics like plant breeding, genetics, and the economics of crop production.
However, there is a noted lack of "emerging technologies" in the current active curriculum. While
international standards are moving toward topics like CRISPR gene editing in plants, hydroponics, and
GIS (Geographic Information Systems) for precision agriculture, the Nigerian curriculum remains heavily
grounded in traditional agronomic practices. This gap contributes to the perception among students that
the subject is "outdated."
According to the NERDC (2014) curriculum guide, these topics are integrated with practical activities
such as establishing school farms, conducting germination experiments, and identifying local weed
species. The emphasis is on learner-centered, activity-based instruction to foster scientific inquiry and
agricultural skills.
However, implementation gaps are widespread. A national assessment by the West African
Examinations Council (WAEC, 2023) revealed that fewer than 35% of public secondary schools in
Southwest Nigeria have functional school farms. In Ekiti State, particularly in Irepodun/Ifelodun LGA,
infrastructure deficits, inadequate teacher training, and lack of instructional materials severely limit the
delivery of plant science content (Ojo & Adeyinka, 2021). Moreover, examination focus skews teaching
toward rote memorization of definitions rather than conceptual understanding or application. For
example, students may memorize the parts of a monocot plant but never observe one in a real farm
setting. This disconnect between curriculum intent and classroom practice undermines students'
interest and attitude. Recent curriculum reviews (NERDC, 2022 draft) propose integrating climate-smart
agriculture, biotechnology, and digital farming tools into plant science topics to enhance relevance. Yet,
without corresponding investments in teacher capacity and school infrastructure, these reforms may
remain aspirational.
Constructivist Learning Theory
Constructivist learning theory posits that learners actively construct knowledge through experiences and
reflection, rather than passively receiving information from teachers (Piaget, 1970; Vygotsky, 1978). In
science education, constructivism emphasizes inquiry, problem-solving, collaboration, and real-world
application.
Expansion:
One of the key practical applications of constructivism in science is the "5E Instructional Model" (Engage,
Explore, Explain, Elaborate, Evaluate). In a plant science context:
Engage: The teacher shows students a withered plant next to a healthy one.
Explore: Students perform experiments on soil moisture and plant health.
Explain: Students discuss their findings and the teacher introduces the concept of transpiration.
Elaborate: Students apply this to different soil types (clay vs. sand).
Evaluate: Students are assessed on their ability to predict plant growth in varied environments.
Jean Piaget's cognitive constructivism highlights the role of cognitive conflict in learning—when students
encounter phenomena that challenge their existing mental models (schemas), they adjust their
understanding through assimilation and accommodation. Lev Vygotsky's social constructivism, on the
other hand, underscores the importance of social interaction and scaffolding in knowledge construction,
particularly within the Zone of Proximal Development (ZPD).
For plant science education, constructivist approaches are especially effective. Growing plants,
observing their life cycles, and experimenting with variables like light or water allow students to build
conceptual understanding through direct experience. A study by Yusuf and Adesina (2020) in Oyo State
demonstrated that students taught plant nutrition using constructivist methods (e.g., hypothesis testing
with potted plants) outperformed peers taught via lecture methods in both comprehension and
attitude.
Constructivism also aligns with the "learning by doing" philosophy central to agricultural education.
When students design and manage a school garden, they integrate knowledge from biology, chemistry,
and environmental science, fostering interdisciplinary learning and ownership. However, implementing
constructivism in under-resourced Nigerian schools remains challenging. Large class sizes, lack of
materials, and examination pressure often force teachers to adopt transmission-based methods.
Professional development programs that train teachers in constructivist pedagogy—especially for plant
science—are therefore essential.
Interest Development Theory (Hidi & Renninger, 2006)
Hidi and Renninger's (2006) Four-Phase Model of Interest Development provides a robust framework for
understanding how interest in plant science evolves over time:
Triggered Situational Interest: Initial curiosity sparked by a novel or engaging stimulus (e.g., a colorful
flower, a time-lapse video of germination).
Maintained Situational Interest: Sustained attention due to supportive learning environments (e.g.,
hands-on labs, teacher enthusiasm).
Emerging Individual Interest: Personal connection to the topic, leading to voluntary engagement (e.g.,
starting a home garden).
