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1
WORK-SKILL NEEDS OF SECONDARY SCHOOL GRADUATES IN
PLANTAIN PRODUCTION IN ANAMBRA STATE
BY
OKONGWU, PHILOMENA OBIOMA
PG/M.ED/06/40734
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
(AGRICULTURAL EDUCATION)
UNIVERSITY OF NIGERIA
NSUKKA
SEPTEMBER, 2011
i
WORK-SKILL NEEDS OF SECONDARY SCHOOL GRADUATES IN
PLANTAIN PRODUCTION IN ANAMBRA STATE
A RESEARCH PROJECT PRESENTED TO DEPARTMENT OF VOCATIONAL
TEACHER EDUCATION (AGRICULTURAL EDCUATION)
UNIVERSITY OF NIGERIA, NSUKKA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF MASTER DEGREE IN AGRICULTURAL EDUCATION
BY
OKONGWU, PHILOMENA OBIOMA
PG/M.ED/06/40734
SUPERVISOR: PROF. OGBAZI, NJ
SEPTEMBER, 2011
ii
APPROVAL PAGE
THIS PROJECT HAS BEEN APPROVED FOR THE DEPARTMENT OF
VOCATION TEACHER EDUCATION, UNIVERSITY OF NIGERIA NSUKKA
BY
______________________
PROF. OGBAZI, NJ
________________
DATE
SUPERVISOR
_______________________
HEAD OF DEPARTMENT
__________________
DATE
OF VOCATIONAL TEACHER EDUCATION
__________________________
EXTERNAL EXAMINER
_______________________
DEAN, FACULTY OF EDUCATION
__________________
DATE
____________________
DATE
iii
CERTIFICATION
Okongwu, Philomena Obioma, a postgraduate student in the Department
of Vocational Teacher Education with registration number PG/M.Ed/06/40734,
has satisfactorily completed the requirements for course and research work for
the degree of Master in Agricultural Education. The work embodied in this
project is original and has not been submitted in part or full for any Diploma or
Degree of this or any other University.
________________________
________________________
PROF. OGBAZI, NJ
HEAD OF DEPARTMENT
SUPERVISOR
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DEDICATION
This work is dedicated first to my dear husband, Sir Johnson Okongwu
for his moral and financial supports, to my children; Uzoma, Ebuka, Nonso,
Kosy and Ebube for their prayers and encouragements and to my father-in-law,
late Pa Philip Okongwu of blessed memory, for his prayers and encouragement
when he was alive.
Finally to God Almighty for His abundant mercies.
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ACKNOWLEDGEMENT
The researcher is grateful to her supervisor Prof. Ogbazi, NJ for his
contributions and guidance throughout the course of this research work; and
above all, his willingness and desire to reform the researcher in the arts of
writing is highly appreciated.
Also acknowledged in this research work are Prof. Uguru, M.I of crop
science Department for his useful inputs and suggestions to the research work;
Prof. Olaitan S.O, Dr. Onu F.M, Dr. Mama R.O, Dr. Osinem E.C, Mr.
Tochukwu Ejiofor, and other lecturers in the Department of Vocational Teacher
Education for their various contributions in diverse ways towards the successful
completion of this work.
The researcher acknowledged with gratitude, Reverend Cannon Angus
Umeh and Reverend Keneddy Emeghebo for their prayers, Sir Johnson
Okongwu for his prayers and financial supports.
Finally, much gratitude is given to God Almighty for seeing the
researcher through the research work.
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TABLE OF CONTENTS
Title page...............................................................................................
i
Approval page .......................................................................................
ii
Certification .........................................................................................
iii
Dedication ............................................................................................
iv
Acknowledgement ...............................................................................
v
Table of contents ...................................................................................
vi
List of tables .........................................................................................
ix
Abstract ................................................................................................
x
CHAPTER ONE: INTRODUCTION
Background of the study .......................................................................
1
Statement of the problem .....................................................................
6
Purpose of the study ..............................................................................
7
Significance of the study ......................................................................
8
Research questions ...............................................................................
8
Hypotheses ...........................................................................................
9
Scope of the study .................................................................................
9
Assumption of the study ......................................................................
10
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Theoretical frame work ........................................................................
11
Approaches to development of occupation in plantain production .....
13
Conceptual frame work ........................................................................
22
Work-skills for site selection and land preparation for plantain
production ............................................................................................
23
Work-skills in planting plantain ...........................................................
27
Work-skills in field management of plantain ......................................
31
vii
Work-skills in harvesting of plantain fruit ............................................
40
Work-skills in processing of plantain ..................................................
42
Work-skills for marketing plantain products .......................................
49
Related empirical studies on job skills ................................................
51
Summary of related literature reviewed ...............................................
54
CHAPTER THREE: RESEARCH METHODOLOGY
Design of the study ...............................................................................
56
Area of the study ...................................................................................
56
Population of the study .........................................................................
57
Sample of the study ...............................................................................
57
Instrument for Data Collection .............................................................
58
Validation of the Instrument ................................................................
59
Reliability of the Instrument ................................................................
59
Method of Data Collection....................................................................
59
Method of Data Analysis .....................................................................
60
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
Research Question 1 and Hypothesis 1 .................................................
61
Research Question 2 and Hypothesis 2 .................................................
65
Research Question 3 and Hypothesis 3 .................................................
68
Research Question 4 and Hypothesis 4 .................................................
71
Research Question 5 and Hypothesis 5.................................................
73
Findings of the study .............................................................................
76
Discussion of the findings .....................................................................
81
viii
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Restatement of the Problem .................................................................
91
Purpose of the study ..............................................................................
92
Description of Procedure used .............................................................
92
Major findings of the Study ..................................................................
93
Conclusion ...........................................................................................
94
Implications of the Study ......................................................................
94
Limitations of the study ........................................................................
95
Recommendations ................................................................................
95
Suggestions for further Research ..........................................................
96
References .............................................................................................
97
Appendices ...........................................................................................
102
i Request for Validation of Instrument ................................................
102
ii Questionnaire ....................................................................................
103
ix
.
LIST OF TABLES
Tables
page
1. Distribution of graduate teachers of Agricultural science in senior
secondary schools .......................................................................
57
2. Distribution of Extension Agents in ADP Zones in
Anambra State. .........................................................................
58
3. Interpretation of the mean scores using Real limit of numbers.
60
4. Mean and t-test Analysis of the Responses of the respondents on the
work-skill needs in site selection and land preparation for plantain
production...................................................................................
63
5. Mean and t-test Analysis of the responses of respondents on the
work-skill needs in planting of plantain. ...................................
66
6. Mean and t-test Analysis of the responses of the respondents on the
work-skill needs in field management of plantain. ....................
69
7. Mean and t-test Analysis of the responses of the respondents on the
work-skill needs in harvesting of plantain. ................................
71
8. Mean and t-test Analysis of the responses of the respondents
on the work-skill needs in processing and marketing of
plantain products. .......................................................................
73
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Abstract
The study was conducted to identify work-skill needs of secondary
school graduates in plantain production in Anambra State. Five research
questions were developed in consonance with what the study sought to find out.
Five null hypotheses were also formulated and tested at the probability of 0.05
level of significance and 168 degree of freedom (df). A structured questionnaire
was used to collect data from 170 respondents, made up of 138 graduate
teachers of agricultural science and 32 extension agents in Anambra state. The
questionnaire was face validated by three experts and also tested for reliability
using Conbach’s Alpha which yielded the reliability coefficient of 0.79. The
data collected were analyzed using mean and standard deviation to answer
research questions and t-test statistic was used for testing the null hypotheses.
The findings revealed that secondary school graduates in Anambra State
needed 7 work skills in site selection and land preparation for plantain
production, 9 work-skills in planting of plantain, 11 work-skills in field
management of plantain, 4 work-skills in harvesting of plantain, 9 work-skills
in processing of plantain fruit into flour, 8 work-skill in processing of plantain
into chips, 6 work-skills in processing of ripped plantain fruit into fried
plantain, 6 work-skills in marketing of plantain products. Findings on the
hypotheses tested revealed that there was no significant difference in the mean
ratings of the responses of Agricultural science teachers and Extension Agents
in relation to the work-skill needs of secondary school graduates in plantain
production. Based on the findings, it was recommended that the work-skills
identified should be packaged into training manuals for use in skill-acquisition
centers and for integration into secondary school agricultural science
curriculum.
CHAPTER ONE
INTRODUCTION
Background of the Study
Plantain belongs to the family of Musaceae genus of Musa and Specie of
Musa paradisiaca . It is an important staple food crop in many communities in
Anambra State. Plantain is grown by many farmers for consumption and as a
source of income. According to Baiyeri and Ajayi (2000), plantain is a starchy
food consumed by about 70 million people in different parts of the world in
different ways. It can be fried, baked, boiled, roasted; eaten alone or with other
food like rice, beans, pap and so on. Plantain is considered a delicacy which is
well accepted and enjoyed by many at meal time, including children and adults.
According to Rasheed (2003), plantains are not only most economic source of
dietary energy in terms of cost per area cultivated or weight harvested but also
a useful source of carotene, vitamin A, Potassium and Iron which are essential
for healthy living. Plantain flour is used excellently in bakery industries
following the ban on wheat importation by Federal Government of Nigeria
(Madu, 1999). Plantain is an excellent food for young children and elderly
people due to its easy digestibility and nutrient content. Madu pointed out that
plantain has a lot of medicinal values. It is used in treatment of ulcer, diarrhea,
throat infection, asthma, low libido in men. Pectin (Fibre in plantain) has been
found effective in treatment of colon cancer (Ogazi, 1996). Plantain floor is a
medically recommended diet for diabetic patients.
