ENTREPRENEURIAL SKILLS REQUIRED BY AGRICULTURAL EDUCATION GRADUATES IN HYDROPONIC GARDENING IN SOUTH EAST NIGERIA

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ABSTRACT

The study sought to identify the entrepreneurial skills required by Agricultural Education graduates in hydroponic gardening in southeast Nigeria. Five purposes guided the study; five research questions and five hypotheses were answered and tested respectively at .05 level of significance. Related literature was reviewed under conceptual, theoretical, empirical framework and summary of reviewed related literature. Survey research design was adopted for the study. The population of the study was 119 which comprised 75 crop production lecturers and 44 horticultural lecturers in the study area and this made up the total sample size because it is manageable. A structured questionnaire developed from the literature reviewed was used for data collection. The questionnaire was divided into parts A-F. Part A sought information on the respondent’s relevant personal characteristics and academic specializatiosn while parts B-G sought information in line with the purpose of study. Part B had 17 items, part C had 13 items, part D had 14 items, part E had 18 items, part F had 31 items, making it a total of 93 items. Each of Parts B-F had 4 response options of highly required (H.R)- 4 points, moderately required (M.R)-3 points, slightly required (S.R)-2 points and not required (N.R)- 1 point. The questionnaire was face validated by 5 validates in the field of Agricultural Education, crop science and crop research institute while Cronbach alpha was used to determine the internal consistency of 0.83. 119 copies of the questionnaire were administered to the crop production and horticultural lecturers in the study area with the help of 5 research assistants and all copies were retrieved (100%) and analyzed using mean and standard deviation for answering research questions and t-Test to test the null hypothesis. The study found out that the entrepreneurial skills required by agricultural education graduates in hydroponic gardening in southeast Nigeria were; 17 items in planning; 13 items in setting up a hydroponic greenhouse; 14 items in preparation of hydroponic nutrient solution; 17 items in plant establishment, and 30 items in management. It was also found that there was no significant difference between the mean responses of crop production and horticultural lecturers on the five hypotheses tested on the entrepreneurial skills required by agricultural education graduates in hydroponic gardening in southeast Nigeria. The study concluded that the findings were the basic skills required by graduates in hydroponic gardening. Among the recommendations made were that vocational skill acquisition centers should be established by the State government and the items used to form a module for training the graduates in hydroponic gardening, and that the identified skills should be properly articulated into secondary school agriculture (crop husbandry) by the Ministry of Education





TABLE OF CONTENTS

Cover page                                                                                                            i

Title page                                                                                                                          ii

Declaration                                                                                                           iii

Certification                                                                                                          iv

Dedication                                                                                                             v

Acknowledgement                                                                                                vi

Table of contents                                                                                                              vii

List of table                                                                                                           xi

Abstract                                                                                                                             xi


CHAPTER 1: INTRODUCTION

1.1 Background to the Study                                                                                1

1.2 Statement of the Problem                                                                                           7

1.3 Purpose of the Study                                                                                                   8

1.4 Significance of the Study                                                                               9

1.5 Research Questions                                                                                                    11

1.6 Hypotheses                                                                                                                 11

1.7 Scope of the Study                                                                                                      12


CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1       Conceptual Framework                                                                            13

2.1.1    Concept of entrepreneurial skills in hydroponic gardening                     13

2.1.2    Concept of hydroponic gardening                                                            14

2.1.3    Entrepreneurial skills in planning for hydroponic gardening                   34

2.1.4    Entrepreneurial skills in setting up a hydroponic green house               44

2.1.5    Entrepreneurial skills in preparation of hydroponic nutrient solution     48

2.1.6    Entrepreneurial skills in plant establishment for hydroponic gardening 64       

2.1.7    Entrepreneurial skills in the management of a hydroponic garden                  69

2.2       Theoretical Framework                                                                            79

2.2.1    Theory of entrepreneurship                                                                      79

2.2.2    Theory of skill acquisition                                                                        86

2.2.3    Agricultural production theory                                                                        93

2.3       Empirical Studies                                                                                     101

2.4       Summary of Related Literature Reviewed                                               106


CHAPTER 3: METHODOLOGY

3.1       Design of the study                                                                                   108

3.2       Area of the Study                                                                                      108

3.3       Population of the Study                                                                            109

3.4       Sample and Sampling Techniques                                                           110

3.5       Instrument for Data Collection                                                                 110

3.6       Validation of the instrument                                                                     110

3.7       Reliability of the instrument                                                                     111

3.8       Method of Data Collection                                                                       111

3.9       Method of Data Analysis                                                                          112


CHAPTER 4: RESULTS AND DISCUSSION

4.1: Results                                                                                                           113

