Kwara State University
Ololade Abdulrahman
Designation: Lecturer
Department: Agricultural Economics and Extension Services
| My Publications | ||||||||
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| S/N | Title | Abstract | Authors | Volume Numbers | Publication Type | Publication Date | Link | |
| 1 | Farm Practical Training and Job Aspiration of Undergraduates of Agriculture in Universities in Kwara State, Nigeria |
The study investigated whether farm practical training (FPT) is significantly associated with job aspiration of undergraduate students comparing results of empirical evidence between two Universities in Kwara State, Nigeria. Specifically, students preferred courses of study were identified, and their attitude towards FPT and job aspiration were determined. One hundred and twenty final year students who recently completed the FPT were selected from the two universities through multistage sampling. The average age of students was 23.5 years with standard deviation of 2.4. Less than half (40%) preferred agriculture as course of study, while 38% preferred science and 5% medicine. About 32% decided to remain in agriculture after admission because it is deemed prestigious, while 13% considered it last available opportunity to gain admission and 17% due to its entrepreneurial potentials. Many (69.8%) aspired for agriculture/farming related job, while 12% aspired to work in agro-allied industries. Many (45.8%) had favorable attitude towards the FPT, comprising 35.0% UNILORIN and 10.8% KWASU students. However, more (23.3%) of KWASU students had unfavorable attitude towards FPT compared to 5% UNILORIN students in this category. There was no significant association between students’ attitude towards FPT and their job aspiration in both UNILORIN (χ2=8.07, p=0.62) and KWASU (χ2=8.60 p=0.38). Although, most of the students aspired to work in agriculture/agro-allied industry, it was however concluded, from the empirical findings, that FPT did not significantly influence their job aspiration. | http://journal.aesonnigeria.org http://www.ajol.info/index.php/jae | |||||