According to recent studies carried out on plantain and banana at International
Institute for Tropical Agriculture (IITA) (2007), plantain is an evergreen
herbaceous tropical plant that can be considered a giant herb. The external
―trunk‖ is infact a psudostem formed by the concentric assemblement of leaf
sheaths, the true stem which forms the complex inflorescence (fruit bearing
part) is a susterranean organ which extends upward at the core of the
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psudostem. According to Udoh, Ndon, Asuquo and Ndaego (2005), According
to Udoh, Ndom, Asuquo and Ndeyo (2005), it is this inflorescent that bears a
stout peduncle that carry many flowers in nodal clusters called a hand.
This inflorescent, bears a stout peduncle that carry many flowers in
nodal clusters called a hand, the authors maintained that they are three types of
such flowers: the female flowers are located at the first 10 glomerules of the
bunch and they develop into edible fruits (finger) the neutral flowers are
hermaphrodites which appear next to the female flowers. They do not develop
into fruits. The male flowers are usually coved with purple bracts at the end of
the bunch. There are about 116 plantain cultivars found in Africa but the
common cultivars are designated as Musa AAB. (Hirimburegama and Gamage,
1997). According to the authors, for production purposes, bunch size and plant
size are considered. Based on Bunch size, we have French plantain, horn
plantain and false horn plantain. Plant size depends on the number of leaves
produced before flowering, we have giant plantain, medium and small plantain.
According to Robinson (1996), plantain production fits well as a crop in
boosting crop production to meet our food demand in Nigeria. It has several
advantages over other carbohydrate staples
- its cost of establishment is paid only once and several harvests can be
made from one planting
- it has short gestation period of 9-12 months.
- income per hectar is higher when compared with other crops.
- its cultivation does not need heavy machineries.
All plantain by-products can be utilized, the stalk, leaves, and peels apart
from using them as animal feed, the stalk and peels are used in soap production
and tenderizers respectively because of high potassium content (Asenjo and
Porreta 1999). The leaves are used in preservation of kola nut, bitter kola and
for wrapping or food before cooking.
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In Nigeria and in Anambra State in particular, there is a need to increase
the production of this all important crop and it is a way of reducing poverty
level of citizens through skill training programme in plantain production.
Plantain production involves the process of site selection and land preparation,
planting, field management, harvesting, processing and marketing of the
products.
Marchwardt (2001) defined production as the process of bringing into
existence by intellectual or creative ability. However, for some one to succeed
in plantain production, certain related work-skills are needed.
Robert (1991) defined work as an activity that produces something of
value for people. Also Okorie and Ezeji (1988) explained that work refers to
any physical or mental activities which transform natural materials into a more
useful form. The authors further explained that work activities are instrumental
activities which are undertaken in order to meet certain individual needs either
directly or indirectly by producing for the needs. Therefore, people in Anambra
State work to satisfy their basic needs such as food, clothing, shelter and higher
needs like recognition, self actualization and so on. Skills are well established
habits of doing things by people. According to Okorie (2000) skill is the habit
of acting, thinking and behaving in a specific way in such a way that the
process becomes natural to the individual through practice. A person that works
productively is skilled because he has acquired the habit of performing a task in
an acceptable manner within his job. Skill in the context of this study can be
regarded as performance activities needed by secondary school graduates in
plantain production on commercial bases for making a living in Anambra state.
Work-Skill according to Olaitan, Nwachukwu, Igbo, Onyebuchi and Ekong
(1999) are practical activities which individual performs for work to be done
effectively. Therefore, in the context of this study, work-skill is the type of job
in plantain production business in which an individual is engaged and is
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expected to demonstrate acquired skills in a productive manner that will earn
him a living.
The National policy on Education (FRN 2004) defined secondary school as an
institution where children receive education after primary education before the
tertiary stage. Secondary school graduates in this study are youths that have
completed six years of secondary school education, who offered Agricultural
science at the senior secondary school level and who cannot secure admission
into tertiary institution or get employed in other occupations. The high rate of
unemployment is acute among these youths due to lack of work – skills for
self-employment. One of the objectives of agricultural science in secondary
school as sated in national policy of education (2004) is to enable students
acquire basic knowledge and skills to prepare them for occupation in
Agriculture. Unfortunately, these children graduated without occupational
skills which may be due to certain factors these graduates could be trained in
work skills relating to plantain production if a relevant programme is
developed.
In Anambra state, Agbakoba (2001) observed that majority of farmers
engage in plantain production at their backyard gardens, and these small holder
farmers are conservative in their various ways of farming, using traditional
methods which involve hoes and other crude implements, practice intercrops,
shifting cultivation without the use of fertilizers, lack knowledge of high-
yielding and disease resistance hybrid plantain sucker. According to the
author, they even suffer losses due to poor post harvest handling, storage and
utilization of the production. This results in low yield and whatever they
produce are sold at the local market for local consumption.
Moreover, the quantity produced by these peasant farmers cannot meet
up with the demand for the products as the population of consumers kept
increasing. Again, with the ban on wheat importation by the Federal
5
Government of Nigeria, the use of plantain flour in bakery industries has also
resulted in an increase in the demand for plantain as an industrial raw material.
(Madu, 1999).
The Government of Anambra state is aware of this problem of increasing
plantain production and other staple food crops like yam, cassava and rice.
This becomes a difficult decision for the government to stop farmers from
growing other crops and focus on plantain; instead, there is a felt need that new
hands could be engaged to enter into plantain production. The intention of the
government therefore is to focus on encouraging the secondary school
graduates who are not employed to take up the advantage of being trained
effectively in plantain production (Agbokoba, 2001).
The major issue for government and secondary school graduates is that
specific skills in plantain production on which these youths could be trained at
skill acquisition centers in the state do not exist in their programmes.
Therefore, these skill acquisition centers need to have programmes of action for
youth employment in plantain production.
If these skills are identified by the study and made available at skill
acquisition centers, it will help in training the youth in plantain production
which is now a money spinning crop in the state. The state government has
financed groups of identified farmers in the state through Micro Credit Fund for
the achievement of the millennium goals in food production and poverty
alleviation. This will reduce unemployment of youths in the state as well as
minimize criminal acts of youths and their complete dependence on their
parents for a living. It may also reduce idleness of energetic youths, rural urban
migration and equally improve the economy of the state since they can be
employed in plantain production business.
Therefore, this study was
considered necessary in other to determine skill needs of the secondary school
graduates for preparing them for occupation in plantain production.
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Statement of the Problem
Plantain is one of the staple foods in Anambra state. It is enjoyed by
many at meal time, but its production favour small holder farmers who still
engage in traditional methods of farming in plantain production which lead to
low yield (Agbokoba, 2001). Although the yield from the subsistence farmer
are low, he demand for plantain is increasing.
The peasant farmers could not guarantee adequate supply of plantain because
of their less productive methods of farming and their interest in producing other
crops such as cocoyam, maize, and cassava and so on.
The government of Anambra state could improve her fund generation
from plantain which is favoured as a raw material in bakery industry following
the ban placed on wheat importation by Federal Government of Nigeria (Madu,
1999). There is need to involve the youths that are not yet employed into large
scale plantain production in order to meet up with the demand for plantain in
Anambra state, instead of convincing the rural farmers, how are interested in
producing other crops at the same time. In the state, there are many secondary
school graduates who could not secure admission into higher institutions or get
employed in any skilled occupation. This group of youths usually migrate from
rural areas where there are abundance of utilizable land into already congested
urban towns and cities to seek for livelihood through any means. They usually
constitute disadvantaged urban dwellers who are regarded as touts and lawless
individuals. They constitute a gradual wastage to the economy of the state.
They are regarded as security risk individuals. If this group of people could be
trained by government in skills that could benefit them, they may change their
societal unacceptable behaviours.
The state government has established skill acquisition centers at various
locations in the state to help the idle and unskilled youth train in skill
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acquisition for employment.
But the skill acquisition centers have no
programme of action in training youth for job in plantain because the necessary
skills needed for success in plantain production do not exist in any of the
centers.
Therefore, if the skills identified by this study are sent to state skill
acquisition centers, they will be used in training unskilled youths in plantain
production to meet up with the increasing demand for plantain in Anambra
state; hence the need for the study.
Purpose of the Study
The major purpose of this study was to identify work-skill needs of
secondary school graduates in plantain production in Anambra state.
Specifically, the study seeks to:
1.
identify work-skill needs of secondary school graduates in site selection
and preparation of land for plantain production.
2.
determine the work-skills needed of secondary school graduates in
planting plantain.
3.
determine the work-skill needs of secondary school graduates in field
management of plantain.
4.
identify the work-skill needs of secondary school graduates in harvesting
plantain.
5.
find out the work-skill needs of secondary school graduates in
processing & marketing of plantain and its products.
Significance of the Study
The finding of this study will be of great benefit to the following;
secondary school graduates, government of Anambra state, administrators of
skill acquisition centers, and curriculum planners.
8
Specifically, the study would be beneficial to the secondary school
graduates when the identified skills are incorporated into the training
programmes of the state skill acquisition centres. The graduates of the skill
acquisition centres would become competent in plantain production and
consequently would become gainfully employed. The study will provide
information to government of Anambra state which will be used in packaging
programmes for training the secondary school graduates in plantain production
at various skill acquisition centers. The study will also provide information to
the administrators of skill acquisition centers on the required work-skills for
secondary school graduates to become proficient in plantain production.
Moreover, the findings of this study will help the curriculum planners to
be acquainted with the work-skill needs of secondary school students in
plantain production so that they can include them into the syllabus for effective
teaching and learning of agricultural science in senior secondary school.
Research Questions
Five research questions were formulated to guide the study in line with
the purpose of the study.
1.
what are the work-skill needs of secondary school graduates in site
selection and preparation of land for plantain production?
2.
what are the work-skills needs of secondary school graduates in planting
plantain?
