CHAPTER ONE
INTRODUCTION
1.1 Background of the study
In many developing regions, particularly in rural areas, access to modern
machinery and technology remains limited, impeding agricultural productivity and
economic development. However, indigenous mechanized technology, rooted in
traditional knowledge and adapted to local contexts, offers a viable pathway towards
self-reliance and sustainable agricultural practices (Njenga et al., 2017). These
indigenous technologies often utilize locally available materials and are tailored to suit
the specific needs and conditions of smallholder farmers, making them particularly
well-suited for resource-constrained settings (Nyanga et al., 2020). Examples include
hand-operated seed planters, animal-drawn implements, and low-cost irrigation
systems, which have been successfully adopted by farmers in various regions (Amoah
et al., 2019).
Recognizing the importance of equipping students with skills in indigenous
mechanized technology, agricultural education farm workshops play a crucial role in
bridging the gap between theory and practice (Magreta-Nyongani et al., 2018). These
workshops provide hands-on learning experiences, allowing students to engage directly
with agricultural machinery and equipment, as well as traditional tools and techniques
(Zeweld et al., 2021). By incorporating indigenous mechanized technology into farm
1
workshops, educators can instill in students a deeper appreciation for local knowledge
systems and empower them to become adept practitioners and innovators in agricultural
mechanization (Kainz and Warner, 2020).
Despite the potential of indigenous mechanized technology to enhance
agricultural productivity and self-reliance, there exists a significant gap in the
integration of these practices into formal agricultural education curricula (Asante et al.,
2016). Many agricultural education programs prioritize conventional mechanization
methods, overlooking the rich heritage of indigenous knowledge and technologies
(Pandey and Tantawy, 2018). As a result, students often graduate with limited exposure
to indigenous mechanized technology, hindering their ability to address the unique
challenges faced by rural communities and contribute to sustainable agricultural
development (Hassen and Tessema, 2019).
1.2 Statement of the Problem
Despite the potential of indigenous mechanized technology to enhance
agricultural productivity and self-reliance, there exists a significant gap in the
integration of these practices into formal agricultural education curricula. Many
agricultural education programs prioritize conventional mechanization methods,
overlooking the rich heritage of indigenous knowledge and technologies. As a result,
students often graduate with limited exposure to indigenous mechanized technology,
hindering their ability to address the unique challenges faced by rural communities and
contribute to sustainable agricultural development.
2
1.3 Research Objectives
The primary objective of this study is to investigate the role of agricultural
education farm workshops in the development of students’ skills in indigenous
mechanized technology for self-reliance. Specifically, the study aims to:
1. Examine the current state of agricultural education programs and the
incorporation of indigenous mechanized technology into the curriculum.
2. Assess the effectiveness of agricultural education farm workshops in imparting
skills and knowledge related to indigenous mechanized technology.
3. Explore the perceptions, experiences, and challenges of students participating
in agricultural education farm workshops focused on indigenous mechanized
technology.
4. Identify strategies to enhance the integration of indigenous mechanized
technology into agricultural education curricula and farm workshops for
improved self-reliance and sustainable development.\
1.4 Research Questions
1. What is the current state of agricultural education programs and the
incorporation of indigenous mechanized technology into the curriculum?
2. How effective are agricultural education farm workshops in imparting skills and
knowledge related to indigenous mechanized technology?
3
3. What are the perceptions, experiences, and challenges of students participating
in agricultural education farm workshops focused on indigenous mechanized
technology?
4. What strategies can be identified to enhance the integration of indigenous
mechanized technology into agricultural education curricula and farm
workshops for improved self-reliance and sustainable development?
1.5 Significance of the Study
This study holds several implications for agricultural education, rural
development, and sustainable agriculture:
Educational Implications: By shedding light on the role of agricultural education farm
workshops in promoting indigenous mechanized technology, this study can inform
curriculum development and pedagogical approaches to better prepare students for
careers in agriculture.
Practical Implications: The findings can guide policymakers, educators, and
practitioners in designing and implementing effective farm workshops that foster skills
development in indigenous mechanized technology, thereby enhancing agricultural
productivity and self-reliance.
Social and Economic Implications: Empowering students with skills in indigenous
mechanized technology can contribute to poverty alleviation, food security, and rural
4
development by enabling communities to harness local resources and adapt
technologies to their specific needs.
1.6 Scope and Limitations
This study focuses on agricultural education farm workshops within the context
of formal agricultural education programs, particularly in Jema’a Local Government
area of Kaduna State. While the study acknowledges the diverse range of indigenous
mechanized technologies across different cultural and geographical contexts, it
primarily examines common practices and technologies prevalent in the study area.
Limitations may include constraints related to access, time, and resources, as well as
potential biases in data collection and analysis.
1.7 Organization of the Study
This research is structured into five chapters. Chapter One provides an
introduction to the study, outlining its background, rationale, objectives, significance,
scope, and limitations. Chapter Two presents a comprehensive review of relevant
literature on indigenous mechanized technology, agricultural education, and skills
development. Chapter Three details the research methodology, including the research
design, data collection methods, and analytical framework. Chapter Four presents the
findings and analysis of the study, while Chapter Five offers conclusions, implications,
and recommendations for future research and practice.
