ABSTRACT
The study developed entrepreneurial skill modules required by the agricultural extension agents in training secondary school graduates in garden egg production. Research and development design (R&D) was adopted and the area of the study was Abia State with three agricultural zones namely: Umuahia zone, Ohafia zone and Aba zone. The population for the study was 1500, made up of 1036 crop farmers for the three zones: (328 for Ohafia, 164 for Umuahia and 544 for Aba) and 464 agricultural extension agents. The sample was 306 consisting of 211 garden egg farmers and 95 agricultural extension agents, stratefied proportionate sampling technique was used to sample the crop farmers for the three zones namely:67 farmers for Ohafia, 33 farmers for Umuahia and 111 farmers for Aba. The instrument for data collection was a structured Questionnaire and was subjected to face and content validity along with the modules by three (3) experts each. Cronbach Apha reliability method was used to determine the internal consistency of the questionnaire items and a co-efficient of 0.82 was obtained. Three research assistants helped the researcher to administer the questionnaire to the respondents. Out of the 306 copies of the questionnaire distributed, 298 copies were retrieved and analyzed showing 97% retrieval rate. Data collected were analyzed using mean and standard deviation to answer the research questions while t-test was used to test the null hypotheses at 0.05 level of significance. The study found out that 8 skills which include: (to enable the graduates become self employed in garden egg production enterprise, to empower the graduates to own and manage any of garden egg enterprises, to make the graduates become skillful in growing, managing, harvesting and marketing of garden egg, among others ) were relevant as the objectives of garden egg production, 50 skills comprising (9 skills in planning, 15 skills in nursery establishment, 6 skills in transplanting, 5 skills in post planting operations, 5 skills in harvesting and 10 skills in marketing) were required as the content of a training module in the growing of garden egg, 11 skills were required as the instructional material for a training module in garden egg production, 8 skills were relevant as the methods of a training module in garden egg production and 6 skills were required as activities for evaluating a training module in garden egg production. The study found out that there was no significant difference in the mean responses of the two groups of respondents (farmers and extension agents) on the hypotheses tested and therefore recommended that the packaged modules should be utilized by the agricultural extension agents and the skill acquisition center teachers in training secondary school graduates and other interested individuals through small plot techniques in garden egg production enterprise.
TABLE OF CONTENTS
Title
page i Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table
of Contents vi
List
of Tables viii
List
of Figure ix
Abstract x
CHAPTER 1:
INTRODUCTION
1.1 Background to the Study
1
1.2 Statement of the Problem 9
1.3 Purpose of the Study 10
1.4 Significance of the Study
11
1.5 Research Questions 12
1.6 Hypotheses
13
1.7 Scope of the
Study
13
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Conceptual
Framework 15
2.1.1 Concept
of entrepreneurial skill module
15
2.1.2 Concept
of training 15
2.2 Approaches
to Identification 39
2.2.1 Task
analysis
39
2.2.2 Occupational
analysis approach 41
2.2.3 Modular
approach
42
2.3 Theoretical
Framework 46
2.3.1 Training
theory
46
2.3.2
Occupational theory
49
2.3.3 Skill
acquisition theory
49
2.4 Empirical
Studies
50
2.5 Summary of Related Literature Review 54
CHAPTER 3: METHODOLOGY
3.1 Design of the Study
55
3.2 Area of the Study 55
3.3 Population for the Study
56
3.4 Sample and
Sampling Techniques
56
3.5 Instrument
for Data Collection
56
3.6 Validation
of the Instrument
57
3.7
Reliability of the instrument
57
3.8 Method of
Data Collection
58
3.9 Method of Data Analysis 58
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Results 59
4.2 Findings of
the Study 69
4.3 Discussion of the Study 74
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1. Summary
of the Procedure Used 77
5.1.1 Major
findings of the study 78
5.1.2
Implications of the study
79
5.2
Recommendations 79
5.3
Conclusion 80
5.4 Limitation of the Study 81
5.5 Suggestions for Further Study 81
References 82
Appendices
LIST OF TABLES
Title Page