3.
what are the work-skill needs of secondary school graduates in field
management of plantain?
4.
what are work-skill needs of secondary school graduates in harvesting
plantain
5.
what are the work-skill needs of secondary school graduates in
processing and marketing plantain?
9
Hypotheses
Five null hypotheses were formulated for this study and were tested at
the 0.05 level of significance
1.
There was no significant difference between the mean responses of
graduate teachers of agricultural science and extension agents on workskill needs of secondary school graduates in site selection and
preparation of land for plantain production.
2.
There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work-skill needs of
secondary school graduates in planting plantain.
3.
There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work-skill needs of
secondary school graduates in field management of plantain.
4.
There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work-skill needs of
secondary school graduates in harvesting plantain.
5.
There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work-skill needs of
secondary school graduates in processing and marketing of plantain.
Scope of the Study
The study was limited to the identification of work-skill needs of
secondary school graduates for success in plantain production in Anambra
state. The information required from the respondents were restricted to the
relevant skills in site selection and preparation of land, planting operations,
field management (involving weeding, fertilizer application, pest and disease
control) Processing and marketing of plantain products.
10
Assumption of the Study
The graduate teachers of agricultural science were assumed to be
competent in responding to the questionnaires used for collecting data, because
they had been trained in crop production and were familiar with steps in
plantain production. The extension agents were working with farmers in the
state helping them to solve their farming problems.
11
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The review of related literature for this study is organized under the
following sub-headings:
Theoretical framework
- Approaches to the development of occupation in plantain production.
Conceptual frame work
- Work-skills for site selection and land preparation for plantain
production
- Work-skills in planting plantain
- Work-skills in field management of plantain.
- Work-skills for harvesting plantain
- Work-skills for processing and marketing of plantain products
Related empirical studies on job skills
Summary of related literature reviewed
Theoretical Framework
The theoretical framework of the study is based on occupational theory.
Theory according to Longman Dictionary of Contemporary English (2005) is
an idea or set of ideas that is intended to explain something about life or world.
Beauchamp in Olaitan (2003) defined theory as a unifying statement, a
universal preposition and/ or predictive statements which are arranged so as to
give functional meaning to a set of series of events.
Occupation according to Barnhart (1995) is the work a person does
regularly to earn his living. It is a principal activity in one’s life that one does
to earn money. Marchwardt (2001) similarly explained occupation as one’s
regular, principal or immediate business. It is what a person devotes one’s self
11
12
especially one’s regular work, employment, trade, job pursuit or means of
getting a living.
Olaitan (2003) stated the following occupational theories.
i.
Occupational theory of value. According to the author, occupation must
have value that attracts individual into it; some of these values may be
economic, social and prestige.
ii.
Occupational theory of body of knowledge as a foundation for the
identification of skills in which individual is to be trained
iii. Occupational skill element: This theory states that occupation must have
skill elements in which individual could be trained for a life long
employment for living. The author further identified another relevant
theory of occupation which states that skill in occupation must be
amendable to logical arrangement during the training process for
purposes of practice and mastering and as well, occupation must have a
level of proficiency in training without which a professional certificate
or recognition cannot be guaranteed.
This study is focused on identification of work-skill needs of secondary
school graduates for survival in plantain production as an occupation in which
they can make a living. Therefore, this study will be guided by occupational
theory in the identification of work-skill needs for success in any plantain
production.
Ndubizu (1987) in his paper on plantain production in Southern Nigeria,
revealed that plantain production help to increase food production which is well
accepted by people of all level and the economic return from the sale of the
product is also very promising. This agrees with the occupational theory of
economic value. Plantain production has skill elements which individual could
be trained for gainful employment. It also has information in which individual
could gain knowledge concerning the occupation.
13
Approaches to the Development of Occupation in Plantain Production
There are several approaches involved in identification of work-skills
needed in plantain production. According to Olaitan (2003) the approaches
include the following
- Competency based approach
- Job analysis approach
- Task analysis approach
- Modular approach
Competency Based Approach
FRN (2000) defined competency as ability to combine a number of skills
for accomplishing specific tasks. Also, Longman Dictionary of Contemporary
English (2007) defined competency as ability to perform a specific task to a
satisfactory standard. Then, to be competent according to Mitshele in Olaitan
(2003) means that the individual has acquired the knowledge skills, attitudes
and judgment which he requires in order to perform successfully at a specified
proficiency level in any given work.
Olaitan (2003) stated that competency based model involves arranging
skills, knowledge and attitudes to be learned in hierarchy of difficulty. The
author further stated that competency-based approach involves the following
steps
1.
identification of all tasks to be learnt.
2.
identification of the competencies required in order to carry out a
particular function effectively and using the identified competencies as a
basis for teaching and learning.
3.
arrangement of tasks or jobs in appropriate courses
4.
organize knowledge and skill for each task or job into a hierarchy
14
5.
determine what one needs to know for mastering of each knowledge or
skill.
Moreover, Sullivan (1995) explained that in a competency based training
system, the unit of progression is mastery of specific knowledge and skill and is
learner or participant-centered. Then competency based training for plantain
production is training based upon the learner’s ability to demonstrate
attainment or mastery of plantain production skills performed under certain
conditions to specific standards (the skills then become competencies) Sullivan
further enumerated the characteristics, advantages and limitations of
competency-based training as follows:
Characteristics of Competency Based Training Programs are:
1.
Competencies are carefully selected
2.
Supporting theory is integrated with skill practice
3.
Detailed training materials are keyed to the competencies to be achieved
and are designed to support the acquisition of knowledge and skills.
4.
Participant’s knowledge and skills are assessed as they enter the program
and those with satisfactory knowledge and skills pass training or
competencies already attained.
5.
Learning should be self paced
6.
Flexible training approaches including print, audiovisual and simulations
(models) keyed to the skills being mastered are used.
7.
Satisfactory completion of training is based on achievement of all
specified competencies
15
Advantages of Competency Based Training
The basic advantage of competency based training is that the focus is on
the success of each participant, where trainees have to attain a small number of
specific and job related competencies; the benefits identified by Mitshele in
Olaitan (2003):
i.
Participants will achieve competencies required in the performance of
their jobs.
ii.
Participants build confidence as they succeed in mastering specific
competencies.
iii. Participants receive a transcript or list of the competencies they have
achieved.
iv. Training time is used more efficiently and effectively as the trainer is a
facilitator of learning as opposed to a provider of information
v.
More training time is devoted to working with participants, individual or
in small groups as opposed to presenting lectures.
vi. More training time is devoted in evaluating each participant’s ability to
perform essential job skills
The Mitshele in Olaitan (2003), further enumerated the limitations of
competency based approach as follows:1. It is characterized by rigorous reliance on the objectives and any minute
detail about a task is regarded as essential
2. The learner must be able to master a specific skill before going to
another
3. The tasks must be sequentially arranged for success to be achieved.
Job Analysis Approach
Job analysis calls for analysis of the job and organization of instructional
units around these tasks. Osuala (1999) described job analysis as detailed
16
listing of duties, operations and skills necessary to perform a clearly defined
job. Such operations and skills are organized into logical sequence which may
be used for teaching, employment or classification purposes.
In another
opinion, Guide (2001) stated that job analysis is a process used to identify and
determine in details the particular job duties and requirements and the relative
importance of these duties as for a given job. He added that job analysis data
may be collected from incumbents through interviews or questionnaire, the
product of the analysis is a description or specifications of the job, not a
description of the person. Guide further enumerated the purpose, methods of
job analysis and aspects of a job that are analyzed as follows:
Purpose of Job Analysis
The purpose of job analysis is to established and documents the ―Job
relatedness‖
of
employment
procedures
such
as
training
selection,
compensation and performance appraisal.
i.
Determining training needs:
To identify or develop: training content, assessment tests to measure
effectiveness of training, equipment to be used in delivering the training and
methods of training (i.e small group, computer-based, video classroom)
ii.
Compensation
Job analysis can be used in compensation to identify or determine: skill
levels. Compensable job factors, work environment (e.g. hazards, attention,
physical effort) responsibilities (e.g. fiscal, supervisory), required level of
education (indirectly related to salary level).
iii.
Selection procedure
Job analysis can be used in selection procedure to identify or develop
- job duties that should be included in advertisement of vacant positions
17
- appropriate salary level for the position to help determine what salary
should be offered to a candidate
- minimum requirement (education experience of both for screening
applicants.
- interview questions
- selection tests/instruments e.g. written tests, oral tests; job simulations
- applicant appraisal/evaluation forms and
- orientation materials for applicants/new hires
iv.
Performance review
Job analysis can be used in performance review to identify on develop
- Goals and objectives, performance standards, evaluation criteria
- Length of probationary periods and
- Duties to be evaluated
Methods of Job Analysis
A typical method of job analysis would be to give the incumbent a
simple questionnaire to identify job, duties, responsibilities, equipment used,
work relationship, and work environment. The completed questionnaire, would
then be used to assist job analysis who would them conduct an interview of the
identified job, duties, responsibilities, equipment relationship and work
environment would be reviews with the supervisor for accuracy. The job
analyst would then prepare a job description and/or job specifications.
What Aspects of a Job are Analyzed:
i.
Duties and Tasks: Information to be collected about these items may
include: frequency, duration, effort, skill, complexity, equipment,
standards etc
ii.
Environment: The work environment may include unpleasant conditions
such as offensive odour and temperature extremes.
18
iii. Tools and equipment: Some duties and tasks are performed using
specific equipments and tools.
Equipment may include protective
clothing, shoes, caps, glove etc. These items need to be specified in a
job analysis
iv. Relationships: This will include supervisions given and received
relationship with both internal and external people.
v.
Requirements: The knowledge, skills and abilities required to perform
the job
In addition, Olaitan (2003) highlighted the strengths and weakness of job
analysis as follows.
i.