5
1.8 Definitions of Terms
Indigenous Mechanized Technology: Indigenous mechanized technology refers to
traditional knowledge-based practices and locally adapted machinery and equipment
used in agriculture. These technologies are often rooted in indigenous knowledge
systems and tailored to suit the specific needs and conditions of smallholder farmers in
rural areas.
Agricultural Education Farm Workshops: Agricultural education farm workshops
are practical learning environments where students engage in hands-on activities
related to agriculture, including crop cultivation, animal husbandry, and farm
mechanization. These workshops provide opportunities for experiential learning and
skill development in agricultural practices.
Self-Reliance: Self-reliance in the context of agriculture refers to the ability of
individuals or communities to meet their food and livelihood needs through their own
resources, knowledge, and skills, without excessive dependence on external inputs or
assistance.
Sustainable Development: Sustainable development entails meeting the needs of the
present generation without compromising the ability of future generations to meet their
own needs. In the context of agriculture, sustainable development encompasses
practices that promote environmental conservation, social equity, and economic
viability over the long term.
6
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter provides a comprehensive review of the related literature on the
role of agricultural education farm workshops in the development of students' skills in
indigenous mechanized technology for self-reliance. The review is divided into several
sections, including Indigenous Mechanized Technology in Agriculture, Role of
Agricultural Education Farm Workshops, Challenges and Opportunities, Theoretical
Framework, and Summary.
2.1 Indigenous Mechanized Technology in Agriculture
Indigenous mechanized technology in agriculture encompasses a diverse array
of traditional practices and locally adapted machinery that have been developed and
utilized by rural communities for generations. These technologies are often rooted in
indigenous knowledge systems and tailored to suit the specific needs and conditions of
smallholder farmers (Nyanga et al., 2020). Examples include animal-drawn
implements, hand-operated seed planters, and water lifting devices, among others
(Amoah et al., 2019).
Indigenous mechanized technology offers several advantages, including
affordability, accessibility, and suitability for local agroecological conditions (Asante
et al., 2016). Unlike modern mechanized solutions, which may require significant
7
financial investment and technical expertise, indigenous technologies can be
constructed using locally available materials and simple manufacturing techniques
(Hassen and Tessema, 2019). Moreover, these technologies promote self-reliance by
reducing dependence on external inputs and empowering farmers to manage their
resources sustainably (Njenga et al., 2017).
Despite their benefits, indigenous mechanized technologies face challenges
related to limited scalability, standardization, and compatibility with modern
agricultural systems (Pandey and Tantawy, 2018). Additionally, there may be cultural
and social barriers that hinder the widespread adoption of these technologies, as well
as concerns about their performance and reliability compared to conventional
mechanization methods (Magreta-Nyongani et al., 2018). However, efforts to
document, preserve, and promote indigenous knowledge systems are underway, driven
by recognition of their value in promoting agricultural sustainability and resilience
(Kainz and Warner, 2020).
2.2 Role of Agricultural Education Farm Workshops
Agricultural education farm workshops play a pivotal role in imparting practical
skills and knowledge to students, particularly in the context of indigenous mechanized
technology. These workshops serve as dynamic learning environments where students
can engage directly with agricultural machinery, equipment, and traditional tools,
thereby bridging the gap between theory and practice (Magreta-Nyongani et al., 2018).
8
The primary functions of agricultural education farm workshops is to provide
hands-on experiences that complement classroom instruction. By participating in
practical activities such as soil preparation, planting, and harvesting, students gain a
deeper understanding of agricultural processes and techniques (Kainz and Warner,
2020). Moreover, farm workshops offer opportunities for students to experiment with
different tools and technologies, fostering creativity and innovation in agricultural
practices (Zeweld et al., 2021).
Incorporating indigenous mechanized technology into farm workshops
enhances students' appreciation for local knowledge systems and traditional practices.
By working with locally adapted machinery and equipment, students gain insights into
the unique challenges faced by smallholder farmers and the innovative solutions they
employ (Njenga et al., 2017). Additionally, farm workshops provide a platform for
knowledge exchange and collaboration among students, educators, and practitioners,
facilitating the dissemination of indigenous knowledge and the co-creation of new ideas
(Asante et al., 2016).
Furthermore, agricultural education farm workshops contribute to the
development of essential skills such as problem-solving, critical thinking, and
teamwork. Through hands-on activities and real-world challenges, students learn to
analyze complex problems, evaluate potential solutions, and work collaboratively to
achieve common goals (Nyanga et al., 2020). These skills are essential for success in
9
agricultural careers and prepare students to address the evolving challenges of the
agricultural sector.
2.3 Challenges and Opportunities
The integration of indigenous mechanized technology into agricultural
education farm workshops presents both challenges and opportunities. Understanding
and addressing these factors is essential for maximizing the effectiveness of farm
workshops in skills development and knowledge transfer.