1 Mean and standard deviation
on the objectives of a training
module
in garden egg production 59
2 t-test
Analysis on the objectives of a training module in garden
egg
production 60
3 Mean
and standard deviation on the contents of a training
module
in the growing of garden egg 61
4 t-test
Analysis on the content of a training module in the
growing
of garden egg 63
5 Mean
and standard deviation on the instructional materials
for
delivering a training module in garden egg production 65
6
t-test Analysis on
the instructional materials for delivering
a
training module in garden egg production 66
7 Mean and standard deviation
on the training methods for
delivering
a training module in garden egg production 66
8 t-test
Analysis on the training methods for delivering a
training
module in garden egg production 67
9 Mean
and standard deviation on activities used for evaluating
a
training module in garden egg production 68
10 t-test
Analysis on the activities used for evaluating a training
module
in garden egg production 68
LIST OF FIGURE
Fig 1: Conceptual model developed for the
study 45
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
Secondary
school graduates are those youths and adult learners who have passed through
universal basic education which involves six years of primary education and six
years of secondary education successfully and might still be willing to
continue with their studies. Secondary school graduates according to Onuka
(2003), are youths that have successfully completed their six years of
secondary education and are neither admitted into higher institutions nor are self
employed. Omeregie (2005), noted that most of the graduates roam the streets
sometimes aimlessly, idling away their time in planning and carrying out crime
or engaging in social vices such as
stealing, robbery, gambling, kidnapping among others, while some of them
migrate to the urban areas in search of good paid jobs that are not readily
available for unqualified youths. However, Osinem (2008), opined that youths
who have the required education and have acquired entrepreneurial skills are
quickly absorbed into jobs, while those without sufficient academic vocational
qualifications live in subsistence level and so many others remaining
unemployed out of desperation and frustration constitute nuisance to the
society. The secondary school graduates are the worst hit in the society
because they have no ready means of survival except depending on their parents.
In any case, if these youths who suffer acute unemployment due to lack of
entrepreneurial skills are giving the necessary training in garden egg
production, could be satisfactorily employed after leaving school.
Garden
egg is a herbaceous annual crop which originated from India and South East Asia
with China being the largest producer. It is scientifically known as Solanum melongena. Garden egg was
introduced into Southern Europe by the Arabians and distributed in Africa by
the Persians. Romain (2001), submitted that garden egg comes in different forms
and shapes-oval, round and pear shaped and colours-green, white and light
yellow. The important varieties are the small green rounded type with edible
leaf and relatively small fruits (Solanum
torvum) and a wide range of species such as Solanum aethiopicum (African garden egg), solanum macrocarpion, solanum torvum among others which can be used
for cross breeding solanum melongena
for disease resistance. In Abia state, varieties like the Ngwa large with
rounded fruit and green stripes is woody at the base with branching stem, the
stem is green and covered with hairs. The leaves are simple and the petiole
sometimes lobed, hairy and pointed at the apex. The flowers are hermaphroditic
and appear in clusters in the axil of the leaves. Adesina (2002), reported that
the fruit is a berry without cavity. It is rounded, variable in size and shape,
smooth, shiny, yellow or light green with deep green stripes. Furthermore,
Adesina (2002), explained that the seeds are light brown, numerous and small
with approximately 200 seeds in one matured garden egg fruit. When stored under
favourable condition, the seeds can retain viability for two years. The social
and economic importance of garden egg is on the increase as it is used in
burial and marriage ceremonies and to show hospitality to visitors. The fruit is
widely eaten as dessert and snacks in between meals because it is low in
calories and high in dietary fiber, potassium, copper and vitamin B6.
