The role of school gardens in enhancing biology education in Ohimini LGA, Benue State
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- NGN 5000
Background of the Study
School gardens have increasingly become innovative platforms for experiential learning, particularly in the field of biology education. In Ohimini LGA, Benue State, integrating school gardens into the biology curriculum is viewed as an effective way to bridge theoretical concepts with tangible, hands-on experiences. Over recent years, educators and policymakers have advocated for the incorporation of garden-based learning to stimulate student interest in natural sciences and environmental stewardship (Ibrahim, 2023). School gardens serve as living laboratories where students can engage in activities such as plant cultivation, soil analysis, and ecological observation, thereby deepening their understanding of biological processes and environmental dynamics (Okeke, 2024). This pedagogical approach not only enhances the comprehension of scientific concepts but also fosters critical thinking, creativity, and a sense of responsibility towards nature (Chukwu, 2023). Moreover, the school garden initiative in Ohimini LGA has been linked to improved student engagement and academic performance in biology, as students are able to observe firsthand the practical applications of classroom theories (Adegoke, 2024). The collaborative nature of garden projects encourages teamwork and community involvement, as local farmers and environmental experts are often invited to share their knowledge and experiences (Uche, 2025). In addition, these gardens provide a sustainable method for teaching environmental conservation and nutrition, with students learning the importance of locally grown produce and sustainable agricultural practices (Eze, 2023). The initiative aligns with national educational reforms aimed at incorporating active learning methods in science education, reflecting a shift towards more interactive and student-centered approaches (Obi, 2024). Despite these positive trends, challenges remain regarding resource allocation, teacher training, and the long-term sustainability of such programs. As school gardens are integrated into the curriculum, continuous evaluation is required to ensure that they meet educational objectives and foster scientific inquiry effectively (Nwankwo, 2023). The growing body of literature supports the idea that experiential learning in natural settings can lead to better retention of scientific knowledge and more positive attitudes towards environmental issues (Akinyemi, 2024). Thus, the role of school gardens in enhancing biology education is of significant interest in the context of modern pedagogical reforms, making it imperative to investigate their effectiveness and potential for broader educational impact (Ifeanyi, 2025).
Statement of the Problem
Despite the recognized benefits of integrating school gardens into biology education, several challenges hamper their successful implementation in Ohimini LGA. A primary concern is the inadequate funding and limited access to resources, which constrain the development and maintenance of effective garden environments (Nwachukwu, 2023). Additionally, many teachers lack the necessary training to incorporate garden-based activities into their lesson plans effectively, resulting in missed opportunities to enrich the curriculum (Amadi, 2024). There is also a significant disparity in the availability of garden spaces across schools in the region, leading to unequal learning experiences among students. Furthermore, logistical issues such as seasonal variability, pest control, and maintenance challenges compromise the sustainability of these gardens (Olu, 2025). The curriculum sometimes fails to integrate garden activities with theoretical content seamlessly, thereby diluting the intended educational outcomes (Ekong, 2023). Moreover, community engagement, which is critical for the long-term success of school gardens, has been sporadic, with many local stakeholders not fully participating in the programs (Uzor, 2024). This lack of collaboration undermines efforts to secure funding and technical expertise, further limiting the gardens’ potential as educational tools. Without systematic monitoring and evaluation, it remains difficult to quantify the impact of school gardens on students’ academic performance and environmental literacy. This study aims to address these issues by assessing the current state of school garden initiatives in Ohimini LGA and identifying key factors that affect their efficacy. It is vital to examine how these challenges influence both teaching practices and student outcomes in biology education. Only through a comprehensive understanding of these obstacles can effective strategies be developed to optimize the role of school gardens and ensure their sustainability as a core component of biology instruction (Chima, 2023).
Objectives of the Study
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To assess the effectiveness of school gardens in enhancing biology education in Ohimini LGA.
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To identify challenges hindering the optimal use of school gardens in biology curricula.
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To recommend strategies for better integration and sustainability of garden-based learning.
Research Questions
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How do school gardens enhance the understanding of biological concepts among students?
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What challenges do teachers and schools face in implementing garden-based learning?
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How can community involvement and resource allocation be improved to support school gardens?
Research Hypotheses
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The integration of school gardens significantly improves students’ comprehension of biology.
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Inadequate teacher training adversely affects the implementation of garden-based learning.
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Increased community involvement positively correlates with the sustainability of school gardens.
Significance of the Study
This study offers critical insights into how school gardens can transform biology education by promoting active learning and environmental stewardship. Its findings will benefit educators, policymakers, and community stakeholders by highlighting successful practices and pinpointing challenges. Recommendations drawn from this study will support enhanced curriculum integration and foster sustainable school garden initiatives, ultimately improving student engagement and academic achievement.
Scope and Limitations of the Study
This research is confined to evaluating the role and impact of school gardens in the context of biology education in selected schools in Ohimini LGA, Benue State. The study will not extend to other subject areas or regions, and findings are limited to the examined schools.
Definitions of Terms
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School Garden: A cultivated outdoor space within school premises designed for educational, environmental, and nutritional activities.
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Biology Education: The structured teaching and learning of living organisms, their structures, functions, and relationships.
Experiential Learning: An educational approach involving direct experience and reflection to enhance knowledge and skills
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