2.3.1 Challenges
Limited Awareness and Appreciation: There is often a lack of awareness and
appreciation for indigenous knowledge systems and traditional practices among
students, educators, and policymakers. This can lead to a bias towards modern
mechanization methods and a reluctance to embrace indigenous technologies (Pandey
and Tantawy, 2018).
Inadequate Infrastructure and Resources: Many agricultural education
institutions lack the necessary infrastructure and resources to support practical training
in indigenous mechanized technology. This includes access to appropriate machinery,
equipment, and demonstration plots, as well as qualified instructors with expertise in
traditional practices (Hassen and Tessema, 2019).
Resistance to Change: There may be resistance to change within academic
institutions and agricultural extension services, particularly from individuals who are
10
entrenched in conventional approaches to mechanization. Overcoming this resistance
requires advocacy, capacity building, and the promotion of inclusive decision-making
processes (Magreta-Nyongani et al., 2018).
Cultural and Social Barriers: Cultural and social factors can pose barriers to the
adoption of indigenous mechanized technology, including gender norms, traditional
power structures, and perceptions of modernity. Addressing these barriers requires
sensitivity to local contexts and the active involvement of community stakeholders in
the design and implementation of farm workshops (Njenga et al., 2017).
2.3.2 Opportunities
Preservation of Indigenous Knowledge: Agricultural education farm workshops
provide an opportunity to document, preserve, and transmit indigenous knowledge
systems and traditional practices to future generations. By incorporating indigenous
mechanized technology into farm workshops, educators can ensure that these valuable
resources are not lost or forgotten (Nyanga et al., 2020).
Capacity Building and Skills Development: Farm workshops offer a platform
for capacity building and skills development in indigenous mechanized technology. By
providing hands-on experiences and practical training, workshops enable students to
acquire the skills and competencies needed to utilize traditional tools and machinery
effectively (Asante et al., 2016).
11
Innovation and Adaptation: Indigenous mechanized technology is inherently
adaptable and can be modified to suit local agroecological conditions and socio-cultural
preferences. Farm workshops foster innovation by encouraging students to experiment
with different techniques and technologies, leading to the development of contextspecific solutions to agricultural challenges (Kainz and Warner, 2020).
Community Engagement and Empowerment: Farm workshops serve as hubs for
community engagement and empowerment, bringing together students, educators,
farmers, and other stakeholders to exchange knowledge, share experiences, and
collaborate on common goals. This participatory approach fosters a sense of ownership
and collective responsibility for agricultural development (Zeweld et al., 2021).
2.4 Theoretical Framework
This study is guided by several theoretical perspectives that inform the
understanding of the role of agricultural education farm workshops in skills
development and innovation diffusion, particularly in the context of indigenous
mechanized technology.
2.4.1 Experiential Learning Theory
Developed by John Dewey, Kurt Lewin, and Jean Piaget, experiential learning
theory posits that learning occurs through direct experiences, reflection, and active
experimentation. In the context of agricultural education farm workshops, experiential
learning theory emphasizes the importance of hands-on activities and practical
12
engagement with agricultural machinery and equipment. By engaging in real-world
tasks and problem-solving activities, students develop practical skills, deepen their
understanding of agricultural concepts, and internalize learning outcomes (Kolb, 1984).
Experiential learning theory suggests that meaningful learning experiences are
often situated within authentic contexts, where learners can directly apply theoretical
knowledge to practical situations (Lave & Wenger, 1991). Agricultural education farm
workshops provide such authentic contexts by immersing students in the actual
environments where agricultural practices occur. Through this immersion, students not
only gain technical skills but also develop a holistic understanding of the socioeconomic, environmental, and cultural factors that influence agricultural production
systems. This comprehensive understanding fosters critical thinking and problemsolving abilities, enabling students to address complex challenges in agriculture
effectively.
2.4.2 Knowledge Transfer Theory
Knowledge transfer theory examines how knowledge is transmitted from one
individual or group to another and applied in new contexts. In the context of agricultural
education farm workshops, knowledge transfer theory highlights the importance of
effective communication, demonstration, and mentorship in facilitating the transfer of
knowledge and skills related to indigenous mechanized technology. By providing
opportunities for students to observe, practice, and interact with experienced
13
practitioners, farm workshops facilitate the transfer of tacit and explicit knowledge,
leading to enhanced learning outcomes (Nonaka and Takeuchi, 1995).
Furthermore, knowledge transfer theory emphasizes the role of social
interactions and communities of practice in knowledge dissemination and utilization
(Wenger, 1998). In agricultural education farm workshops, students not only learn from
instructors but also from their peers and community members who possess valuable
insights and experiences. Through collaborative learning environments, students
engage in knowledge sharing, peer teaching, and mutual support, thereby enriching
their understanding of indigenous mechanized technology and fostering a culture of
continuous learning and innovation. This participatory approach to knowledge transfer
enhances the effectiveness and sustainability of agricultural education initiatives,
ensuring that valuable knowledge is preserved and passed on to future generations.
2.4.3 Innovation Diffusion Theory
Innovation diffusion theory, developed by Everett Rogers, explores the process
through which new ideas, practices, and technologies spread within a social system
over time. In the context of agricultural education farm workshops, innovation diffusion
theory helps to understand how indigenous mechanized technology is adopted, adapted,
and integrated into agricultural practices. The theory identifies key factors influencing
the diffusion process, including the perceived relative advantage, compatibility,
complexity, trialability, and observability of innovations (Rogers, 2003).