Nutritionally,
garden egg is called “Anara” in the study area and it is an important component
of a favourite dish called “African salad” which is prepared with ugba (slices
of oil bean seed), tapioca, and garden egg fruits or leaves. Both fruits and
the leaves of garden egg can be used in preparing soup for patients recovering
from ill health. The fruits can be fried or stewed and eaten with boiled yam or
rice. Jones (2002), submitted that garden egg contains water (92.5%), protein
(1%), fat (0.3%) and carbohydrate (6%) and that garden egg contains
phyto-nutrients such as nasunin and chlorogenic acid.
Medically,
garden egg is beneficial when eaten because it helps to control kidney stone,
fluid retention, hypertension, cardio vascular diseases and also helps to
prevent cancer. Harrish (2008), reported that garden egg is used in the
preparation of products used in treating patients suffering from raised
intraocular pressure (glaucoma) and convergence insufficiency as well as in
heart diseases and further outlined that garden egg is regarded as brain food
because it houses the anthocyanin phytonutrient found in its skin, nasunin, a
potent antioxidant and free radical scavenger that has been shown to protect
cell membranes from damage. These economic, medicinal and nutritional values of
garden egg can motivate the secondary school graduates into the production of
garden egg as a means of livelihood.
Production
is the process of changing or transforming inputs into outputs, it is the
planting of a giving crop which progresses from young seedlings through
subsequent phases of growth and development to the mature crops. Anyamouocha (2001),
asserted that production could only be said to be complete when product gets to
the final consumer. Production as defined by Uko (2003), is the putting
together of different inputs or resources with the sole aim of creating a given
output. Iwena (2008), is of the view that production is considered as all the
activities which results in the creation of goods and services. Garden egg production
as used in this study means combining all the activities involved in the
growing of garden egg to meet the needs of the individual. The activities involved
in garden egg production include: pre-planting and planting operations, post
planting operations, harvesting and marketing of garden egg. In the study area,
production of garden egg is mainly carried out by farmers who practice the
production of garden egg at subsistence level.
A
farmer is a person who cultivates the land, rear farm animals, grow crops for
food and raw materials for the industries. A farmer in the submission of
Olaitan (2005), is a person who grows crops and rears animals for the benefit
of mankind. A farmer in the opinion of Iwena (2008), is a person who engages in
raising animals such as goat, pig, sheep, poultry and crops such as maize,
cassava, rice, okro among others for food and raw materials for industries. A
farmer could also engage in harvesting and marketing of agricultural products. In
Abia State, it is observed that most farmers of garden egg are aged and produce
just sufficient for their family consumption and little quantity for sale. The
observation is confirmed by the fact that the quantity of garden egg supplied
to the market by farmers fall below the quantity demanded by the consumers.
This condition forces many marketers to import garden egg from other
neighboring states like Enugu, Anambra, Kano, Benue and Kogi. The secondary school
graduates could be engaged in the production of garden egg to fill the gap of unemployment
and low productivity that the farmers could not fill despite the assistance of
the agricultural extension agents.
Agricultural
extension agent is a professional who assists farmers through educational
procedures in improving farming methods. Agricultural extension agent is
defined by Ogieva (2003), as one who receives information from the research
institute and passes the information to the farmers within the shortest
possible time. The author further explained that agricultural extension agent
provides assistance to farmers, helps them identify and analyze their
production problems and become aware of opportunities for improvement. In the
words of Davis (2008), agricultural extension agents are persons who are ready
to support and encourage those who are engaged in agricultural production to
solve farmer’s problems, and to help them obtain information and skills
required to improve their well being. The functions of the agricultural
extension agent to the farmer according to Obibuaku (2000), include:
a) Providing
services in the form of advice and assistance to the farmers to help them
improve their method of production.
b) Teaching
farmers how to apply acquired practical skills.
c) Forming
a link between farmers and the research centers by making research results
available to the farmers and presenting farmers problems to researchers in the
laboratory for solution.
d) Bringing
farmers closer to the government by making available to them government
agricultural programs that can improve their status.