4.2: Findings of the Study                                                                                                125

4.3: Discussion of the Findings                                                                                        129


CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary                                                                                                  134

5.2       Conclusion                                                                                                136

5.3       Recommendations                                                                                    136

5.4       Educational Implications of the Study                                                     137

5.5       Limitations of the Study                                                                           138

5.6       Suggestions for Further Studies                                                               138

References                                                                                                139     

Appendices                                                                                               149                                                                                                             


 




LIST OF TABLES


2.1.2: Types of crops grown hydroponically                                                       18

2.1.3: Hydroponic garden diary                                                                                        43

2.1.4: Life expectancy and transmission of greenhouse glazing material                  45

2.1.5: Oxygen content in fresh water                         .                                         51

2.1.5; plant dry tissue nutrient concentration.                                                      53

2.1.5; plant nutrient uptake                                                                                   57

2.1.5; list of fertilizers used in preparing nutrient solution                                  58

2.1.5 Nutrient range in nutrient solution                                                                          59

2.1.5 Nutrient requirement for different plant parts                                             60

2.1.5; factors influencing plant water uptake                                                       73

      3.3: Distribution of schools and crop production lecturers in southeast                  109

4.1; Mean rating and standard deviation of respondents on entrepreneurial skills

required by agricultural education graduates in planning for hydroponic garden.      113

4.2: t-test Analysis of the Mean Ratings of Crop Production and Horticultural

Lecturers on the Entrepreneurial Skills Required by Agricultural Education

Graduates in Planning for Hydroponic Gardening.                                              114

4.3: Mean rating and standard deviation of respondents on entrepreneurial skills

required by agricultural education graduates in setting up a hydroponic greenhouse.           116

4.4: t-test Analysis of the Mean Ratings of Crop Production and Horticultural

Lecturers on the Entrepreneurial Skills Required by Agricultural Education

Graduates in setting up a hydroponic greenhouse in southeast Nigeria.                        117     

4.5: Mean rating and standard deviation of respondents on entrepreneurial skills

required by agricultural education graduates in preparation of hydroponic nutrient

solution in southeast Nigeria                                                                                118

4.6: t-test Analysis of the Mean Ratings of Crop Production and Horticultural

Lecturers on the Entrepreneurial Skills Required by Agricultural Education

Graduates in preparation of hydroponic nutrient solution in southeast Nigeria.                 119

4.7: Mean rating and standard deviation of respondents on entrepreneurial skills

required by agricultural education graduates in plant establishment for hydroponic

gardening in southeast Nigeria                                                                                         120

4.8: t-test Analysis of the Mean Ratings of Crop Production and Horticultural

Lecturers on the Entrepreneurial Skills Required by Agricultural Education

Graduates in plant establishment for hydroponic gardening in southeast Nigeria.     121

4.9: Mean rating and standard deviation of respondents on entrepreneurial skills

required by agricultural education graduates in the management of hydroponic

garden in southeast Nigeria                                                                                  123

4.10: t-test Analysis of the Mean Ratings of Crop Production and Horticultural

Lecturers on the Entrepreneurial Skills Required by Agricultural Education

Graduates in the management of hydroponic garden in southeast Nigeria.                  124


 


 

 

 

 

CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

It is no news that a lot of efforts and resources are been put in to curb unemployment and food insecurity in today’s world especially in Nigeria where unemployment and poverty are rated among the world’s worst. However investing in agriculture can help boost a nation’s economy, while possession of entrepreneurial skills within the agricultural sector is regarded as the most potent means of tackling these threats. The teeming population has outweighed the available agricultural food products which to man is the only means for food, (Oriola, 2009). The country and its epileptic educational system lack the required entrepreneurial culture that could help inculcate skills that graduates could utilize to be gainfully employed upon graduation (Asogwa & Isiwu 2017).