14
Innovation diffusion theory emphasizes the role of communication channels and
social networks in facilitating the spread of innovations (Valente, 1995). In agricultural
education farm workshops, various communication channels such as lectures,
demonstrations, and peer interactions serve as vehicles for disseminating information
about indigenous mechanized technology. Additionally, social networks within
agricultural communities play a crucial role in shaping individuals' attitudes towards
innovation adoption and diffusion. By leveraging existing social networks and fostering
new connections, farm workshops can accelerate the adoption of indigenous
mechanized technology and promote its widespread acceptance within farming
communities. This emphasis on social influence and communication dynamics
underscores the importance of collaborative approaches to innovation diffusion in
agricultural education settings.
2.4.4 Social Learning Theory
Social learning theory, proposed by Albert Bandura, emphasizes the role of
social interactions, modeling, and observational learning in shaping behavior and
attitudes. In the context of agricultural education farm workshops, social learning
theory highlights the importance of peer-to-peer learning, collaborative problemsolving, and community participation in skills development and knowledge acquisition.
By creating opportunities for students to learn from each other, share experiences, and
collaborate on projects, farm workshops foster a supportive learning environment and
promote the exchange of ideas and practices (Bandura, 1977).
15
By drawing on these theoretical frameworks, this study aims to explore the
dynamics of skills development, knowledge transfer, and innovation diffusion within
agricultural education farm workshops, with a focus on indigenous mechanized
technology. These theoretical perspectives provide a conceptual basis for
understanding the complex interactions between individuals, communities, and
institutions in the agricultural education system.
2.5 Summary
In summary, indigenous mechanized technology holds promise for enhancing
agricultural productivity,
promoting self-reliance, and
fostering
sustainable
development in rural areas. Agricultural education farm workshops play a crucial role
in imparting skills and knowledge related to indigenous technologies, thereby
equipping students with the tools they need to address the challenges of modern
agriculture and contribute to the resilience of rural communities.
16
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter examines the research methodology and issues that are important
to the purpose of the study earlier stated, under the following sub-headings: Research
Design, Population of study, Sample size, Sampling technique, Instrument for data
collection, Validity of the study, Procedure for data collection, Method of Data
Analysis
3.1 Research Design
This study used the descriptive survey in order to collect relevant information
from respondent concerning the role of agricultural farm workshop in development of
student’s skills in indigenous mechanized technology for self-reliance in Jema’a Local
Government Area of Kaduna state. The survey is appropriate because it fits into the
characteristics of survey research which among other instrument questionnaire is
largely used. Okeke, (1999) viewed survey design as a process of finding out people’s
viewed, perceptions, attitudes and opinion over a certain phenomenon.
3.2 Population of study
The population of the study are some selected students within Jema’a Local
Government Area of Kaduna State. In order to enhance efficiency and accurate result,
a sample was drawn from the population of the study.
17
3.3 Sample size
The sample size for this research is one hundred (100); it is the number of people
that are to be administered with the structured questionnaire.
3.4 Sampling technique
The sampling technique the study adopts is the simple random sampling. The
simple random sampling technique is adopted because it allows equal chances for any
one among the target population to be selected for the response. Students were selected
randomly from schools within Jema’a Local Government Area of Kaduna State. The
simple random sampling technique is considered most appropriate because the study will
involve students of different schools within the Local Government Area.
3.5 Instrument for data collection
The researchers decided to use two basic instruments for data collection. The
instruments are:
 Questionnaire
 Interviews
Questionnaire
The researchers used questionnaire as one of the instrument for collecting data
for the research.
A questionnaire is an instrument used in collection of data about aspect of
behaviors. Usually information in form of written statement or questions is formulated
to which the respondent has to answer or respond to. The researchers opted for the use
18
of closed ended questions for the respondents to make their choice. This enable the
researchers to obtain a high proportion of information needed, it also saves time and
cost.
Interview
The questionnaires alone will not have provided the basic information as required
which made the researchers to use oral interview techniques by going from one school to
the other within the area of study. The researchers decided to use interview method
because it is a face to face contact with the respondents and there is also privacy in the
inter-discussion question which were not properly treated or answered during the
questionnaire administration
3.6 Validity of the study
The questionnaire used as the research instrument was subjected to face its
validation. This research instrument (questionnaire) adopted was adequately checked
and validated by the supervisor his contributions and corrections were included into the
final draft of the research instrument used.
3.7 Procedure for data collection
The procedure used for data collection for this study is both primary source and secondary
source. The primary sources of data collection include the use of structured questionnaire,
oral interview, discussions and observations. While the secondary source includes library
material such as books, journals, newspapers, articles, unpublished materials as well as
the internet materials.
19
3.8 Method of Data Analysis
The quantitative data for this research is analyzed using the Frequency and
percentage chat represented on a table.