The
Agricultural Extension agents in this study are qualified skilled personnel who
will not only help in the identification of the items for the development of
modules but also in the training of the secondary school graduates in garden
egg production.
The
researcher visited three skill acquisition centers and discovered that garden
egg production modules were not available in the centers, in as much as the
teachers in the centers were willing to teach the skills to the youths. The
researcher also interacted with 15 of the graduates in the area of study and
discovered that many of them were interested in being trained in garden egg production
for self employment, it was on this note that it became necessary to develop
entrepreneurial skill training modules on garden egg production.
Entrepreneurial
skills are the ideas and management abilities necessary for personal self
reliance of individuals in the society. In the view of Uko (2010), entrepreneurial
skill is the ability to utilize input resources effectively within a particular
enterprise to achieve a production goal. Skills as explained by Paul (2005), is
the specified ability to do something well. Agbaeze (2010), said that skill
means the professional ability to carry out a task. Osinem and Nwoji (2005), also
stated that skill is the ability of a person to perform an act, expertly. It
involves the acquisition of performance ability through repetitive performance
of an operation. Entrepreneurial skill in this context is expertness, ability
or proficiency displayed in the performance of a task with pre-determined
result often within a given period of time, energy or both which must be
acquired through training and experience. Therefore, Entrepreneurial skill
modules are well specified instructional units packaged in bits which are
acquired through training and experience necessary for making an individual
become an expert as well as self reliant.
Training
is a well planned program in any formal organization aimed at developing specific
skills and knowledge to prepare an individual in a job. Okoro (2007), asserted
that training is a concept of human resource development made to improve the
performance, productivity and skills of the existing and potential employees
through learning. Training according to Audu (2007), is a planned system of
behavior which is achieved through programmed learning activities that will
result in the learners achieving the level of knowledge, skills and attitudes
that will help them to carry out a given work effectively. Onuka (2008), stated
that training is a skill acquisition process by which youths are taught new
knowledge and skills and how to apply them. The objectives of training the
graduates in any giving job is to assist them to acquire relevant skills in all
aspect of production activity. In the opinion of Dahama (2009), individuals are
helped through training to become more qualified and proficient in doing work. Therefore,
effective training to a large extent depends on the availability of packaged
training modules and mastery by the trainees for easy implementation.
A
module refers to a training package in bits. It is also an instructional unit
that focuses on a particular topic and the unit can cover just one class or
more. A module as stated by Tasbu Latova (2000), is in form of a training
package that equips trainees with skills for employment. Akudolu (2004), posited
that a module is a self contained independent unit of a planned series of
learning activities designed to help learners accomplish certain well defined
objectives. Module according to Christian (2008), is defined as an organized
package of information that contains element such as the objective, content and
assessment activities. Training modules in garden egg production could help
create job opportunities for secondary school graduates if effectively
developed. In this case, a developed module is a kind of packaged curriculum
containing objectives, content, materials, methods of training and evaluation.
Objectives
are intended learning outcome of a planned programme having what the learners
are expected to know, create or feel after undergoing a learning process.
Burbank and Pett (2000), defined objective as the behavior that those who took
part in the program are expected to exhibit after the training. Therefore, well
specified objectives bring clarity in designing and implementing the content of
the module.
Content
is the subject matter (knowledge and skills) which is presented to the learners
under the guidance of a teacher or any other trainer. Osinem (2008), viewed
content as the knowledge, skills and values which are to be learned. In the
context of this study, content refers to the knowledge, skill and attitudes required
in garden egg production which are to be taught to secondary school graduates
in Abia State. The content of any module is broken down into topic, specific
objective, teacher`s activity, learner`s activity with specified instructional
materials/methods and evaluation procedure to measure achievements so that the
learner`s can cope with the broad objectives. Nwachukwu (2007), indicated also that
the content must be comprehensive, learnable, arranged sequentially and the
learner`s interest must also be put into consideration because it is the
motivating factor to learning the content. The content of garden egg production
module include: growing (pre planting, planting and post planting operations, harvesting
and marketing) of the product. So, the understanding of the content may be made
clearer with the use of instructional materials during the training.