It estimates criteria of job success
ii.
It establishes a priority for selection and placement on the job
iii.
It estimates traits which differentiate success on the job from the
success on the other
The Weakness
i.
Workers may be wrongly placed because of difficulties in identifying
appropriate character traits for workers.
ii.
Job analysis is too vague to provide insight on what should be taught
to prepare a student for a job.
iii.
What a worker does on the job may be studied instead of what gets
done on the job
Task Analysis Approach
Longman dictionary of contemporary English (2005) explained that task
is a piece of work that must be done to bring a job to completion. Mager in
Olaitan (2003) described task analysis as listing of all the steps involved in
each task in terms of what the person does when performing the steps for
19
accomplishing the job. Task analysis is the procedure of breaking down job
activities to determine the teachable content in terms of operation, tools,
processes and technical information to be organized into course of study and
arranged in a sequence of difficulty (Osuala 1999). Moreover, Hackos and
Redish (1998) explained that task analysis analyses what a user is required to
do in terms of actions and or cognitive processes to achieve in a task. They
also added that a detailed task analysis can be conducted to understand the
current system and the information flows within it. These information flows
are important to the maintaince of the existing system and must be incorporated
or substituted in any new system. The authors explained further that task
analysis makes it possible to design and allocate tasks appropriately with the
new system. The functions to be included within the system and the user
interface can then be accurately specified.
In task analysis, tasks are
decomposed or break down from high level to their constituent subtasks and
operations. Hackos and Redish further presented method or steps to task
decomposition as follows:
i.
Identify the task to be analysed.
ii.
Break it down into 4 or 8 subtasks, these subtasks should be specified
in terms of objectives and should cover the whole area of interest
iii.
Draw the subtasks as a layered diagram ensuring that it is complete.
The strengths and weakness of task analysis as in Olaitan (2003) are as
follows
i.
It provides bases for collecting interrelated information about work in
order to allocated priorities
ii.
It makes content selection process in any work valied
iii.
It helps in specifying instructional objectives
iv.
It is useful in designing of instructional activities
v.
It helps in determing teaching strategy
20
vi.
It is also useful in evaluating performance
The Weaknesses are
i.
It limits application of skills to specific jobs.
ii.
It does not prepare students for changes in the occupation
iii.
Occupational detail is provided for the trainee without having him
understand why this is a necessary step
iv.
It stresses knowledge and skills, without the dimensions of attitudes
and judgment.
Modular Approach
Sullivan (1995) explained that modular approach implies the subdivision
of the total required qualification for a given occupational profile into a set of
employable competencies or skills, each of which then has to be delivered by
one module. In addition, Olaitan and Ali (1997) noted that modular approach
to curriculum design is a unit of curriculum based on the development of entry
level competencies of students. Moreover, in modularized instruction, Sullivan
maintained that breaking up of curricula content is done differently where each
unit is self contained that is, each unit is independent and contains all the
theoretical know ledge, practical skills and attitudes required to achieve the
skill targeted by the unit. This method of breaking up curricula content allows
for each unit to be used in different contexts and to be changed, modified or
deleted without having to change the whole curricula.
He stated that
modularized instruction is competency-based instruction, that is assessment of
trained is done against a clear defined task that one has to perform under certain
condition and up to certain standard regardless of the time spent in training.
Sullivan defined modular as an instruction unit conceived to deliver an
employable skill.
The modules are of equal lengths that will take
21
approximately specified hours of instructional time to achieve with the average
group of students, modules could also form the basis of a containing education
programme.
Strengths of the Modular Approach
According to Tasbalalova (2003), modular design is significant in
several ways:
i.
It is for immediate goal attainment
ii.
It promotes the individualized training
iii.
It strong thens the ability of the learner to work independently
iv.
It promotes active participation of teachers and learners within the
training processes
Limitations of Modular Approach
Sullivan (1995) enumerated the limitations of modular approach as
follows
Subject Limitation
Modules that are absolutely independent or self-contained cannot be
achieved over the entire spectrum of subjects. Some subjects have a very
strong internal sequence that cannot be violated.
Instructional Limitation
In order to obtain the necessary flexibility in the implement of the
modular approach, the following will be required.
i.
A minimum size of the teaching instructions so that equipment and
facilities are not idle and parallel; modular or groups can be executed.
ii.
Corresponding continuous demand for the range of the modules
offered, which requires careful analysis of the demand for skills in
22
the labour market as well as continuous co-ordination with employers
as to the specific range of modules to be offered.
iii.
The administrative capacity to manage formal and informal
participants.
iv.
A full range of equipment for each occupation offered.
In this research, four different approaches are discussed but only one,
that is task analysis approach is used to guide the work-skills needed by
secondary school graduates in plantain production. The task analysis is used
because according to Olaitan, Nwachukwu, Igbo Onyebuchi and Ekong (1999)
task analysis is the identification of classes of learning behaviour expected to
be performed by an individual. It is concerned with the process of breaking
work into smaller components.
Task analysis according to the authors is
derived from an occupational area. The occupational area is broken down into
tasks which are sub-divided into sub-tasks, for example, an occupational area
may be preparation of land for plantain production; this is the main task and
can be broken into sub-class like the skills involved in clearing the land,
ploughing and harrowing and skills in digging holes for planting of suckers in
plantain production.
Olaitan (2003) maintained that with task analysis
approach, secondary school graduates can be directed appropriately towards job
opportunities in plantain production in future for which the identified skills in
plantain production in this study are most relevant.
The Concept of Skill
The concept of skill has been variously explained by many authors
Olaitan (1996) define skill as the habit that makes individual to be proficient in
his profession. According to the author, these skills reflect the ability to do
something in contrast with ability to demonstrate knowledge. Okorie (2000)
23
defined skill as a well established habit of performing tasks in a manner
acceptable by workers in a profession.
Okorie and Ezeji (1988) defined work as a any physical or mental
activities which transform natural materials into a more useful form. Work
activities are instrumental activities under taken to meet certain individual
needs. In this context, work-skill is practical activities which is performed for
work to be done effectively.
National Policy on Education (FRN 2004) defined secondary school as
an institution where children receive education after primary school education
before the tertiary stage. Therefore, secondary school graduate in this study are
youths that has completed six years of secondary school education who, offered
agricultural science at the senior secondary level and who can not secure
admission into tertiary institution or get employed into other occupation.
Adageye and Dittoh (1985) defined production as a process of
transforming input into output. Also Marckwardt (2001) defined production as
the process of bring into existence by intellectual or creative ability. Then, for
one to succeed in plantain production certain related work-skills are
required.
Work-Skills for Site Selection and land preparation for plantain
Production
Sullivan (1995) defined skill as a task or group of tasks performed to a
specific level of competency which often use motor functions and typically
requires manipulation of instruments and equipments. Here, skills for site
selection and land preparation for plantain production is the proficiency method
of site selection and land preparation for plantain production.
Basically, in site selection for plantain production, certain factors must
be considered. Agbakoba (2001) under-listed the factors that guide a farmer to
24
determine weather an are is suitable for growing plantain as type of vegetation
cover, environmental factors like rainfall, temperature, wind, light as well as
soil texture and fertility, topography of land as well as field history of the
environment. He explained that although visual observation can suggest a good
site for plantain production, but it is necessary to analyze the soil to ascertain
the nutrient content and soil pH suitable for plantain production. Agbakoba
maintained that sites with dense vegetative cover are likely to have fertile soils
because it drops a lot of leaves which decay and add nutrients to the soil. He
advised that fields with predominant grass species should be avoided since
these species tend to compete with plantain or nutrients on the surface of soil;
plantain being momocots with shallow roots, prefer, fields with dicotyledons
plants but fields with big trees should be avoided to minimize cost of up rooting
and cultivation.
Robinson (1996) remarked that plantain requires a lot of water and will
thrive better in an area which gets rainfall throughout the year or for long
periods of a year, otherwise, the plant should be irrigated. Eneh (2007) pointed
out that plantain requires a hot and humid environment. He stated that annual
rainfall of not less than 1,200mm evenly distributed throughout the year is ideal
with air temperature of 300c. Udoh, Ndom, Asuquo and Ndaeyo (2005) pointed
out that area which is subject to strong winds should be avoided since plantain
do not tolerate very strong wind which causes lodying, resulting in a huge loss
to the former.
Again, Udoh, Ndom, Asuquo and Ndueyo (2005) remarked that an area
with good soil texture is ideal for growing plantain which is alluvial soils or
sandy loam soil that is rich in organic matter with pH between 5 to 7.5. The
authors maintained that the site should be easily accessible and well drained.
They stated that area with flat or gentle sloping is preferable for plantain
production since steep slops are easily eroded.
25
However, in Anambra state, certain skills involved in site selection and
land preparation are bound to exist and plantain farmers consider and make use
of these skills in plantain production. Agbakoba (2001) under listed the skills
to include:
1. Site selection
2. Land preparation
i clearing the land and felling down trees with cutlass
ii pack the vegetation remnants and trash
iii mark out the land in preparation for digging planting holes for
suckers
3. Dig the planting holes
4. Application of organic manure in the planting holes
Site Selection for Plantain Production.
i.
site selection is very important in crop production so that the farmer
will get best out of his farm. In site selection for plantain production,
farmers avoid areas that are full of farm hazards like dry area with
little or no rainfall, waterlogged, erosion, hilly area, high wind
velocity among others. Good farm siting help farmers to plan the
work very well
ii.
land preparation – land clearing and felling of trees.