The Frequency and Percentage Chat is presented as:
Frequency= n
Percentage=
𝑛
𝑡𝑛
× 100
Where n= the number of a particular response
Where tn= total number of the respondent
20
CHAPTER FOUR
PRESENTATION AND DISCUSSION OF DATA
4.1
Introduction
Data are presented in the same sequence as that of the questionnaire for easy
reading and reference to the corresponding questions in the survey questionnaire. One
hundred (100) copies of the questionnaires were printed and administered to the
respondents in Jema’a Local Government Area of Kaduna state, duly completed and
retrieved immediately to avoid misplacement of any copy of the questionnaire.
4.2
Results
The data analysis will be conducted using simple percentage statistical
techniques to test the frequency of the personal data of the respondents and the
frequencies of their responses to the research questions. This is to ensure simplicity and
clarity of the responses.
Table 4.1: Sex of Respondents
Gender
Frequency
Percentages
Male
45
45%
Female
55
55%
Total
100
100%
From table 4.1 above, it shows that 45(45%) out of the respondents were male
and 55(55%) of the respondents were females.
21
Table 4.2: Age of respondents.
Age of respondents
Frequency
Percentages
10 – 20 yrs.
60
60%
21 – 30 yrs.
25
25%
31 – and above
15
15%
Total
100
100%
From table 4.2 above, it revealed that 60(60%) out of the total respondents were
between the ages of 10-20, 25(25%) are between the ages of 21-30 and 15(15%) years
and above. This shows that, the sample populations are mostly youth.
Table 4.3: Occupation of the respondents
Respondents
No of Respondents
Percentage
Students
80
70%
Teachers
20
30%
Total
100
100%
From table 4.3 above, it shows that 80(80%) of the respondents are students, 20(20%)
are teachers. This shows that the sampled populations are mostly students.
22
Research Question 1:
What is the current state of agricultural education programs and the incorporation of
indigenous mechanized technology into the curriculum?
Table 4.4:
S/N STATEMENT
1.
SA
A
D
SD
education 38
30
25
7
(30%)
(25%)
(7%)
20
38
14
(20%)
(38%)
(14%)
There is a growing recognition 40
25
20
15
of the importance of integrating (40%)
(25%)
(20%)
(15%)
Some
agricultural
programs
have
incorporating
mechanized
started (38%)
indigenous
technology
into
their curriculum to provide
students with practical skills.
2.
The
current
state
varies 28
globally, with some regions (28%)
showing more emphasis on
traditional methods while others
are
embracing
modern
technologies.
3.
indigenous
mechanized
23
technology
to
traditional
preserve
knowledge
and
promote sustainable practices.
4.
Challenges such as funding 42
34
15
9
constraints
and
(34%)
(15%)
(9%)
awareness
among
Research is being conducted to 50
29
15
6
assess
(29%)
(15%)
(6%)
lack
of (42%)
educators
may hinder the widespread
adoption
of
mechanized
indigenous
technology
in
agricultural education programs
5.
the
incorporating
mechanized
impact
of (50%)
indigenous
technology
on
student learning outcomes and
agricultural sustainability.
Table 4.4 above shows the percentages obtained from the responses made by
the respondents on, what is the current state of agricultural education programs and the
incorporation of indigenous mechanized technology into the curriculum, as contain in
24
item 1-5. In item 1 of research question one, 38 of the respondents, representing (38%)
strongly agreed that Some agricultural education programs have started incorporating
indigenous mechanized technology into their curriculum to provide students with
practical skills., while 30(30%) of the respondents agreed, 25(25%) disagreed and
7(7%) strongly disagreed.
In item 2 of research question one, 28 of the respondents representing (28%)
strongly agreed that, the current state varies globally, with some regions showing more
emphasis on traditional methods while others are embracing modern technologies.
While, 20(20%) of the respondents agreed, 38(38%) and 14(14%) disagreed and
strongly disagreed respectively.
In item 3 of research question one, 40 of the respondents representing (40%)
strongly agreed with the statement that, There is a growing recognition of the
importance of integrating indigenous mechanized technology to preserve traditional
knowledge and promote sustainable practices. while, 25(25%), of the respondents
agreed, 20(20%) and 15(15%) disagreed and strongly disagreed respectively.
In item 4 of research question one, 42 of the respondents representing (42%)
strongly agreed that, Challenges such as funding constraints and lack of awareness
among educators may hinder the widespread adoption of indigenous mechanized
technology in agricultural education programs While, 34(34%) of the respondents
agreed, 15(36.0%) and 9(9%) disagreed and strongly disagreed respectively.
25
In item 5 of research question three, 50 of the respondents representing (50%)
strongly agreed that Research is being conducted to assess the impact of incorporating
indigenous mechanized technology on student learning outcomes and agricultural
sustainability. While 29(29%) of the respondents agreed, 15(15%) disagreed and 6(6%)
strongly disagreed respectively.
Research Question Two
How effective are agricultural education farm workshops in imparting skills and
knowledge related to indigenous mechanized technology?
Table 4.5:
S/N STATEMENT
6.