Training
materials are the facilities that are to be utilized as teaching aid in the
course of a training to make for easy retention and effective teaching and
learning process. Koclaar (2003), asserted that training materials are all the
skill developing resources that are required to facilitate the completion of a
project. Howard (2000), submitted that training materials refer to the human
and non human facilities that can be used to encourage, improve and promote
teaching and learning process. Some of such materials include: land, money,
garden egg seeds, farm implement and tools among others. If all the relevant
training materials are identified and included in the modules, it would lead to
effective training especially when the appropriate training methods are
applied.
Methods
of training refer to the different ways or strategies that a trainer could use
to deliver the subject matter to the trainee. The training methods include:
lecture method, demonstration method, discussion method, field trip,
experimentation method and farm practice among others. Training methods as stated by Carr (2002),
refer to approaches used in presenting the subject matter to the trainees. Scholastic
(2009), opined that demonstration method is the process of training by making
use of examples, observation and experiments while the trainees learn and do. The
author termed it “hands on activity”. So, the success of these methods depend
partly on the subject matter to be taught and partly on the nature of the
learner and if these methods are properly used will enhance teaching and
learning and bring about the desired changes in the learner.
Evaluation
is making a value judgment of an object or its meaning, that is to say,
accessing learners to check if what was intended was realized after the
training. According to Robert (2005), evaluation is seen as describing
something in terms of selected attributes and judging the degree of
acceptability of that which has been described. The author further said that it
is a process of collecting, analyzing and interpreting information to determine
the extent to which the instructional objective has achieved what it is
supposed to achieve. In the context of this study, evaluation process is a way of
determining whether the objective of the training has been achieved. So when
the objective, content, materials, training methods and evaluation processes
are identified and packaged into modules, they could be integrated into the
skill acquisition centers to fill the existing gap of unemployment of the
graduates and at the same time assist the farmers meet the increasing demand
for garden egg.
1.2 STATEMENT OF THE PROBLEM
Garden
egg is a crop that is highly valued by the people in the study area, the fruit
is eaten with groundnut as snacks, the leaves are used in preparing soup and
other delicacies like African salad and they are also used for receiving
visitors at home, burials and wedding ceremonies but the production is left in
the hands of the aged people with reduced strength and little capital to invest
in the production. Some of the farmers buy the garden egg seeds on credit and
so can only produce for their family consumption and having little for sale. Garden egg fruits and leaves are in
high demand and preferred by many especially those from the neighboring states
but, it is difficult in reaching the demand for garden egg. So, this creates an
imbalance between the quantity supplied by the farmer to the market and the
quantity demanded by the consumers.
The
secondary school graduates might be interested in the production of garden egg
especially as the demand for the crop is high, but they find it difficult to
produce the crop due to lack of experience and training in the production. The
reason the graduates are unskilled is that most educational institutions of
learning do not involve them with adequate training in skills so as to fit into
production work. They also find it difficult to stay in the villages with no
meaningful job opportunities and as a result, they migrate to the urban cities
in search of good paid jobs and in the absence of these jobs, some resolve to
driving commercial tricycles known as keke while those who cannot get tricycles
out of frustration may involve themselves into social vices such as gambling,
stealing, kidnapping among others.
The
government of Abia State has been trying her best in solving problems of
unemployment in the area by establishing skill acquisition centers, but the
problem is that the required training modules are not available for training in
the centers. The researcher’s interaction with the skill acquisition centers
revealed that they are willing to train interested individuals in production occupations like garden egg but they lack the training packages for the
production, therefore the researcher became interested to develop
entrepreneurial skill training modules on garden egg production that could be
integrated into the skill acquisition center programs so as to fill the gap of
unemployment, low productivity and assist the farmers meet the increasing
demand for garden egg by the neighboring states.