The high pace of development in any nation can only be achieved through innovation, creativity, enterprise of the citizens as was the case in Malaysia, Brazil, and India among many other nations of the world (Uko, Ugboaja, Ibe, and Obunadike (2016). The authors also stated that the case of Nigeria could be attributed to the countries lack of sufficient entrepreneurial culture within its education systems as well as graduates lack of appropriate entrepreneurial skills.

The poor entrepreneurial culture in the nations education system could be attributed to government, education stakeholders and lecturers incompetency to inculcate entrepreneurial skills into graduates, hence make agricultural education graduates rely on white collar jobs where there are non to be found (Asogwa & Isiwu (2017). There is then every need for crop production lecturers, horticultural lecturers, and other agricultural education stakeholders such as the Agricultural Development Program (ADP) extension agents to re-strategize on effective ways of producing skilled graduates from different tertiary institutions as this would help imbibe entrepreneurial skills and make graduates become gainfully employed by becoming successful entrepreneurs.

Entrepreneurship is defined as the traditional processes of recognizing business opportunities, mobilizing resources, and persisting to exploit these opportunity in any given environment (Uko et al., (2016). The authors further defined an entrepreneur as a risk bearer, an innovator, a marketer, a promoter, and a manager of a new business enterprise. Ikegwu (2014) is of the opinion that entrepreneurship creates wealth and drastically reduces poverty and unemployment, and also inculcate into the citizenry a creative and innovative mindset that increases a country’s production. Entrepreneurship is the best way to achieve technological transformation which a country could reach through the innovative ideas that makes use of the opportunities that exist within the market as through vocational training, skill acquisition, individuals are employed gainfully (Ikegwu, 2014; Ebong & Asodike, 2011).

An entrepreneur must possess the required entrepreneurial skills so as to be able to succeed. Possessing entrepreneurial skills has in-fact become a must for both graduates and non-graduate alike, due to the current economic situation in Nigeria. This therefore highlights the need for agricultural opportunities to be identified, evaluated, and exploited, seeking to sort out felt needs. In the view of Ndubuka and Oguzor (2017) acquiring entrepreneurial skills is a means by which an individual gets involved in different ways with their skills to do something productive from which money could be earned to benefit the individual as well as his immediate society. In Addition, Entrepreneurial skills, in the submission of Okeke, Ochu and Agbulu (2016) is a graduates ability to take calculated risks while using their inbuilt traits, financial capacity and other available resources in other to make profit in any agricultural enterprise.  Developing an entrepreneurial culture in the nation’s education system is therefore considered essential to solving the problem of graduate’s lack of jobs, (Barrnnger & Ireland, 2012). In this study, entrepreneurial skills are the abilities of graduates to identify readily available resources that could be efficiently combined with their personal characteristics as well as their financial power to embark into hydroponic tomato gardening.

A graduate refers to someone who has completed the requirements of an academic degree in any accredited discipline of an educational institution; this is a common perception on whom a graduate is. In addition, a graduate could also be an individual in his youthful age or an adult that has completed the requirement in any of his selected part time or regular program in a tertiary institution (Hornby, 2018). An agricultural education graduate on the other hand is someone who has completed the requirements for a degree in agricultural education discipline of an educational institution. Agricultural education is one among other disciplines an individual could acquire a degree from the faculty of education. However, within the context of this study, agricultural education graduates are individuals who have successfully completed the course of study and have been awarded an agricultural education degree and are able to utilize hydroponic gardening skills identified by crop production and horticultural lecturers in the production of tomato in other to be gainfully employed.

Lecturers are individuals who teach and train students in a tertiary institution. They bring to the students new and innovative ways of improving lives after graduation. Crop production and horticultural lecturer are crop scientists who teach crop science in a tertiary institution. However, within the confines of this study crop production and horticultural lecturers are individuals who possess the required competencies in all the skills required to train other individuals including graduates for successful hydroponic tomato gardening in South East Nigeria. The increasing unemployment rate as well as food insecurity has necessitated the search for improved crop production system to serve the teaming demand and curb graduate unemployment, (Eje, 2018).