Well-Developed Individual Interest: Deep, enduring commitment characterized by knowledge seeking
and identity alignment (e.g., aspiring to study agronomy).
Expansion:
The transition from Phase 2 to Phase 3 is the "valley of death" in Nigerian science education. Many
students have their interest triggered and maintained for a short while during a practical lesson, but
because the school farm is often used for punishment or the curriculum is too focused on rote exams,
the interest fails to become "Individual Interest." To bridge this gap, education must move beyond the
"novelty" of practicals and help students see plant science as a part of their personal identity or future
career.
This model is particularly useful for designing interventions to boost interest in plant science. For
instance, using multimedia or community gardening projects can trigger situational interest, while
follow-up projects and career exposure can help sustain and internalize it. In the Nigerian context,
studies applying this model are limited. However, Olatoye and Akinsola (2019) found that students
exposed to plant science through school-club activities progressed from phase 1 to phase 3 over one
academic year, particularly when mentors and resources were available.
Theory of Planned Behavior (Ajzen)
The Theory of Planned Behavior (TPB), developed by Icek Ajzen (1991, 2020), is a widely used social-
psychological framework that explains human actions by examining three key determinants of
behavioral intention: (1) attitude toward the behavior, (2) subjective norms, and (3) perceived
behavioral control. In the context of educational research—particularly science and agricultural
education—TPB provides a robust lens for understanding why students choose to engage with or avoid
specific academic subjects like plant science.
Attitude toward the behavior refers to the individual's overall positive or negative evaluation of
performing the behavior in question, in this case, studying or participating in plant science activities. If a
student believes that learning about plant physiology or crop production is useful, interesting, or
personally rewarding, they are more likely to form a favorable attitude, which increases the likelihood of
engagement.
Subjective norms capture the perceived social pressure to perform or not perform the behavior. These
norms are shaped by significant others such as parents, teachers, peers, and community members. In
many Nigerian communities, especially urban ones, there exists a strong societal narrative that
dismisses agriculture as a "poor man's job." Consequently, even if a student personally values plant
science, peer ridicule or parental discouragement can deter active participation or career consideration
in the field.
Perceived behavioral control reflects an individual's belief in their capacity to successfully execute the
behavior, influenced by both internal (e.g., self-efficacy, prior knowledge) and external (e.g., availability
of tools, teacher support, school farm) factors. A student may be interested in plant science but feel
incapable of succeeding due to poor foundational biology knowledge or lack of access to practical
resources like seeds, soil, or laboratory equipment.
Several studies have applied TPB to science education with strong predictive validity. For example,
Bamidele, Ogunlade, and Adeniyi (2022) investigated senior secondary students in Ekiti State and found
that attitude (\beta=0.42) and perceived behavioral control (\beta=0.31) were significant predictors of
students' intention to pursue agricultural science in higher education, while subjective norms exerted a
significant negative influence (\beta=-0.24), especially among urban students. This highlights how deeply
social perception affects academic choices in Nigeria.
In plant science education, TPB helps explain the gap between curriculum intent and student response.
Even when plant science content is well-designed and relevant, students may disengage if their attitudes
are negative, if they face social stigma, or if they feel incapable of mastering practical tasks. Therefore,
interventions aimed at improving interest and attitude must address all three components of TPB,
through career counseling (to reshape attitudes), community engagement (to shift norms), and
improved teaching resources (to enhance perceived control).
Studies on Students’ Interest in Agricultural Science and Plant Science in Nigeria
Empirical research in Nigeria consistently reveals low to moderate levels of student interest in
agricultural science, with plant science components often receiving the least attention. Ogunleye (2020)
surveyed 600 senior secondary students across Lagos and reported that only 18% expressed genuine
interest in agricultural science, citing reasons such as “lack of modern relevance” and “association with
manual labor.”
Similarly, Adeyemi and Bello (2019) compared rural and urban schools in Oyo State and found that
interest levels were significantly higher in rural settings (45% vs. 20%), largely due to family involvement
in farming and early exposure to crop cultivation. More recently, Ojo and Adeyinka (2021) conducted a
study in Ekiti State, focusing on public schools in agrarian communities like Irepodun/Ifelodun. They
found that 32% of students showed moderate interest in plant science topics, with interest strongly
correlated with the presence of functional school farms and teacher enthusiasm. Notably, students who
participated in hands-on activities such as seed germination experiments or compost preparation
reported higher interest than those taught through rote memorization.