In land preparation for plantain production, Temple, Genettais, Ganry
and Chataigner (1993) observed that it depends on the original nature of the
land selected for the planting. They maintained that a virgin forest will
required tree felling, stumping, brushing using cutlass, axe and rake; while a
land that is grassy and has been
under perennial cultivation requires
elimination of grasses either by slashing with cutlass or using chemicals like
gramoxone. Agbokoba (2001) submitted that minimum tillage developed by
26
International Institute of Tropical Agriculture (IITA) which entails that field
should be minimally disturbed before planting plantain is preferred. But in
large farms in Anambra state, ploughing as a land preparation operation is
carried out with plough (Disc) and this helps to reduce weed infestation and
loosen soil for root penetration.
Moreover, Udoh, Ndom, Asuquo and Ndueyo (2005) pointed out that
manual clearing is preferred to mechanical or conventional tillage methods to
reduce the disturbance of top soil. According to the authors, after manual
clearing, the cut branches and leaves could be used for mulching and organic
fertilizer and then collect all vegetation remnants and trash for compost making
using rake. Some trees are lift behind to act as wind break against strong wind.
iii.
Marking the land for digging planting holes
Marking out the land involves dividing the whole field into portions
where planting holes will be dug for planting suckers while paths are created
for easy movement to any part of the farm. Robinson (1996) cited that the
cleared field should be marked and pegged with wooden pegs 50-60cm long to
locate where holes will be dug for planting suckers. (Agbakoba, 2001, Udoh et
al (2005) emphasized that the recommended spacing for plantain, production is
3m within rows and 2m between rows, giving the plant population of 1666
plants per hectare but where the spacing distance is 2.5m x 2.5m, the plant
population per hectare is 1600 plants. The authors added that the spacing
distances should be considered while marking the field.
iv.
Digging the Plant Hole
Planting holes are dug early in March using hand hoe or any other tools
available. Rasheed (2003) remarked that immediately after peging, minimum
plating hole of 30cm x 30cm x 30cm are dug in readiness for planting. He
added that it is important for the planting hole to be as large as possible so as to
enable the roots of the future plant to exploit the greatest volume of soil
27
possible: Agboakoba (2001) contributed that the top soil (humus bearing
horizon) is separated from the sub-soil during digging.
v.
Application of Organic manure in the planting hole
According to Robinson (1996), as soon as planting holes are ready, the
farmer prepares the organic manure such as farm yard manure (FYM),
domestic animal dungs like goats, sheep, pigs and poultry or plant manure like
tash manure, compost or coffee husks which has decomposed completely. He
added that animal manure is about the best of them all. (Robinson, 1996,
Rasheed 2003) recommended that after preparation of manure, three to five
measuring containers of organic manure are added to the heap of top soil at
each hole, mix thoroughly and then place that mixture into the planting hole,
place a ―stick marker‖ in the middle of every hole, that is the location where the
sucker will be planted. The authors added that the organic manure should stay
for one month before planting the sucker because it has decomposed
completely but if not it must stay for two or three months before planting.
They continued that the time is needed for the organic manure to cool so that
the sucker may not be killed by the heat generated form it.
Work-skills in planting Plantain
Generally, in Nigeria plantain can be planted anytime throughout the
rainy season; but the best yields are obtained if planting is done early in the
rainy season. In Anambra state, planting is done April to May. However,
Ndubizu (1985) pointed out that plantain can be planted throughout the rainy
season and they should grow vigorously and without stress during the first three
to four months after planting. He added that plantains should not be planted
during the last months of the rainy season. Moreover, (Temple et al 1993,
Robinson, 1996, Ndubizu 1985) observed that planting plantain with the first
rain seems agronomically sound but not financially advantageous; because
28
most plantain farmers will plant at the on set of rains, causing the market to be
flooded with buches 9-12 months after planting, when prices will be very lowthe authors suggested that planting in the middle of the rainy season is a better
preposition as plantains will be produced off-season and get high prices; but the
plant should be planted early enough so that the plant is firmly established
before the on-set of dry season.
Planting Materials
Plantain is propagated asexually by means of suckers or bits. Eneh
(2007) submitted that suckers are planting setts that develop from buds on the
short underground stem (corm) of the parent plant, while bits are large corms
which have been dug up and divided into small pieces with at least an ―eye‖ on
each segment with good regenerating potentials. He added that suckers are
separated from their mother plants with a hand hoe and a sucker digger or a
spade.
Selection of Suckers for Planting
Several types of conventional planting materials exist (Baiyeri and Ajayi
2000, Agbakoba 2001) under-listed some types of planting materials to include
i.
peepers: (There are small suckers (250g) which are just emerging
from the ground and having only scale leaves).
ii.
Sword suckers: (These are large suckers with lanceolate leaves which
are folded in form of a sword).
iii.
Maiden sucker: (larger than sword suckers and have foliage leaves
that are open. These are the best materials for planting)
iv.
Bits: (Pieces of chopped corm with an ―eye‖
However, Bauyeri and Aba (2004) observed that a common limiting
factor to large-scale production of plantains and or expansion of existing
plantation is the difficulty in obtaining these planting materials. Agbakoba
29
(2001) added that due to poor suckering ability, these conventional propagating
materials are usually in short supply and may be inadequate to meet the needs
of medium to large scale production.
Rasheed (2003) recommended that
planting materials can be collected from the under-listed sources.
i. An existing plantain field: Preferably an old field which is becoming
unproductive. Otherwise damage to the roots may be caused when
suckers are being dug out and many mother plants may later tip over.
ii. A multiplication plot, which is planted only for the production of suckers
and not to produce bunches. In this case, suckers are obtained by either
decapitation or false decapitation. Both methods consists of removing
the growing points.
iii. A tissue culture laboratory: Here, in vitro plants which look like small
maiden suckers are produced from meristems. The invitro plants are
healthy, vigorous, free from pests and diseases and have a great future.
Moreover, Bauyeri and Aba (2004) submitted that tissue culture as a
method of generating planting material is still poorly developed in Nigeria and
so, grossly unavailable to the substance farmers who are the major stake
holders in the production of plantain in Nigeria. According to the authors, the
invitro plant is not an option for traditional producers, so there is a need for
cheap and simple techniques. The authors reported that recently, the plantain
and Banana improvement program of the International Institute for Tropical
Agriculture Nigeria (IITA), advanced the use of macro propagation method of
increasing sucker multiplication at farm level. The method generates plantlets
from sword sucker corm utilizing saw dust as plantlet initiation medium. They
said that the experiment was conducted in the UNN/IITA collaborative research
farmland of the department of crop science here in the University of Nigeria
Nsukka between October 2003 and April 2004 under palm front shade.
30
Qualities of a Good Planting Material
Eneh (2007) enumerated the qualities a good sucker suitable for planting
should have as follows:i.
The sucker should shoot out from a healthy plantain mother,
preferably, one that has not been attached by nematodes or weevils.
ii.
It should be a sucker produced by plantain plants that are diseaseresistant and also resistant to nematodes and plantain weevils attack.
iii.
The sucker should come from a mother plant which produces big
plantain bunches
iv.
It should be very healthy and should not show my symptoms of
disease of pests attack
v.
The sucker should between one and two meters high
Preparation of suckers for planting
After uprooting suckers and before planting, some or all the leaves
should be removed.
Ndubizu (1987) remarked that a slanting cut is made on the sucker with a
machete to remove the top part, thus preventing water from collecting on the
top, causing the sucker to rot from the top. Again, Temple et al (1993) said that
all roots should be pared off to hasten growth of new roots and to minimize
nematodes (if present on the roots). This should be done with a sharp machete.
The authors added that suckers with black holes at the sucker’s corm should not
be planted because it has plantain weevils. Also as a precaution, if there is a
problem of nematodes or weevils in the farm where the sucker was uprooted
from or where it is going to be planted, then the corm or the sucker should be
planted after applying a pesticide or a nematicide to control or kill those pests.
The purpose is to be sure that the newly established plantation is pest-free.
31
Robinson (1996) submitted that if suckers cannot be planted on the some
day, they should be covered up with leaves or grasses to prevent them form
withering after losing moisture due to the sunshine: But if the sun’s heat is
mild, suckers can stay for 14 days before planting.
Planting method:
Ogazi (1996) stated that the planting method for plantain takes the
following procedure; first, remove the ―stick marker‖ in the already prepared
planting hole after one month and dig an adequate hole in the middle of the
place which was filled with a mixture of top soil and manure, depending on the
size of the sucker’s corm. Then, place the sucker in the middle of the hole you
have dug, return, the soil you had previously dug up, making sure that the
entire corm and part of the sucker’s stem is covered with earth; finally, press
down the soil firmly around the planted sucker stand to exclude air pockets
around the roots of the young sucker.
Work-Skills needs in Field Management of Plantain.
Field management is an operation farmers carried out in their farm after
planting. Field management according to Herren and Donahue (1991) is the
organization and operation of farms so as to obtain the maximum amount of
continues income. It involves the effectiveness of different operations in the
farm and the considerations of productive resources.
Effectiveness of operations of a plantain plantation management required
various skills:
i. Conservation of soil water and maintenance of soil fertility through
mulching and manuring.
ii. Control of weeds, pest and diseases, pruning and so on.
32
Therefore, field management in plantain production involves care and
maintains of plantain after planting to maturity in the field with the aim of
realizing high yield. Olaitan (1984) stated that farm management is an aspect of
financing which needs adequate and appropriate cash flow and judicious
utilization of the cash invested into he farm project.
However, care of plantain farm is very necessary for many reasons:
Ngeze (1994) pointed out the importance of farm management as follows:
1.
It reduces wastage of crops and human resources on the farm.
2.
It enhances adequate supervision of farm inputs
3.
It generates high productivity of farm projects
4.
It helps proper and effective utilization of capital for farm projects.
5.
resources such as land, capital and labour are effectively utilized to
increase agricultural productivity through management.
6.
It helps in coordinating affairs of the farm.