Starting an agricultural enterprise is a function which involves the exploitation of opportunities that exist within a country’s market system. In Nigeria today, less than half the opportunities that exist in the agricultural sector is been exploited. Nwala, Emenike and Amaghionyediwe (2017) listed amongst others, agriculture and agro allied ventures as entrepreneurial opportunities that exist in Nigeria, from which an enterprise could be established by a graduate. Among the vast and trending areas in agriculture where a graduate could attempt to establish himself, tomato gardening is one of the untapped agricultural ventures that has not been fully exploited in the South East region of Nigeria,

Tomato belongs to Solanaceae family, and botanically is called (Solanum lycopersicum L.) it is rated to be among the most popular home garden plants and the second most consumed vegetable after potato (Solanum tuberosum L.) in the world today. The species is native to South America, possibly Peru and Ecuador, but was first domesticated in Mexico (Benton, 2007). In the mid-16th century, tomato was introduced into Europe, primarily for its herbal purposes (Nicola et al 2009). It was not recognized as a useful vegetable until 1800, because it was considered poisonous and was solely grown only for the beauty of its fruit (Isaac, Ernest, Etornam and Harrison (2015). Today, tomato is widely grown in the world for its taste, color, flavor, and nutrient contents. Tomato is processed into paste or eaten fresh. It contributes to a healthy, well-balanced diet as it contains a very low calorie level and is a good source of vitamin A, vitamin C, and minerals etc. Consumption of tomatoes can reduce the risk of developing gastro enteric diseases, such as colon, rectal, and stomach cancer. Finally, it is easily digestible and its bright color stimulates appetite (Sainju and Dris, in Nicola et al 2009).

Tomato is a perennial plant, cultivated in over 166 countries (FAO 2008), with China ranking first in the world tomato production with about 50 million tonnes followed by India with 17.5 million tones, whereas in Africa Egypt and Nigeria leads the way, (FAOSTAT, 2014). However in Nigeria today tomato is majorly produced in the Northern region due to its favourable climatic conditions (Olanrewaju, Jacobs, Suleiman, and Abubakar (2014). Also in the world today there is a shift from the traditional soil production system to a controlled greenhouse production system especially in areas with unfavourable soil and climate conditions, and this trend is gradually evolving into one of the most cost effective production systems in Nigeria today, (Nicola et al, 2009). Also among the greenhouse systems employed today in the production of tomatoes, hydroponics is regarded as the best because it reduces the limitations and risk encountered by climatic factors, pest and diseases or by seasonal growing of crops, while using the traditional soil system. There is therefore the need to identify the entrepreneurial skills necessary for the production of tomato using the hydroponic system.

Hydroponics is a science which allows the growing of plants in a soilless medium, a moist air, or an aquatic based environment (Chris, 2018). The growing of these plants is made possible using mineral nutrient in solution forms to feed the roots of the plants directly, without soil (Nichols, 2015). Growing virtually any plant at any time of the year is made possible through this means. Research has proven that hydroponics as an agricultural production system has shown to have a high efficiency rating in regards to crop growth and yield, water utility, space and energy cost when compared to traditional cultivation method, (Maboko, et al (2011), Fahey, (2012), Barbosa, Gadelha, Kublik, Proctor, Reichelm, Weissinger, Wohlleb, & Halden, (2015).

Hydroponic systems are versatile ranging from local backyard setups made from cheaper building materials, to a more automated commercial system (Fahey, 2012). Barbosa et al. (2015) recorded that a variety of commercial crops are today grown using the hydroponic system including tomatoes, cucumbers, pepper, eggplants, strawberries, and many more. Furthermore data from USDA 2009 agriculture census recorded an increase in the sales of crops grown in greenhouse from $31million in1988 to over $553.2million in 2009 (Kibiti, 2017), in addition crops grown hydroponically accounted for over 78% of these sales (USDA, 2011). Hydroponics is not only known for the productions of crops, this system is also ideal for the growth of green fodder for animal consumption (Bakshi, Wadhwa, & Makkar, 2017) and Kibiti, 2017). Hydroponic production system is a year-round growing system that produces a consistent quantity and quality of livestock feed or green fodders regardless of weather conditions (Bakish, et al 2017 & Kibiti 2017). This increase recorded by the USDA is an indicator that hydroponic gardening holds the potential for serious economic boom for any nation if graduates could be trained in the skills it requires especially in tomato production, since it is among the vegetables vastly consumed in world today especially Nigeria, (Nicola, Tibaldi and Fontana (2009).

