Identification of Constraints and Effective Educational Strategies Influencing the Professional Competencies of Agricultural Extension Officers

Identification of Constraints and Effective Educational Strategies Influencing the Professional Competencies of Agricultural Extension Officers

Abstract 

By granting access to knowledge and information, agricultural extension contributes to enhancing the welfare of farmers and other stakeholders. This has caused an increased focus on efficient training methods to improve the capabilities of extension employees. Therefore, the study concentrated on identifying barriers and effective instructional strategies that influence the professional competences of extension officers in Nigeria’s Oyo and Ogun states. In the study locations, 84 extension officers were chosen at random from 4 agricultural zones, and of them, 80 responded to questionnaires and returned them for analysis.Both descriptive (frequency, percentage, mean) and inferential (chi-square, PPMC t-test) statistics were used to analyze the data. The average age of the respondents was 46 years old, the majority were men (65.0%), married (95.0%), lived in households with five or more people (53.75%), had a job that they had had for nine to sixteen years (40%) or had completed university education, with 47.5% having completed an HND. The most effective educational technique was FNT/MTRM (=1.91), and the least effective was job shadowing (=0.73). The most desired time to develop extension competencies was during in-service training (45.7%).The most common competency (=19.7) was organizational management, and overall, 51.2% of respondents had high levels of competency. Lack of money was the biggest barrier to competency acquisition (=1.77). Age (r=0.244, p0.05), years of work experience (r=0.224, p0.05), educational delivery methods (r=0.435, p0.05), and degree of competency all showed a significant link. Additionally, there was a strong negative correlation (r=-0.292, p0.05) between the limitations on obtaining competences and the competency level of extension officers. It was advised that the ADPs should diversify their teaching strategies and recruit highly qualified instructors in order to enhance the approach employed during FNT/MTRM. Additionally, they should provide incentives and awards to encourage staff members who actively pursue professional development.

TABLE OF CONTENTS

Cover Page – – – – – – – – – –

Title Page – – – – – – – – – –

Certification – – – – – – – – – –

Dedication – – – – – – – – – –

Acknowledgement – – – – – – – – –

Abstract – – – – – – – – – –

Table of Content – – – – – – – – –

Chapter One: Introduction

Background of the Study – – – – – –

Statement of the Problem – – – – – –

Objectives of the Study – – – – – – –

Research Questions – – – – – – –

Research Hypotheses – – – – – – –

Significance of the Study – – – – – – –

Scope/ Limitation of the Study – – – – – –

Definition of Terms – – – – – – –

Chapter Two: Review of Related Literature

2.1 Introduction – – – – – – – – –

2.2 Conceptual Framework – – – – – – –

2.3 Theoretical Framework – – – – – – –

2.4 Empirical Review – – – – – – – –

Chapter Three: Research Methodology

3.1 Introduction – – – – – – – –

3.1 Research Design – – – – – – – –

3.3 Area of the Study – – – – – – – –

3.4 Population of the Study – – – – – – –

3.5 Sample Size and Sampling Techniques – – – –

3.6 Instrumentation – – – – – – – –

3.7 Validation of the Instrument – – – – – –

3.8 Administration of the Instrument – – – – –

3.9 Method of Data Analysis – – – – – – –

Chapter Four: Presentation, Analysis and Interpretation of Data

4.1 Introduction – – – – – – – – –

4.2 Presentation and Analysis of Data – – – – –

4.3 Testing of Hypotheses – – – – – – –

4.4 Discussion of Findings – – – – – – –

Chapter Five: Summary, Conclusion and Recommendations

5.1 Introduction – – – – – – – – –

5.2 Summary – – – – – – – – –

5.3 Conclusion – – – – – – – – –