Expansion:
The "Interest Gap" in plant science is often linked to what some researchers call "Plant Blindness"—the
inability to see or notice the plants in one's own environment. Students often perceive plants as a static,
boring backdrop to the more "exciting" animal science or human biology topics. Studies in Southwest
Nigeria suggest that when teachers use "charismatic flora" (plants with unusual properties or high
economic value) or link plants to medicinal uses (ethnobotany), interest spikes. This suggests that the
type of plant science content matters as much as the method of delivery.
Intervention studies have demonstrated that interest can be cultivated. Eze and Nwankwo (2022)
implemented a project-based learning module on urban gardening in three secondary schools in
Anambra State. After 12 weeks, interest in plant science increased by 38% among participants, with
qualitative data revealing shifts in perception from viewing plants as “farm crops” to seeing them as
“sources of business and environmental solutions.”
Despite these promising findings, challenges persist. Many schools, particularly in underfunded public
sectors, lack the resources to deliver experiential plant science education. Furthermore, national
examinations like WAEC and NECO often emphasize theoretical recall over practical application,
disincentivizing teachers from investing time in engaging activities. As a result, student interest remains
fragile and highly dependent on contextual factors rather than intrinsic motivation.
Studies on Students’ Attitude Toward Plant Science and Related Biology Concepts
Attitude studies in Nigeria paint a complex picture. While some students appreciate the ecological and
nutritional value of plants, prevailing negative stereotypes continue to undermine positive orientations.
Adediwura and Tayo (2017) surveyed 400 students in Kwara State and found that 65% held negative
attitudes toward plant biology, describing it as “boring,” “repetitive,” or “not useful for future careers.”
Common responses included: “We already know about plants from home,” and “This is not science, it’s
farming.”
However, exposure to modern applications of plant science can shift these views. Oladejo, Olatoye, and
Ayanbadejo (2018) introduced guest lectures by young agripreneurs—individuals using hydroponics,
organic certification, and e-commerce to sell plant-based products—into secondary schools in Osun
State. Post-intervention surveys showed a statistically significant improvement in student attitudes (p <
0.01), with many students expressing surprise that “plant science could be high-tech and profitable.”
Expansion:
Research into "Scientific Identity" suggests that students develop attitudes based on whether they see
themselves as "the kind of person who does science." In Nigeria, the "scientist" identity is frequently
linked to stethoscopes and lab coats. Expanding the definition of a plant scientist to include "Plant
Geneticists," "Bio-informaticians," and "Ecologists" can help students reconcile their desire for a high-
status career with their study of agricultural science. Attitudes are also significantly shaped by the
"Hidden Curriculum"—the unintended lessons learned through the school environment. If the school
farm is overgrown with weeds and neglected, students adopt a "hidden" attitude that plant science is
unimportant.
Gender also plays a role. Olatunji and Adebayo (2021) found that female students in Ekiti and Ondo
States exhibited more positive attitudes toward plant topics related to nutrition, herbal medicine, and
home gardening, while male students were more inclined toward mechanized crop production or
agribusiness models. This suggests that curriculum designers should consider gender-responsive
approaches to make plant science inclusive and relevant to diverse student identities.
Another critical factor is teacher attitude. Ogunleye (2020) observed that when teachers themselves
expressed enthusiasm for plant science—using live specimens, telling stories of crop innovation, or
linking lessons to climate change—students mirrored these positive dispositions. Conversely, disengaged
or poorly trained teachers often reinforced negative stereotypes. Overall, while negative attitudes
toward plant science remain widespread, they are not immutable. Targeted interventions that connect
plant science to innovation, health, and entrepreneurship show strong potential for attitude
transformation.
Studies on Factors Influencing Students’ Interest and Attitude in Science Subjects
A body of Nigerian research has identified multiple interrelated factors that shape students’ interest and
attitude toward science subjects, including plant science:
Teacher Quality and Pedagogy: Enthusiastic, knowledgeable teachers who use inquiry-based, hands-on
methods significantly enhance student engagement (Yusuf & Adesina, 2020). In contrast, teachers who
rely solely on textbooks and chalk-talk often diminish interest.
Parental and Societal Influence: Parents’ occupations and beliefs heavily influence student perceptions.