The hydroponic production system has emerged as an alternative to commercial soil based production for the production of not only vegetables like, tomato, but also fruits like cucumber, strawberries etc as well as the growth of crops such as wheat and rice (Onanuga 2013). Research by Natalia (2011) and Nemati et al (2011) show that rice grown hydroponically recorded higher growth and yield. The sudden popularity associated to hydroponics could be attributed to the dilapidating nature of available farming land and the ever increasing pressure on land for other agricultural activities, industrial activities and so on in other to feed the ever growing human population (Bakshi et al, 2017). The authors in addition stated that hydroponics is a reliable alternative to augment the traditional soil production system, as the system allows one to set up in any urban location and in areas with adverse weather condition like that of the South Eastern region of Nigeria (Du ploy et al, (2012). Where poor agricultural production and food scarcity has rendered most agricultural education graduates jobless and hungry, hydroponic tomato gardening holds the potential of employing and feeding millions (Kibiti, 2017).

The initial startup capital might be high as it is with all commercial agricultural enterprise, but on a long run cost declines and profit rises, making hydroponic tomato gardening more feasible, (Singh, 2012). This therefore calls for proper integration of entrepreneurial skills in other to effectively utilize, organize and combine resources such as land, labour and capital together as a single unit focused at producing tomato hydroponically. Donnan (2017) classified hydroponic crop production including tomato gardening into planning, setting up a greenhouse, seed establishment, preparation of a nutrient solution and management. Going further the author explained planning skills to sort out decision on where, what and how to run the hydroponic system. The greenhouse set up skills involves proper selection and erecting of a standard greenhouse that could withstand harsh weather conditions. Preparation of nutrient solution skills he defined to be the proper preparation of nutrient salts, by making sure the these salts are properly dissolved before applying to the plant. Seed establishment skills to be careful nurturing of tomato seeds to form seedlings that are to be transplanted into the hydroponic system. While management skills entails all necessary and mandatory activities that ensure healthy and successful hydroponic tomatoes gardening.

The entrepreneurial skills as it concerns this study, however,  is focused in the planning, setting up a green house, nutrient solution preparation, seed establishment and management of a hydroponic tomato garden in South East Nigeria. If these skills are identified and used by agricultural education graduates in South East Nigeria, in addition to both state and federal government support to train unemployed graduates in agricultural production, the menace of unemployment and food scarcity will become a thing of the past.

South East Nigeria is made up of 5 states namely: Imo, Abia, Anambra, Enugu, and Ebonyi. The major economic activities of the region rely on commerce, agriculture and sparingly oil. Agriculturally the region produces; oil palm, yam, cashew, Cassava, and coco yam has the highest percentage. As a region the states are meant to produce what it consumes but this is not the case in tomato consumption as importation of all sorts of agricultural products as well as tomato is the order of the day and this has further handicapped sustainable agricultural production and increased the unemployment status of the region in the country. There is therefore the need to augment the agricultural production systems being practiced in South East Nigeria by identifying the skills required in tomato gardening using improved agricultural systems like hydroponics that would be practiced alongside the traditional soil agricultural production to help boost the tomato production and reduce unemployment in the region.