SA
A
D
SD
Agricultural education farm 50
25
20
5
workshops play a vital role in (50%)
(25%)
(20%)
(5%)
These workshops offer a 40
15
30
15
platform for students to learn (40%)
(15%)
(30%)
(15%)
providing hands-on training
and practical experience with
indigenous
mechanized
technology
7.
how to operate and maintain
26
traditional
tools
and
equipment effectively.
8.
The effectiveness of farm 48
15
30
7
workshops depends on the (48%)
(15%)
(30%)
(7%)
Feedback from participants 43
20
25
12
suggests that farm workshops (43%)
(13.3%)
(25%)
(12%)
Continuous evaluation and 38
30
25
7
improvement
(30%)
(25%)
(7%)
quality
of
instruction,
resources available, and the
level of student engagement.
9.
enhance understanding and
appreciation of indigenous
mechanized technology.
10.
of
farm (38%)
workshops are essential to
ensure that students acquire
relevant
skills
and
knowledge.
Table 4.5 above shows the percentages obtained from the responses made by
the respondents on how effective are agricultural education farm workshops in
27
imparting skills and knowledge related to indigenous mechanized technology, as
contain in item 6-10. In item 6 of research question two, 50 of the respondents
representing (50%) Strongly agreed that, Agricultural education farm workshops play
a vital role in providing hands-on training and practical experience with indigenous
mechanized technology, While, 25(25%) of the respondents agreed, 20(20%) and
5(5%) of the respondents disagreed and strongly disagreed respectively.
In item 7 of research question two, 40 of the respondents representing (40%)
Strongly agreed that these workshops offer a platform for students to learn how to
operate and maintain traditional tools and equipment effectively. While, 15(15%) of
the respondents agreed, 30(30%) of the respondents and 15(15%), disagreed and
strongly disagreed respectively.
In item 8 of research question two, 48 of the respondents representing (48%)
strongly agreed that the effectiveness of farm workshops depends on the quality of
instruction, resources available, and the level of student engagement. While, 15(15%)
of the respondents agreed, 30(30%) and 7(7%), disagreed and strongly disagreed
respectively.
In item 9 of research question two, 43 of the respondents representing (43%)
strongly agreed that Feedback from participants suggests that farm workshops enhance
understanding and appreciation of indigenous mechanized technology. While (20(20%)
of the respondents agreed, 25(25%) and 12(12%), disagreed and strongly disagreed
respectively.
28
In item 10 of research question one, 38 of the respondents, representing (38%)
strongly agreed that Continuous evaluation and improvement of farm workshops are
essential to ensure that students acquire relevant skills and knowledge. while 30(30%)
of the respondents agreed, 25(25%) disagreed and 7(7%) strongly disagreed.
Research Question Three
What are the perceptions, experiences, and challenges of students participating in
agricultural education farm workshops focused on indigenous mechanized technology?
Table 4.6
S/N STATEMENT
11
SA
A
D
SD
Students participating in farm 45
38
12
5
workshops often express a sense (45%)
(38%)
(12%)
(5%)
Experiences vary, with some 53
31
10
6
students finding the workshops (53%)
(31%)
(10%)
(6%)
of pride in learning about and
using
indigenous
mechanized
technology.
12
engaging and enlightening, while
others
may
face
challenges
to
new
tools
adapting
and
techniques.
29
13
Challenges may include lack of 75
20
3
2
prior
(20%)
(3%)
(2%)
29
15
6
(29%)
(15%)
(6%)
Perceptions of the workshops 38
30
25
7
influence
(30%)
(25%)
(7%)
exposure
to
indigenous (75%)
mechanized technology, language
barriers, and limited access to
resources for hands-on practice.
14
Students
appreciate
opportunity
to
the 50
interact
with (50%)
experts and practitioners in the
field during farm workshops,
gaining valuable insights and
mentorship.
15
students'
attitudes (38%)
towards traditional practices and
their
role
in
sustainable
agriculture.
Table 4.6 above shows the percentages obtained from the responses made by
the respondents on what are the perceptions, experiences, and challenges of students
participating in agricultural education farm workshops focused on indigenous
30
mechanized technology, as contain in item 11-15. In item 9 of research question three,
45 of the respondents, representing (45%) strongly agreed that Students participating
in farm workshops often express a sense of pride in learning about and using indigenous
mechanized technology. While, 38(38%) of the respondents agreed, 12(12%) and
5(5%) agreed, disagreed and strongly disagreed respectively.
In item 12 of research question three, 53 of the respondents representing (53%)
strongly agreed that Experiences vary, with some students finding the workshops
engaging and enlightening, while others may face challenges adapting to new tools and
techniques. While 31(31%) of the respondents agreed, 10(10%) and 6(6%), disagreed
and strongly disagreed respectively.
In item 13 of research question, 75 of the respondent representing (75%) strongly
agreed that Challenges may include lack of prior exposure to indigenous mechanized
technology, language barriers, and limited access to resources for hands-on practice.
While, 20(20%), 3(3%) and 2(2%) agreed, disagreed and strongly disagreed
respectively.