In Anambra State and Nigeria at large, plantains are both important
staples and a quick source of income to plantain, farmers. However.
Progressive decline in plantain production over years has been attributed to a
high susceptibility of pathogens (Parsley and de Langhe, 1987) weeds
(Ndubizu, 1983) drought and organic matter status of the soil (Rasheed, 2003),
poor suckering ability (Agbakoba, 2001) pest and diseases, labour shortage,
poor agronomic practices. It is expected that proper field management practices
will go a long way in alleviating these problems, resulting in increased
productivity.
Mulching:
Mulching is the act of covering soil surface with such materials as dry
grasses, crop residues with the sole aim of conserving the soil moisture. Ngeze
(1994) submitted that planting of sucker is followed immediately with
33
mulching, the entire plantain plot should be cover with mulch to the depth of
15-30cm, leaving about 10cm from the planted sucker. According to him, this
is to avoid too much heat that may be generated by the mulch around the plant.
He added that the mulch keeps the soil porous to allow the penetration of water
to the lower layers.
Ndubizu (1987) observed that plantain responds effectively to mulching.
He added that mulching combines the positive effects of soil moisture
conservation, fertilizer application, weed and erosion control. Udoh al (2005)
further noted that alley farming techniques provides a modern method of
planting selected leguminous mulch plants side by side with the plantains to
provide support against falling or lodging during wind storm. They pointed out
such legume shrubs as flamingo congesta, F. macrophylla, Gliricillia sepium
and Leucaena spp. Ndubizu (1987) continued that use of cover crops as mulch
in plantain plots are not generally recommended, according to him, the shallow
rooted plantains may suffer serious competition with these cover crops for
moisture especially in the dry season.
According to Robinson (1996) because of the difficulty of obtaining the
mulch, the cost of harvesting and transporting it, in terms of labour, it is
imperative to make the best possible use of the mulch obtained from clearing
the bush for plant establishment. He added that mulch materials can be
obtained from near by plot especially panicum maximum (guinea grass)
pennisetum purpureum (elephant grass) and Tripsacum laxum (guatemala
grass) According to him, these three grasses decompose slowly under the action
of rain and high temperature and therefore have the ability to protect the soil for
a long time up to six months.
34
Weeding
Anyanwu et al (1986) defined weed as a plant growing where it is not
desired in such a way that it constitutes a nuisance either to man, livestock or
the crops.
Ndubizu (1983) pointed out that plantain is very sensitive to weed infestation.
He added that poor weed management will result in poor establishment, poor
growth and low yield. Ndubizu continued that at the establishment stage,
reduction in leaf area is very severe in weedy plots and this will seriously
reduce the yield potentials of the plantain, at pre-flowering since weed
infestation will affect the fruit yield, leaf longevity and leaf area affect the plant
size at flowering which determines the size of the bunch. Osefo (1986) in
addition, observed that at post flowering stage, because no new leaves are
formed, leaf longevity is very essential for adequate filling of the fruits.
According to him, at this stage, weed competition reduces total leaf area by
reducing leaf longevity. At this stage, in the development of plantain there is
great demand for water and nutrient and weed competition will reduce their
availability for fruit filling.
Ndubizu (1983) out lined the following methods of weed control in plantain
plot:
i.
Mulching: This is the most efficient means of controlling weeds because
a mulch layer can impede or prevent weed growth.
ii.
Manual/cutlassing: Weeds can be controlled by manually up-rooting
them or cutlassing using machete in slashing the weeds a few
centimeters above the ground as in common grass lawns) it is effective
for broad annual weeds but less effective for grasses like spear grass
which are capable of re-growth after slashing
iii.
Chemical weed control: This method is advantageous for plantain since
weed control is achieved with minimum soil and root disturbance from
35
limited trials, the following herbicides may be used in plantain
production-paroquat, Ametryne, Diuron and Simazine. For effective use
of these herbicides skill and experience is required especially skills
involved in using a knapsack sprayer, adjusting the nozzles etc
The knapsack sprayer is generally pressurized since Herbicides are nonselective with regards to plantains every precaution must be taken to prevent
the plantain leaves form coming in contact with the herbicides. For example,
paraquat (2-4L/Ha) is perfectly effective against the weeds present but Diuron
is a long lasting systemic herbicides which have the advantage of being highly
persistence.
Moreover, International Institute for Tropical Agriculture (IITA) (2007)
in its research findings identified four methods of controlling weeds in plantain
plot. This include the following:
a)
Cultural method: This involves weeding using machete. The farmer
holds the machete in his right hand, bending down whole slashing the
grasses.
b)
Biological Control: This involves using dry grass or growing leguminous
shrubs which cover the soil surface to prevent weed growth.
c)
Chemical Control: Herbicides such as parquet (2-4L/Ha) or Diuron.
There are contact and systemic herbicides.
d)
Integrated weed Control: This involves a combination of other weed
control methods; for instance use of pre-emergence herbicide with hand
weeding.
Plantain needs to be protected against weed infestation up to 6-12 weeks before
its canopy helps to prevent weed growth.
36
Fertilizer Requirement
Plantain require both organic and inorganic fertilizers to produce heavy
bunches Udoh et al (2005) recommended that organic manures such as
farmyard manures, grasses, animal dungs, although very bulky are very useful
in small-scale plantain production. According to them, soil and leaf tissue
analysis results give good indications of the types and rates of fertilization
(Inorganic) required by plantains. They added that plantain needs nitrogen
phosphorus and potassium in the form of compound fertilizer, NPK, (15:15:15)
at the rate of 200-400kg/ha. Ndubizu (1987) in his contribution, pointed out
that the rate of fertilizer application varies with the site, but limited experience
in Nigeria suggest that NPK ratio of 3:1:5 is good. He continued that high
potassium is essential for good water relations in plantain.
Range of rates of application are Nitrogen 200-500k/p2O5 150-250kg/Ha
potassium 350-550kg/Ha,Mgo, 120-200kg/ha. The author stated that fertilizer
should be apply in ring form given about 30cm away from the sucker and cover
with soil; The last application should be immediately after flowering or just
before flowering. Agbakoba (2001) pointed out that it is not necessary to apply
fertilizer during the first year of production, since nutrient deposited in the
planting holes and deposited by mulch materials are usually enough to sustain
plant yield during this first year; then, as year progress, it is necessary to
augment the organic matter content of the soil with split applications of
chemical fertilizers.
Pruning
Agbakoba (2001) defined pruning in plantain literature as regulating the
number of suckers that grow to fruiting and location of these suckers. In other
words, pruning is a continuous process of reducing suckers to each plantain
corm in order to have the required number. According to author, if too many
37
suckers are left without pruning the result will be over crowding and poor yield.
Ndubizu (1987) observed that suckers begin to appear on the plantain corm
after floral initiation, According to him, that is the cause of the wide gap
between successive harvests. He said that plantains are generally pruned about
two or three months after the fruit has been harvested from the parent plant.
Agbakoba (2001) further added that the usual practice is to select two vigorous
suckers, one on opposite side of the original corm to succeed the parent plant,
while the rest (3-5) are dug up with clippers or a digger or machete, either for
sale or for planting up in another part of the field.
Ngeze (1994) submitted that selective pruning which consist of
separating the surplus suckers from the parent plant using clippers should be
carried out; or the sucker be cut back to the ground with a machete and destroy
the heart. According to him, selective pruning is carried out to maintain the
plant spacing to avoid uneven spacing, competition as well as disturb
maintenance operations. Ngeze also said that treshing which is the removal of
older dead leaves from the plant is done with sharp knives.
Propping
According to Eneh (2007), propping serves to prevent bearing plants
from falling over due to the weight of the bunches. He said that plantain being a
shallow rooter with heavy fruit bunch tends to bend and experience tip-over
(entire corm with roots come out of the ground), snap-off (corm breaks leaving
a part in the ground), doubling (psedostem breaks) especially with strong
winds. Eneh continued that propping under neat the bunch with fork-like
structure provides a good support.
Rasheed (2003) in addition, said that it is common to prop (support) the
fruit with long ―Y‖ shaped support stakes and the hook of the stake is placed in
such a way to hold the fruit at the peduncle and the stake foot firmly pushed
38
into the soil for support. He said that, the taller the plantain, and the heavier the
bunch, the more likely the plant will fall without adequate propping.
Moreover, Udoh et al (2005) observe that wind breaks are also essential
for the reduction of lodging in plantain; that was why during land clearing for
plantain establishment, some trees are allowed to stand as wind break that
protect the plant against strong wind.
Diseases of Plantain
Anyanwu, A.C, Anyanwu B.O, Anyanwu V.A. (2003) defined disease as
an abnormality in health, while disease in plant is a physiological activity
caused by a continuous irritation of a primary causal factor (pathogen) or
malnutrition exhibited through abnormal cellular activity and expressed in
characteristic pathological conditions known as symptoms and harmful to the
plant or to any, of its parts and products or reduces its economic value. They
added that disease control is an important practice in plantain production in
order to ensure maximum yield.
According to Udoh et al (2005) black sigatoka, a fungal leaf spot is the
major disease attacking leaves and reducing the yield of plantains up to 50
percent. They stated that black sigatoka is caused by Mycosphaerella fijiensis
and that all known plantain cultivars are susceptible to this wind-born fungus.
The leaves first show the yellow spots which later turn brown and black leading
to the death of the entire leaf. (necrotic). Black sigatoka affects the
photosynthetic life of plantain which results in reduced bunch size and weight.
Control of Black Sigatoka Disease.
Bustamente (1993) pointed out that the control of this disease could be
through mechanical, chemical, cultural or through the use of resistance germ
plasm.
39
A.
Mechanical Control: The author under-listed the following procedures
for mechanical control of black sigatoka
i.
Cutting of necrotic leaf with sharp machete.
ii.