Children of civil servants or urban professionals are more likely to view agriculture negatively, whereas
those from farming households may hold ambivalent views—valuing practical knowledge but aspiring to
“white-collar” careers (Adeyemi & Bello, 2019).
School Location and Resources: Rural schools often have more space for school farms but may lack
trained teachers, while urban schools may have better infrastructure but no access to green spaces.
Both face challenges, but in different ways (Ojo & Adeyinka, 2021).
Gender and Cultural Norms: Traditional gender roles can limit participation. In some communities, girls
are discouraged from “dirty work” like farming, while boys may avoid plant science for fear of being
labeled “unmanly” if they show interest in gardening (Olatunji & Adebayo, 2021).
Curriculum Relevance: Students are more engaged when they see real-world applications. Topics like
climate-resilient crops, biofortification, or vertical farming resonate more than outdated content on
traditional hoe-farming (NERDC, 2022 draft review).
Examination System Pressure: The high-stakes nature of external exams encourages “teaching to the
test,” reducing time for practical exploration and critical thinking—key drivers of interest and positive
attitude (WAEC, 2023).
Expansion:
Beyond these six factors, Socioeconomic Status (SES) plays a silent but powerful role. Students from
higher SES backgrounds often have access to digital tools and internet resources that show them the
global advancements in plant biotechnology, potentially fostering a more positive attitude toward the
subject's modern potential. Conversely, students from lower SES backgrounds may only see the grueling,
low-return side of traditional farming, reinforcing a desire to escape the field.
Furthermore, the Peer Group Effect cannot be ignored. During adolescence, the desire for social
acceptance is paramount. If a student's peer group views agricultural science as "uncool," even a highly
interested student may suppress their interest to fit in. This creates a "spiral of silence" where interest
exists but is never expressed or developed.
These factors operate synergistically. For instance, a well-trained teacher (factor 1) in a rural school
(factor 3) can leverage community farming knowledge (factor 2) to design relevant lessons that
challenge gender norms (factor 4) and align with modern curriculum goals (factor 5), thereby fostering
both interest and positive attitude.
Appraisal of Literature Reviewed
The reviewed literature reveals several key insights and gaps. First, there is strong consensus that
students’ interest and attitude toward plant science in Nigeria are generally low, shaped by sociocultural
stigma, inadequate teaching resources, and misalignment between curriculum content and
contemporary agricultural realities. Second, established theories—particularly the Theory of Planned
Behavior and Interest Development Theory—offer valuable explanatory power and can guide
intervention design.
Expansion:
The appraisal further reveals that the Nigerian educational system is at a crossroads. While the policy
documents (like the NERDC curriculum) speak the language of "learner-centeredness" and "activity-
based learning," the reality in the classroom is often one of "chalk-and-talk" due to resource scarcity.
This creates a "Policy-Practice Gap" that is a recurring theme across the literature. Moreover, much of
the research is descriptive—identifying that a problem exists—but there is a dearth of longitudinal
research that tracks how interest and attitude change over the full three-year senior secondary cycle.
However, notable gaps persist. Most studies treat “agricultural science” as a monolithic subject, with
little disaggregation of plant science as a distinct domain. Given that students may respond differently to
animal husbandry versus crop science, this lack of specificity limits precision in diagnosis and solution
design.
Additionally, while studies exist in states like Oyo, Lagos, and Anambra, there is scant empirical research
focused explicitly on Ekiti State—particularly the Irepodun/Ifelodun Local Government Area, which
combines agrarian traditions with evolving educational dynamics. Furthermore, few studies employ
mixed-methods designs that capture both the quantitative trends and the qualitative narratives behind
students’ disengagement. Understanding why students dislike plant science beyond surface-level
responses requires deeper ethnographic or phenomenological inquiry.
This study addresses these gaps by:
Isolating plant science topics from the broader agricultural science curriculum.
Focusing on a specific, under-researched geopolitical locality in Ekiti State.
Integrating both survey data and open-ended student reflections to provide a nuanced understanding of
interest and attitude.
The findings will inform not only local pedagogical practices but also contribute to national discourse on
revitalizing plant science education in alignment with 21st-century agricultural challenges and
opportunities.
Would you like me to focus on expanding a specific theory or more on the empirical studies from other
Nigerian states?