1.2       STATEMENT OF THE PROBLEM

The alarming rate of graduate unemployment in Nigeria and South-East region in particular begs for urgent attention. Despite her rich renewable and non-renewable resources poverty in the South East region is worsening by the day. With over 10,000 graduates coming out of national service at every quarter of the year with no hope of finding any meaningful employment (Edeh, 2017). Also the deteriorating nature of available land for farming due to mans neglect, urbanization and abuse has also contributed to food scarcity and graduate unemployment in one way or the other for those who wish to undertake farming as an occupation. However, these three problems would be solved by a single action, Hydroponics; which has been proven to be over 90 percent better when compared to traditional soil production system with the following advantages, up to 90% more efficient use of water, better use of space and location, climate control, no weeding required, better growth rate, higher yield, no case of pest and disease, saves time, labour, and so on. Furthermore, government till this day has channeled its effort of solving these challenges of unemployment and food scarcity in one direction, by only focusing on the provision of finance, inputs and planting materials and readjusting agricultural policies year in year out, the latest of these policies being the Agricultural Promotion Policy of 2016-2020, which is meant to create jobs and solve food insecurity challenges amongst others. But job seeking, unemployed graduates lack the entrepreneurial skills required to succeed in recent innovative agricultural production system like the hydroponic tomato gardening.

The fact that these graduates still lack the right entrepreneurial skills for hydroponic tomato gardening makes the effort put in by government to seem less productive, hence highlights the missing link between the teaming unemployed graduates and the skills they require for this huge economically viable enterprise called hydroponic tomato gardening. The worrisome nature of this missing link has necessitated the need for this study. This study therefore intend to close this gap, curb the situation and reduce unemployment rate to the barest minimum as well as increase tomato production in the region by investigating and identifying the entrepreneurial skills required by agricultural education graduates for hydroponic tomato gardening in South East Nigeria.


1.3       PURPOSE OF THE STUDY

The purpose of this study is to identify entrepreneurial skills required by agricultural education graduates in hydroponic tomato gardening in South East Nigeria. Specifically the study tends to:

1.     Identify entrepreneurial skills required by agricultural education graduates in planning for hydroponic tomato gardening;

2.     Ascertain entrepreneurial skills required by agricultural education graduates in setting up a hydroponic greenhouse;

3.     Identify entrepreneurial skills required by agricultural education graduates in the preparation of tomato nutrient solution;

4.      Ascertain entrepreneurial skills required by agricultural education graduates in tomato seed establishment for hydroponic tomato gardening and;

5.     Determine entrepreneurial skills required by agricultural education graduates in the management of a hydroponic tomato garden;


1.4       SIGNIFICANCE OF THE STUDY

The findings of the study will be of benefit to graduates of agriculture, lecturers, extension agents, rural farmers and policy makers, government, local societies and national economic growth.

The study would provide information on the skills required in hydroponic gardening to the graduates of agriculture in South East Nigeria. The graduates would acquire and apply the skills in hydroponic gardening for the production of vegetables, fruits and other crops in and out of there seasons for sustainable employment and food security.

The findings of this study would be of great benefit to lecturers, as it would provide information on the skills and knowledge required to effectively teach hydroponics. They would utilize these skills and knowledge in preparing instructions and lessons to be passed down to students as this will equip the students with the skills and make them become self employed after graduation.

The findings of this study would also be of tremendous benefit to extension agents, because the information spelt out in this study will serve as a guide to extension agents when planning instructions and lessons to be passed down to the rural farmers and youths thereby making their job to run smoothly. It will also help to source answers that might be posed to them by rural farmers who may seem confused about how hydroponics works with regards to the variety of crops it can sustain.

Through the findings of this study, rural farmers would benefit immensely the information on skills required in hydroponics.  By acquiring and utilizing these skills identified in this study made known to them by extension agents, there would be a significant increase in there tomato production efficiency, reduced lost through pest and disease infestation, increase in their production interval, rate, efficient utilization of space and maintenance of the hydroponic system, etc. In this condition, famers in general will record more profit to better their lives.

Policy makers and government at all levels would also find the findings of this study useful as it will provide relevant information needed to train youths in agriculture. The information will not only serve as an eye opener to the government but will also stair them to the right directions as to what techniques, skills and knowledge these unemployed graduates require so as to include them in their policies and make government efforts to reduce unemployment more effective.

The local society would also benefit abundant food availability from the findings of this study, because when the skills and knowledge essential for hydroponic tomato gardening are acquired and adopted by unemployed graduates, tomato production will be increased thereby leading to abundant availability of it and consequently reduced cost of this produce food at the market instead of the scarcity and increased cost which is order of the day in entire society today.