In item 14 of research question three, 50 of the respondents representing (50%)
strongly agreed that Students appreciate the opportunity to interact with experts and
practitioners in the field during farm workshops, gaining valuable insights and
mentorship. While 29(29%) of the respondents agreed, 15(15%) and 6(6%), disagreed
and, strongly disagreed respectively.
31
In item 15 of research question one, 38 of the respondents, representing (38%)
strongly agreed that Perceptions of the workshops influence students' attitudes towards
traditional practices and their role in sustainable agriculture, while 30(30%) of the
respondents agreed, 25(25%) disagreed and 7(7%) strongly disagreed.
Research Question Four
What strategies can be identified to enhance the integration of indigenous mechanized
technology into agricultural education curricula and farm workshops for improved selfreliance and sustainable development?
Table 4.7
S/N STATEMENT
16
SA
A
D
SD
indigenous 45
38
12
5
(38%)
(12%)
(5%)
Providing adequate resources, such 53
31
10
6
as
(31%)
(10%)
(6%)
Collaborating
with
communities and practitioners to co- (45%)
design
curriculum
content
and
workshop activities can enhance
relevance and cultural sensitivity
17
tools,
infrastructure,
equipment,
and (53%)
is
for
essential
effective integration of indigenous
mechanized technology.
32
18
Offering mentorship programs and 75
20
3
2
internships that connect students (75%)
(20%)
(3%)
(2%)
Incorporating experiential learning 50
29
15
6
opportunities,
(29%)
(15%)
(6%)
38
12
5
(38%)
(12%)
(5%)
with experienced professionals can
facilitate knowledge transfer and
skill development.
19
field
trips,
and (50%)
practical projects into the curriculum
can deepen students' understanding
of
indigenous
mechanized
technology.
20
Continuous
development
professional 45
for
educators
and (45%)
trainers is crucial to ensure they are
equipped to teach and support
students in utilizing indigenous
mechanized technology effectively.
Table 4.6 above shows the percentages obtained from the responses made by
the respondents on what strategies can be identified to enhance the integration of
indigenous mechanized technology into agricultural education curricula and farm
33
workshops for improved self-reliance and sustainable development, as contained in
item 16-20. In item 11 of research question three, 45 of the respondents, representing
(45%) strongly agreed that Collaborating with indigenous communities and
practitioners to co-design curriculum content and workshop activities can enhance
relevance and cultural sensitivity, While, 38(38%) of the respondents agreed, 12(12%)
and 5(5%), disagreed and strongly disagreed respectively.
In item 17 of research question three, 53 of the respondents representing (53%)
strongly agreed that Providing adequate resources, such as tools, equipment, and
infrastructure, is essential for effective integration of indigenous mechanized
technology. While 31(31%) of the respondents agreed, 10(10%) and 6(6%), disagreed
and strongly disagreed respectively.
In item 18 of research question, 75 of the respondent representing (75%)
strongly agreed that Offering mentorship programs and internships that connect
students with experienced professionals can facilitate knowledge transfer and skill
development. While, 20(20%) of the respondents agreed, 3(3%) and 2(2%), disagreed
and strongly disagreed respectively.
In item 19 of research question three, 50 of the respondents representing (50%)
strongly agreed that Incorporating experiential learning opportunities, field trips, and
practical projects into the curriculum can deepen students' understanding of indigenous
mechanized technology. While 29(29%) of the respondents agreed, 15(15%) and
6(6%), disagreed and, strongly disagreed respectively.
34
In item 20 of research question three, 45 of the respondents, representing (45%)
strongly agreed that Continuous professional development for educators and trainers is
crucial to ensure they are equipped to teach and support students in utilizing indigenous
mechanized technology effectively. While, 38(38%) of the respondents agreed,
12(12%) and 5(5%), disagreed and strongly disagreed respectively.
35
CHAPTTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
This chapter described all that have been done in the proceeding sections and
conclusion is drawn based on the information gathered during the course of study and
recommendation made.
In chapter one the research work, the researcher deals with the background of
the study, statement of the problem, objective of the study, significant of the study,
research questions , scope and limitation of the study and operational definition of
terms.
In chapter two, it involves or rather deals with the review of related literature on
the topic. Indigenous Mechanized Technology in Agriculture, Role of Agricultural
Education Farm workshops, challenges and opportunities, theoretical framework,
summary
Chapter three of the research is concerned with research methodology. Where
sub-topic treated under the chapter includes: Research design, population of the study,
sample and sampling techniques, instrument for data collection, procedure for data
collection, validity and reliability of the instrument of the research and method of data
analysis.
36
`This data analysis and interpretation of result comes up in chapter four.
5.2 conclusion
The study delved into assessing the current state of agricultural education
programs, particularly in their incorporation of indigenous mechanized technology into
the curriculum, effectiveness of agricultural education farm workshops, perceptions
and experiences of students participating in these workshops, and strategies to enhance
integration of indigenous mechanized technology into agricultural education curricula
and farm workshops.
The findings revealed a significant interest among respondents in integrating
indigenous mechanized technology into agricultural education. There was a consensus
that agricultural education programs have started incorporating such technology into
their curriculum, albeit with variations globally. Challenges such as funding constraints
and lack of awareness among educators were identified as potential hindrances to
widespread adoption.
