Abstract:
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,