More so, the findings of the study would be of a huge support to the improvement and development of the state and national economy since the level of skill possessed and utilized by a nation’s citizenry is one of the greatest determinants of the nation’s economic growth. When these skills are made known, acquired and adopted by the graduates in their agricultural production, more tomato will be commercially produced to serve the state, nation and exported to boast the country’s economy.

When the above benefits are accrued to the beneficiaries, it will justify the need for this study.


1.5        RESEARCH QUESTIONS

The following research questions were answered in this study.

1.         What are the entrepreneurial skills required by agricultural education graduates in planning for hydroponic tomato gardening?

2.         What are the entrepreneurial skills required by agricultural education graduates in setting up a hydroponic greenhouse?

3.         What are the entrepreneurial skills required by agricultural education graduates in preparation of tomato nutrient solution?

4.         What are the entrepreneurial skills required by agricultural education graduates in tomato seed establishment for hydroponic tomato gardening?

5.         What are the entrepreneurial skills required by agricultural education graduates in the management of a hydroponic tomato garden?

1.6       HYPOTHESES

Five hypotheses were formulated for this study and they are as follows;

H01.     There is no significant difference between the mean ratings of crop production lectures and horticultural lecturers on the entrepreneurial skills required by agricultural education graduates in planning for hydroponic tomato gardening.

H02. There is no significant difference between the mean ratings of crop production lectures and horticultural lecturers on the entrepreneurial skills required by agricultural education graduates in setting up a hydroponic greenhouse.

H03. There is no significant difference between the mean ratings of crop production lectures and horticultural lecturers on the entrepreneurial skills required by agricultural education graduates in the preparation of tomato nutrient solution.

H04. There is no significant difference between the mean ratings of crop production lectures and horticultural lecturers on the entrepreneurial skills required by agricultural education graduates in tomato seed establishment for hydroponic tomato gardening.

H05. There is no significant difference between the mean ratings of crop production lectures and horticultural lecturers on the entrepreneurial skills required by agricultural education graduates in management of a hydroponic tomato garden.


1.7       SCOPE OF THE STUDY

This study only seeks to investigate and identify the entrepreneurial skills agricultural education graduates require in hydroponic tomato gardening in South East Nigeria. Therefore this study is limited to only South-Eastern part of Nigeria, which is made of five states which includes; Imo, Abia, Anambra, Enugu, and Ebonyi state. Also the study covers only the entrepreneurial skill in planning, setting up a greenhouse, nutrient solution formulation, seed establishment, and management of a hydroponic tomato gardening enterprise.



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    Thanks I have received the documents Exactly what I ordered Fast and reliable

  • Anonymous

    2 months ago

    Wow this is amazing website with fast response and best projects topic I haven't seen before

  • Anonymous

    3 months ago

    Genuine site. I got all materials for my project swiftly immediately after my payment.

  • Anonymous

    3 months ago

    It agree, a useful piece

  • Anonymous

    3 months ago

    Good work and satisfactory

  • Anonymous

    3 months ago

    Good job

  • Anonymous

    3 months ago

    Fast response and reliable

  • Anonymous

    3 months ago

    Projects would've alot easier if everyone have an idea of excellence work going on here.

  • Anonymous

    3 months ago

    Very good 👍👍

  • Anonymous

    3 months ago

    Honestly, the material is top notch and precise. I love the work and I'll recommend project shelve anyday anytime

  • Anonymous

    3 months ago

    Well and quickly delivered

  • Anonymous

    3 months ago

    I am thoroughly impressed with Projectshelve.com! The project material was of outstanding quality, well-researched, and highly detailed. What amazed me most was their instant delivery to both my email and WhatsApp, ensuring I got what I needed immediately. Highly reliable and professional—I'll definitely recommend them to anyone seeking quality project materials!

  • Anonymous

    3 months ago

    Its amazing transacting with Projectshelve. They are sincere, got material delivered within few minutes in my email and whatsApp.

  • TJ

    5 months ago

    ProjectShelve is highly reliable. Got the project delivered instantly after payment. Quality of the work.also excellent. Thank you