Burning of infected plant outside the field.
iii.
Turning of infected leaf upside down to reduce spread of the spores.
iv.
Removal of parent plant at harvest and burning outside the field.
B
Cultural Control : This can be achieve through maintaining optimal soil
fertility by use of compost manure, farm yard manure and crop residue
and mulches. This method reduces the severity of black syatoka disease,
attack which results in high yield.
C
Chemical Control: This involves the use of appropriate fungicide like
bonomyl and thiobendazole and apply to the infect leaves using
knapsack sprayer.
D
Use of Resistance Germ plasm.
Use of resistant varieties: this is presently the most appropriate method of
control as researchers at the International Institute of Tropical
Agriculture (IITA) Ibadan have developed cultivars resistant to black
sigatoka disease.
Pests of Plantain
Long man Dictionary of contemporary English (2005) defined pest as
small animals or insect which destroy crops or food supply. According to this
study, plantain pests are those animals or insects that cause damage to plantain
in the field.
Ndubizu (1987) observed that nematodes and stem borer or plantain
weevils constitute the most serious pest problem of plantain crop in Nigeria.
Nematodes: He added that nematode are non-segmented worms, some of which
are macroscopic while many are microscopic.
40
They inhabit the soil and cause damages to plant roots. He mentioned important
nematodes as radopholus, similis, Heterodora spp. proatyunchus musicola etc.
Udoh et al (2005) noted that in plantain, these nematodes build up over
years there by impairing the transport of nutrient and water to the main stem
causing reduction in yield and become one of the factor that contributed to
early decline in plantain production in Nigeria. They recommended application
of suitable nematicide such as Isazophos, carbonfuran, ethoprophos or
phenamiplios at the rae of 2,5-4,5gm a.i per plant.
Insect: (The plantain weevil or stem borer.)
Ndubizu (1987) pointed out that the stem borer or weevil (Cosmolites sordidus)
is about 1-1.5cm long and black in colors. Their larvae attack the under ground
part of the plant, feeding on the corm and boring channels (tunnels) and cause
death of the unopened leaf when the plant is approaching flowering stage.
According to the author, affected plants become weak, especially during the
dry season and tip-over. Yield can thus be drastically reduced.
Eneh (2007) recommended that stem borer or plantain weevil can be
controlled by
i.
Leaving the land follow for some time before putting it into cultivation.
ii.
Application of systemic insecticide such as carbofuran.
Ndubizu (1987) in addition said that a nematicide insecticide formation
(Furadan) is available in Nigeria and is effective in the control of the
nematodes and weevils and is applied at 2,5-3gm per plant at planting and 5-7
months after planting He said that Aldrin dust may also be used in place of
Furadan.
Work-Skills in Harvesting Plantain
Work-skills involved in harvesting of plantain are presented under the
following headings
41
i.
Determination of maturity indices for plantain
ii.
Time of harvesting
iii. Harvest methods for plantain
Determination of maturity induces for plantain.
Thompson and Burden (1995) stated that plantain maturity can be judged by
the following indices:
i.
Shape and fullness of the fruit: Immature fruits are angled in crosssectional shape with distinct ridges, but as the fruit matures, it becomes
less angular and more rounded or full, typically, the fullness of the fruit
on the middle hand is measured.
ii.
Check the peel colour: plantain should be harvested when the peel is
green in colour with a tinge of yellowish coloration especially at the tip
of the finger.
iii. Ease of separation: it must be very easy to separate mature fingers or
hands from the stalks.
In addition, Temple et al (1993) pointed out that the maturity indices are
based on the age of the bunch, the interval between flowering and harvesting
(IFH), the filling of the fingers or the colour of the skin and pulp. According to
the authors, the filling of the finger and evaluation of the colour of the fruits are
the visual criteria mostly used in plantain maturity judgment.
Time of Harvesting
Plantain is harvested 3 to 4 months after flowering or 9-12 months after
establishment (planting), this depends on nutritional condition (Wilson 1983).
Udoh al (2005) stated that the stage at which a bunch of plantain is cut depends
on the cultivar, the farmers’ desire and the intended use of the bunches (own
Consumption, sale in a local market or export). They further noted that most
cultivars of plantain reach physiological maturity at 3-4 months after flowering.
42
Harvesting Methods: for plantain
Plantain is one of the crops that lend itself to different methods of
manual harvesting with sharp matchet. Which ever method used care must be
taken to prevent sudden dropping of the bunch on the ground to minimize
mechanical damage.
Thompson and Burden (1995) observed that two people work as team to
harvest plantain. One person stands under neat the bunch to catch it on a
shoulder pad or padded plat form. The other person removes the leaves near the
bunch and cut a notch into the fruit stalk so that the bunch falls slowly onto the
shoulder pad of the other worker. Then the plantain bunches are taken from the
field to a collection area. According to the authors, the pseudo stem and leaves
are then cut into pieces and spread all over the farm to serve as mulch and as
well reconstitute the organic matter.
In addition, Udo et al (2005) stated that farmers harvest their plantain
bunches at two stages: first, a nick is made two-thirds of the way up the pseudo
stem to enable the bunch drop under its own weight. The farmer then holds the
rachis and cuts the peduncle some ways beyond the No 1 hand of the bunch
with a sharp machete but care must be taken that the bunches do not drop
suddenly to the ground when the pseudo stem is cut. There after, the whole of
the pseudo stem and the leaves are chopped and spread. Over the soil as mulch
for the ratoon crop (young suckers).
Work- Skills in processing of plantain
Plantain is a perishable crop which deteriorates rapidly in quality after
harvest and as such, do not store for long periods. There is much wastage of
this crop during the peak season, resulting to seasonal availability and
limitation on their use by the urban population.
43
Ogazi (1996) was of the opinion that at post harvest, plantain should be
regarded as living structures as proper handling is important to avoid serious
wastages and deterioration leading to ripening, senescence and ultimate death.
Besides, mechanical damage may occur during harvest hauling handling and
transportation such as piling bunches on top of each other during loading and
un leading, cause considerable bruising and breaking of the fingers. Therefore,
during loading and unloading, care must be taken to avoid bruises, cuts, breaks,
deformation and invisible wound which leads to fungal attack (Wilson 1983).
Moreover, Thompson et al (1985) pointed out that perishability and
rapid deterioration in quality as well as inadequate knowledge about its
handling, preservation and utilization potentials constitute the major factor that
militates against maximum utilization of plantain as an industrial raw material.
According to them, losses in quality and quantity can often be reduced by the
application of improved handling and processing techniques.
Processing according to long man Dictionary of contemporary English
(2005) is making food materials or goods ready to be used or sold by
preserving or improving them in some ways as to increase their shelf-life. In
other words, processing involves changing plantain into various forms for
consumption in order to improve palatability, usefulness and to make its
transportation easily. To achieve this, there are various skills needed in
handling and processing plantain in order to guarantee the quality standards and
nutritional value required for both local and international consumption.
Handling
Proper handling during transportation after harvesting helps to minimize
damage to green mature plantain fruits. To achieve this, Rasheed (2003)
observed that it is imperative to cut the bunches into slatted polythene lined
bamboo, wooden or plastic boxes or strong baskets. These boxes or baskets are
44
then carried in well ventilated wagons or trucks for long distance transportation
of perishables like plantain to desired destination. Rasheed remarked that
damaged plantain due to poor handling may be rejected and if processed, it may
affect the quality of the product.
Storage
According to Oke, Redhead and Hussain (1998), storage of plantain is
very important in maximizing processing and utilization of products as the
shelf-life of the product reduces significantly under tropical conditions except if
adequate steps are taken; for example, freshly harvested green plantain starts to
ripen in about 2 days, reaching full ripening with in 7 days at room condition of
relative humidity of 90% and temperature of 30oc. They observed that harvested
green plantain can store for variable periods in pre-ripe condition till the actual
processing commences, also ripening can be induced when desired by suitable
control of storage condition
Oke et al (1998) continued that any one or combination of the processes
listed below can be employed to extend the shelf-life of plantain
(a) In controlled/modified atmosphere, plantain stored in refrigerated
chambers remain green for 12 days, but the product made from them
after processing maybe of poor quality
(b) Use of chemical treatment such as potassium permanganate or
Thiabendazole, at 200ppm can keep the fruit green for 25 days at room
temperature of 300c and for 55days under refrigeration.
(c)
If ripening which is accompanied by change in colour, softening and
flavour (taste, aroma) is desired by plantain farmer, it can be enhanced
by application of ripening agents such as ethylene gas which is ideal or
calcium carbide, which tend to produce an unpleasant odor. But ripe
45
plantain presents handling problem due to its softness and very difficult
to process due to clogging effect.
In addition, Madu (1999) pointed out that all storage attempt to prolong
the shelf—life of harvested green plantain should be proceeded by an economic
analysis of the system in place. He said that simple methods intended to reduce
the desiccations and the evapotranspiration rate of fruits are occasionally used
within the traditional distribution channel to maintain certain level of freshness
and an acceptable quality for a number of days.
According to him, the
measures include precautions to limit mechanical damage of fruits during
harvesting, loading and unloading, stocking of bunches under shades shielded
them form the sun and protection of piles of plantain with plantain or banana
leaves or jute bag and regularly moistened with water.
Also, Wilson (1983) pointed out that the shelf-life of green plantain can
be prolonged by wrapping them in plastic bags mixed with powder of dry
cocoa leaves or rice husk. According to him, the fingers remain green without
any remarkable modifications. Wilson pointed out that farmers who desire ripe
plantain can induce the ripening process by stocking the green plantain in
baskets, drums or other containers and cover with plastic bags or jute bags to
maintain heat. These containers can be ventilated by removing the cover after
2-4 days when ripening has set in.