1.3 PURPOSE OF THE STUDY
The
purpose of the study was to develop entrepreneurial skill modules required by
agricultural extension agents for training secondary school graduates in garden
egg production in Abia State.
Specifically,
the study sought to:
1. determine
the objectives of a training module in garden egg production:
2. ascertain
the content of a training module in the growing of garden egg:
3. identify
the instructional materials for delivering a training module in garden egg
production:
4. determine
the training methods/activities in the delivering of a training module in
garden egg production:
5. identify
the activities used to evaluate a training module in garden egg production:
6. develop
the copy of the entrepreneurial skill modules on garden egg production.
1.4 SIGNIFICANCE OF THE STUDY
The
study will be of great benefit to the government of Abia State, agricultural
extension agents, the secondary school graduates and future researchers.
The
result of the study will provide information on the identification of skills in
garden egg production and the modules developed confirm the skill acquisition
theory in the study that knowledge is planned in gradual progression from known
to unknown having in mind that the trainee might be a novice in garden egg
production.
The
findings of the study will provide information to the agricultural extension
agents and skill acquisition centers on the required module package for
effective training of graduates and other interested individuals in garden egg
production (nursery, planting, management, harvesting and marketing). They
could use the information on the objective, content, materials and methods in
training the secondary school graduates on the step by step skills in garden
egg production. They could also use it to re-train prospective crop farmers who
may be interested in garden egg production business in the study area.
The
findings of the study will also provide information to the Government of Abia
State through the Ministry of Agriculture on the objectives, content, materials
and methods required in garden egg production through the packaged training
modules as they would direct the secondary school graduates in the study area
to go to the skill acquisition centers to acquire knowledge, skills and
attitude. They would also use the modules to organize workshops and seminars
for farmers and other interested individuals.
The
study further provided information to future researchers on how to develop
training skill modules on garden egg production. This information could be
utilized by the researchers as useful reference materials and so serve as a
base for future research on module development.
The
study would sustain garden egg production in Abia state with the identified skills
the graduates would continue in garden egg production for the present and
future generation.
1.5 RESEARCH
QUESTIONS
The
following research questions guided the study,
1. What
are the objectives considered appropriate by experts for use in a training module
in garden egg production?
2. What
content were considered adequate by experts for inclusion in a training module
in the growing of garden egg?
3. What
are the instructional materials required for delivering a training module in
garden egg production?
4. What
are the training methods/activities required for delivering a training module
in garden egg production?
5. What
evaluation techniques were considered appropriate for use in a training module
in garden egg production?
6. Develop
a draft copy of the entrepreneurial skill modules on garden egg production.
1.6
HYPOTHESES
The following null hypotheses were
formulated and tested at 0.05 level of significance.
H01: There is no significant difference in the mean responses of the
Agricultural Extension agents and the farmers on the objectives of a training
module in garden egg production.
H02: There is no significant
difference in the mean responses of the Agricultural Extension agents and the
farmers on the content of a training module in the growing of garden egg.
H03: There is no significant difference in the mean responses of the
Agricultural Extension agents and the farmers on the instructional materials
for delivering a training module in garden egg production. .
H04: There
is no significant difference in the mean responses of the Agricultural Extension
agents and the farmers on the training methods/activities in delivering a
training module in garden egg production..
H05: There is no significant difference in the mean
responses of the Agricultural Extension agents and the farmers on the
activities that are used to evaluate a training module in garden egg production.
1.7 SCOPE
OF THE STUDY
The study is restricted to the development of entrepreneurial
skill modules required by the agricultural extension agent for training
secondary school graduates in garden egg production in Abia State. The study area
is situated in the South Eastern part of Nigeria and the study also covered
areas of skills on the content of garden egg such as planning, nursery
practices, field management, harvesting and marketing of garden egg. The study
used structured questionnaire to obtain information from agricultural extension
agents, and crop farmers in Abia State.
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