Assessment of Teaching Methods Used in Agricultural Education Within Vocational Schools in Gombe State

This study assesses the teaching methods used in agricultural education within vocational schools in Gombe State, North East Nigeria. Agricultural education is a critical strand of vocational education in Nigeria, intended to produce skilled farm managers, agro-entrepreneurs, and extension agents. The methods used to deliver agricultural content significantly influence student engagement and skill outcomes. A descriptive survey design is employed, with 140 agricultural education teachers from 25 vocational secondary schools and technical colleges in Gombe, Balanga, and Billiri local government areas. A researcher-designed questionnaire with validated items measures the frequency of use of various teaching methods including lecture, demonstration, field visits, project work, and simulation. Descriptive statistics including means and standard deviations summarise findings. Findings are expected to reveal an over-reliance on lecture methods and limited use of experiential and problem-based instructional strategies. The study also examines the relationship between teacher qualification levels and method diversity. Recommendations include teacher development workshops on experiential learning methodologies in agricultural education, establishment of school farm plots for practical instruction, and curriculum guidelines specifying minimum requirements for practical activity time. This study contributes to teaching methodology research in agricultural vocational education and provides practical guidance for teacher educators and curriculum supervisors in Gombe State and the North East geopolitical zone. Keywords: teaching methods, agricultural education, vocational schools, Gombe State, instructional strategies