CONTRIBUTION OF CLASSROOM CLIMATE IN LEARNING MODERN AGRICULTURE AT SENIOR SECONDARY SCHOOLS IN ESWATINI

Abstract

Classroom climate is vital; thus, it was imperative to examine its contribution in the learning of Modern
Agriculture in Eswatini. A descriptive research design was employed to study senior secondary agriculture
students in Eswatini. Intact classes for Form 5 agriculture students were sampled from 16 schools in
Eswatini. A valid and reliable (r=.82) self-administered questionnaire was used for data collection in
February 2019. It was validated by three experts from the Department of Agricultural Education and
Extension. Findings revealed that only the process and products variables contribute to the classroom
climate which enhances the learning of agriculture for senior secondary school students in Eswatini. The
most contributing items for the process variables were: freedom to ask question during the lessons,
involvement in all lesson activities, and the ability of the teacher to give clear directions; whereas application
of agriculture skills learnt at school at home, and transformation of mind brought by learning agriculture
were the main items for the products variables Therefore, the study concluded that the process and product
variables were the main contributing variables for a classroom climate that enhance the learning of Modern
Agriculture. The study recommended that an enabling environment that will lead to both effective learning
and transferring of knowledge from class to farming at home should be ensured.
KEYWORDS: Classroom climate, context variable, presage variable, process variable, product variable.