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Relationship between agricultural teaching methods and food security in Kenya

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Document pages: 18 pages

Abstract: In the case of New Coronavirus s 2019 coronavirus disease, continuous food insecurity is the focus of global attention, especially in Africa. Although agriculture is a major course in secondary schools, there are food shortages in Africa and Kenya in particular. Many young people who have graduated from secondary schools in Kenya are unable to make full use of the agricultural skills developed for food security during and after school. The teaching methods used in middle school agriculture should cultivate students skills in food production, food accessibility, food safety, nutrition and production economics. In view of this direction, this paper investigates the relationship between agricultural teaching methods in Southeast Universityondary schools and food security in Kenya. The study adopted descriptive survey design where data were collected using an Agriculture Teachers’ Interview Schedule, a Students’ Focus Group Discussion Guide, and a Parent’s Questionnaire and were then analyzed using descriptive and inferential statistics. The research findings established that the lecture method, class discussions, class projects, problem solving, and tours and field trips were the common methods in agriculture classes. Though recommended in the literature review section, digital learning was hardly mentioned as a teaching approach for this study. A major conclusion for this study is that there is statistically insignificant relationship between the teaching approaches and food security. There are other factors not in the scope of this study that could be affecting food security and can be tackled at secondary school level. This paper makes a contribution to the growing body of knowledge by highlighting research gaps worth investigation on the relationship between the agricultural teaching approaches and food security that were beyond the scope of the study.

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