Abstract:
The acquisition of farming skills by Agricultural Sciences learners seem to be lacking because of several factors. The study sought to analyse the influence of practical activities on the acquisition of Agricultural Sciences farming skills by Grade 12 learners in the Mankweng Circuit in the province of Limpopo. This was achieved by answering the main research question: „How do practical activities influence the acquisition of farming skills by Grade 12 Agricultural Sciences learners at selected secondary schools in the Mankweng Circuit?‟ This question was further divided into three sub-research questions. The first sub-question was: „How do Grade 12 Agricultural Sciences learners acquire farming skills from practical activities?‟ Following on from this was the second sub-question: „What are the implications of practical activities on the acquisition of farming skills by Grade 12 Agricultural Sciences learners?‟ While the last sub-question was: „What are the learners‟ perceptions of the practical activities of Agricultural Sciences?‟ A qualitative multiple case study research design was used to answer these questions. Kolb‟s experiential learning theory was used as a framework to guide the study.
Three secondary schools were selected in the Mankweng Circuit using purposive and convenience sampling. Data collection was done using lesson observations and individual semi-structured interviews. Analysis of data was done using codes thematic data analysis. Three themes were used for analyses and discussion of data namely; the acquisition of Agricultural Sciences farming skills, the implications of the practical activities, and the learners‟ perceptions of the practical activities. Findings from this study show that learners acquire different agricultural farming skills when engaged in practical activities. In addition, learners perceived agricultural as an interesting and motivating subject when practical activities are included in their learning. Therefore, the study recommends that teachers, curriculum advisors and the Limpopo Department of Education must ensure that Grade 12 Agricultural Sciences practical activities are delivered as outlined in the Curriculum Assessment Policy Statements (CAPS) document. Moreover, learners must engage more often in practical activities since each type of practical activity determines the types of Agricultural Sciences farming skills to be acquired by learners.
