EFFECTIVENESS OF TEACHING AGRICULTURAL EXTENSION AT TERTIARY LEVEL OF EDUCATION IN KANO STATE, NIGERIA
EFFECTIVENESS OF TEACHING AGRICULTURAL EXTENSION AT TERTIARY LEVEL OF EDUCATION IN KANO STATE, NIGERIA
No Thumbnail Available
Date
1999-02
Authors
GARBA, ABUBAKAR INUSA
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
ABSTRACT
This study explored the major subject areas and reasons
for students' difficulties in agricultural extension at
tertiary level of education in Kano State. Structured
questionnaire was used for the data collection. Data were
collected from a sample of 86 students on the following
variables: Age, sex, marital status, sponsor, level of formal
education, interest and experience, and on the socio-cultural
factors: motivation, aspiration, value and belief. The method
of analysis used involved chi-squared statistic, mean,
ranking, frequency and percentages. The mean and percentages
were used to identify the difficult and easy units and topics.
While frequency and ranking were used to find the reasons for
students' perception of difficulty in agricultural extension.
Chi-squared statistics was used to determine the relationships
between personal characteristics, certain socio-cultural
factors and students' level of performance. The problems
students experienced while learning the course and their
reasons for lack of interest in becoming agricultural
extension workers were identified by the use of percentages.
The results indicated that:
1. Fifty percent of the unit areas - Role of Communication,
Innovation and Adoption, Extension Administration and
Role of Research Institutes were found difficult.
2. More than one quarter (40.6%) of the topics studied in
vii
National Diploma Agricultural Extension were identified
difficult by the students.
3. "Unit is not easy to learn" ranked first with a mean of
25.3 was the students' greatest obstacle in finding the
unit difficult.
4. More than sixty three percent (63.9%) of the respondents
passed the course with or above fifty marks, out of which
40.7% and 23.2% were males and females, respectively.
The mean pass mark was 51%.
5. Significant relationship was found between age of the
respondents, family size, experience, motivation, value
and performance. While no significant relationship was
realized between gender, marital status, sponsorship,
interest, level of formal education, aspiration and
belief with the students' level of performance at 0.05
level. This therefore meant that performance is
dependent upon certain personal characteristics and
socio-cultural background of the individual.
6. The effectiveness of teaching and learning agricultural
extension in Audu Bako School Of Agriculture is limited
by the following factors: That more than forty percent
(40.7%) of the respondents claimed that inadequate amount
of equipment was the major problem they encountered in
learning agricultural extension. This may not be
unconnected with the increasing number of students
admitted in the programme. Other problems mentioned
viii
included: Lack of text books (23.3%), lack of enough time
to participate in the course (18.6%) and lack of suitable
teacher (17.4%).
7. Finally, low pay, expressed by about one-third of the
respondents (31.4%), was found to be one of the main
reasons for students' lack of interest in becoming
agricultural extension workers in the study area. The
findings of this study therefore recommend that extension
workers should be given additional remuneration - just a
little bit higher than others to really emphasis the
importance of their role in agricultural development
Description
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL OF AHMADU BELLO
UNIVERSITY, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE OF MASTER OF SCIENCE (AGRICULTURAL EXTENSION AND RURAL
SOCIOLOGY)
Keywords
EFFECTIVENESS, TEACHING, AGRICULTURAL, EXTENSION, TERTIARY LEVEL, EDUCATION