ENTREPRENEURIAL SKILL MODULES REQUIRED BY AGRICULTURAL EXTENSION AGENTS IN TRAINING SECONDARY SCHOOL GRADUATES IN GARDEN EGG (SOLANUM MELONGENA) PRODUCTION IN ABIA STATE

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Product Code: 00006935

No of Pages: 118

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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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