Agricultural education farm workshops were deemed effective in imparting
skills and knowledge related to indigenous mechanized technology, although concerns
were raised regarding resource availability and instructional quality. Despite challenges
faced by students, including lack of prior exposure and language barriers, there was a
prevailing sense of pride and appreciation for the workshops.
37
In terms of strategies to enhance integration, collaborative efforts with
indigenous communities, adequate resource provision, mentorship programs,
experiential learning opportunities, and continuous professional development for
educators emerged as crucial. These strategies aim to ensure relevance, cultural
sensitivity, and effective skill development within agricultural education programs.
5.3 Recommendations
Based on the findings, the following recommendations are suggested for
stakeholders involved in agricultural education:
1. Foster closer collaboration between educational institutions and indigenous
communities/practitioners to co-design curriculum content and workshop
activities. This collaboration will ensure relevance, cultural sensitivity, and
effective knowledge transfer.
2. Allocate adequate resources, including tools, equipment, and infrastructure, to
support the effective integration of indigenous mechanized technology into
agricultural education programs. This will facilitate hands-on learning
experiences for students.
3. Establish mentorship programs and internships that connect students with
experienced professionals in the field. This will facilitate knowledge transfer,
skill development, and real-world application of learned concepts.
4. Incorporate experiential learning opportunities, field trips, and practical projects
into the curriculum to deepen students' understanding of indigenous mechanized
38
technology. These hands-on experiences will enhance learning outcomes and
promote sustainability.
5. Provide continuous professional development opportunities for educators and
trainers to ensure they are equipped with the necessary knowledge and skills to
effectively teach and support students in utilizing indigenous mechanized
technology.
5.4
Suggestion for Further Studies
This research word title “role of agricultural farm workshop in development of
student’s skills in indigenous mechanized technology for self-reliance in Jema’a local
government area of Kaduna state. Though a lot has been said on the topic only a little
has been done to find out more issues on it. Following our finding, recommendation
are made, it is possible to suggest that the researchers should carry out research on this
topic for further and advance investigation to cover a wider range or area. If the study
covers a wider range, the ole of agricultural farm workshop in development of student’s
skills in indigenous mechanized technology for self-reliance would be known to the
general public and the generation yet to come.
39
References
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(2016): 81-90.
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rural communities in Ethiopia." African Journal of Agricultural Research 14.27
(2019): 1158-1170
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Implications for smallholder agricultural development in Ethiopia."
Agricultural Systems 182 (2020): 102855.
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mechanisation? A case study of smallholder farmers in Zimbabwe." South
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Njenga, M., et al. "Gendered access to and control over mechanized Agricultural
technologies among smallholder farmers in Murang’a County, Kenya." African
Journal of Rural Development 2.1 (2017): 32 43.
Nyanga, P. H., et al. "Contribution of indigenous agricultural mechanization
technologies to rural development: A case of sustainable agricultural practices
40
in Zimbabwe." American Journal of Rural Development 8.2 (2020): 46-52.
Pandey, S., & Tantawy, H. "Agricultural mechanization status: A case study
Of Egypt." *Cogent Engineering 5.1 (2018): 1451694.
Zeweld, W., et al. "The role of agricultural mechanization in the Socioeconomic
empowerment of rural women in Ethiopia." Cogent Food & Agriculture 7.
(2021): 1956154.
Amoah, Philip, et al. "Assessment of indigenous knowledge and practices in
mechanized and non-mechanized rice production systems in Ghana."
Agricultural Sciences 10.01 (2019): 110.
Asante, Bright O., et al. "Agricultural mechanization in sub-Saharan Africa: Time for
a new look." African Journal of Agricultural and Resource Economics 11.2
(2016): 81-90.
Hassen, L., & Tessema, Z. "Assessment of indigenous mechanization technologies
for rural communities in Ethiopia." *African Journal of Agricultural Research
14.27 (2019): 1158-1170.
Kainz, D., & Warner, A. "Tractor-based mechanization and land preparation practices:
Implications for smallholder agricultural development in Ethiopia."
Agricultural Systems 182 (2020): 102855.
Magreta-Nyongani, M., et al. "Can indigenous knowledge systems inform
agricultural mechanisation? A case study of smallholder farmers in Zimbabwe."
South African Journal of Agricultural Extension 46.1 (2018): 31-45.
41
Njenga, M., et al. "Gendered access to and control over mechanized agricultural
technologies among smallholder farmers in Murang’a County, Kenya. African
Journal of Rural Development 2.1 (2017): 32-43.
Nyanga, P. H., et al. "Contribution of indigenous agricultural mechanization
technologies to rural development: A case of sustainable agricultural practices
in Zimbabwe." American Journal of Rural Development 8.2 (2020): 46-52.
Pandey, S., & Tantawy, H. "Agricultural mechanization status: A case study of Egypt."
Cogent Engineering 5.1 (2018): 1451694.
Zeweld, W., et al. "The role of agricultural mechanization in the socioeconomic
empowerment of rural women in Ethiopia." Cogent Food & Agriculture 7.1
(2021): 1956154.
42