Different Processing Methods for Plantain
Some of the products to which green plantain can be processed into
include plantain flour, plantain chips, plantain fufu, moi-moi, porridge, roasted
plantain dodo and dodo ikire.
Agbakoba (2001) remarket that plantain flour is one of the few processed forms
of green plantain fruit which require the following processing skills: plantain
flour:
46
1.
The green plantain fruits are soaked in hot water for about 10-15 minutes
to soften the skin (blenching) for easily peeling with hand using knife,
taking care to avoid over blanching with consequent pulp softeness.
2.
The peeling is manually done with a knife as the irregular shape of the
fruit makes mechanized peeling difficult.
3.
The peeled fruits should be stored temporary in a tank filled with water
prior to slicing and dicing to retard brown coloration.
4.
After the temporal storage, the peeled fruits are drained and sliced.
Slicing is the process of reducing the pulp to smaller sizes to obtain
faster and thorough drying. Slicing can be done manually using sharp
knife in a small scale, but for large scale production, slicing can be
mechanized preferably using automatic motorized or pedal operated
slicing machine to about 1-2 mm thickness.
5.
After slicing, the chips are moved to the dryer to reduce the moisture
content below 10% and specifically to 7% if the flour is for export. The
quality and physical properties of the product would depend on the
method used in drying, for instance, sun drying of the chips may last for
about 6-7 days depending on weather, such a process of such drying is
not only time consuming but exposes the product to serious
contaminations by insects and pests in the neighbourhood. Hygienically,
the chips are dried with electric dyers, gas or coal fired ovens etc.
6.
The dried chips are then milled until the desired particle size is achieve.
7.
Finally, the flour is sieved using sieves of 150-850 microns apertures to
obtain fine particles of plantain flour
8.
Plantain flour is packaged in polythene bag and stored in a dry hygienic
condition until they are required for use in the preparation of different
food products:
47
According to Madu (1999) plantain flour is used for the preparation of
―Amala‖ food (fufu) which is a delicacy among the Yoruba tribe of Nigeria
especially when it is served with vegetable soup. Also, plantain flour is a
recommended diet for diabetic patients. Again, Ogazi (1984) pointed out that
plantain flour, a major source of carbohydrates and therefore supplies energy, is
blended with soyabeans (a well known sources of protein with good
complements of amino acid) to produce a soya-plantain weaning food for
toddlers called ―SOYAMUSA‖ which is a good substitute for infant food
supplement such as cerelac etc. According to the author, plantain flour can be
substituted for wheat flour perfectly at baking industries for bread, biscuits,
cakes etc without any alteration to main features of wheat bread, biscuits and
cake.
Fried Plantain hips:
Fried plantain chips are processed as noted by Thompson et al (1995) by
the following activities after washing the bunch.
1.
Peel the unripe plantain fruit. This is done manually using sharp knife.
Mechanical peeling is difficult due to regular shape of plantain finger.
2.
Slicing of the peeled pulp can either be done manually using knife or
mechanically using electrically operate slicers to produce varying
thickness as desired (1-2 mm) with uniform slices
3.
Frying of the sliced pulp is usually carried out in batch using cooking oil
and any of the following methods.
-
Automatic deep fat fryer
-
Industrial gas burner
-
Charcoal/fire frying.
4.
After frying, the chips are placed on a draining table, salted, cooled and
packaged in cellophone packs. To increase the stability and the shelf-life
48
of the chips, antioxidants such as propylene glycol, butylated
hydroxyanisole, propylgallate and citric acid may be added to the chips
before packaging
Wilson (1983) enumerated other processing methods of plantain for
immediate consumption as follows:
1.
Plantain ―Fufu‖
According to him, an unriped plantain is cooked, peeled and pounded, a
fufu type dish is obtained which is smooth and more elastic when compare with
fufu form yam and cocoyam
2.
Plantain Moi-moi (Moi-moi Ogede)
Dried pieces of green plantain pulp can be ground with water to produce
slurry or plantain flour mixed with water to produce slurry. Meat, shrimps
fresh or dried pepper, red palm oil, ripe plantain, salt and onions are added and
stirred to form a thick slurry. This is wrapped in small portions of plantain or
banana leaves and cooked by steaming. The riped plantain adds flavour to the
mixture. Moi-moi ogede is a delicacy in Southern states and have different
local names. In Igbo land especially Anambra state, it is called ―Moi-moi
jioko‖, ―Ukpo ogede‖ by Eshan and ―Emeki‖ by Benin.
3.
Roasted plantain
Both green and riped plantains are peeled and roasted along road sides in
the cities. It is normally eaten with stew or red palm oil mixed with pepper and
salt. It is a popular food for the travelers. Roasted plantain is mixed with
boiled beans red palm oil mixed with pepper, salt and onions very popular
lunch snack in Southern and Western Nigeria as a quick mid-day meal.
49
4.
Fired plantain (Dodo)
Ripe plantains are peeled, sliced, salted and fired with vegetable oil to a
golden brown colour. Dodo is popularly eaten with pap and also can be served
as lunch or dinner with stewed rice or beans.
5.
Plantain porridge
Green plantain is peeled and cut into small pieces (diced shape), it is
cooked with ingredients like palm oil, pepper, onion, fish and salt, it results in a
dish called porridge.
Work Skills for Marketing Plantain Products
The final phase in plantain production is marketing of the end product.
The fact that plantain production has grown beyond backyard production,
Njoku and Nweke (1985) said that the excess products from the farm must be
disposed of in order to earn some income with which the plantain farmers can
purchase other goods and services not produced by them. According to them, it
is an efficient marketing that makes this possible; because it is an efficient
marketing that will locate where there are surplus of produce and bring them to
where there are shortages.
Agbokoba (2001) remarked that plantain is extremely versatile in terms
of number of products which can be derived from it that are marketable such
products include green plantain fruits plantain (dodo), roasted plantain (boli)
Agbokoba further noted that apart from the sale of these products in the local
markets, Export markets exist for green plantain fruits, plantain chips and flour
in united state of America (USA) and Europe especially United kingdom (UK),
Netherlands and Italy for blacks in Diaspora.
Longman Dictionary of contemporary English (2005) defined marketing
as the activity of deciding how to advertise a products, what price to charge for
it, and availability of buyers.
50
Arene (1998) remarked that marketing involves all those legal, physical and
economics services that makes it possible for products to get to the consumer in
the form desired by the consumers and all the price agreeable to producers and
consumers for effecting a change of ownership/possession. He explained that
agricultural marketing involves creation of utilities of form, place, time and
possession.
Marketing creates utility of form by processing, for example,
processing of plantain to plantain flour and chips, utility of place by
transportation for example, transportation of plantain product from the farms to
the market place. It creates utility of time by storage for example the storage of
plantain products until the time of need and utility of possession by the
exchange of ownership of the product.
Moreover, Adegeye and Dittoh (1985) pointed out that marketing is an
indicator of consumer preference through the prices they are prepared to pay
which in turn affects the production decision of farmers as they are most likely
to produce crops which have high demand such as plantain.
They also
observed that efficient marketing ensures that farmers supply thos0e products
that are seasonal throughout the year with little variation in prices that can be
attributed to the cost of the shortage so that consumers are sure of getting what
they want through out the year.
According to authors, there are marketing services that are essential and
must be carried out effectively, these include
i.
Transportation
ii.
Storage
iii.
Grading
iv.
Processing
v.
Packaging
Agbakoba pointed out that these marketing services guarantee the
quality standard and nutritional value required for both local and international
51
consumption. According to him, during transportation, plantain should be
regarded as living structures as proper handling is important to avoid serious
wastages.
He cited example with tons of plantain that were transported
regularly from Southern to Northern part of the country for sale without much
damages due to proper handling.
Related Empirical Studies
Some studies have been conducted to identify job opportunities and
work-skills needed by secondary school graduates in agricultural science and
other vocational technical areas. Akwaji (2006) identify work-skills required
by secondary school graduates for success in cassava processing enterprise in
Cross River State, four research questions were developed in conformity with
the purpose of the study. Four sets of questionnaire were developed and used
for collecting data from 179 teachers of agriculture and commercial processors
made up of 54 processors of cassava into garri, 30 processors of cassava into
flour, 33 processors of cassava into chips and 36 processors of cassava into
starch in the state. The data collected were analyzed using mean and standard
deviation to answer the research questions.
The findings revealed that 71 work-skill items were required for
processing cassava into garri, 77 work skill items for processing cassava into
flour, 79 work-skill for processing cassava into chips and 78 work-skill for
processing cassava into starch. The hypothesis tested revealed that there was
no significant difference in the mean rating of the responses of the group of
respondents on the work-skill modules required by secondary school graduates
for success in cassava processing, indicating that occupational experience and
interest of the respondents did not significantly influence their opinion on the
work-skill items.
52
The study recommended that the work-skill items identified by the study
should be packaged and integrated into skill acquisition centre for preparing
secondary school graduates and other youths for success in any of the cassava
processing enterprises.
In another study conducted by Amoyedo (2004) on the identification of
production management skills required by secondary school graduates for
employment in cocoa enterprise in Ondo state. Four research questions were
developed in conformity with the purpose of the study. Four sets of structured
questionnaire were developed from the review of related literature and used for
collecting data for the study which were face validated by three experts. The
questionnaires were tested for reliability and the co-efficient obtained were
0.89 for cocoa nursery, 0.86 for cocoa plantain, 0.91 for cocoa processing and
0.94 for cocoa marketing enterprise. The questionnaires were used to collect
data from 396 respondents made up of 100 teacher of agriculture, 85 cocoa
plantation workers, 85 cocoa processors into beans and 51 cocoa bean
marketers. The data collected for the study were analysed using mean and
standard deviation to answer the research questions and the T-test statistics to
test the hypothesis at probability. 0.05 level of significance and relevant degree
of freedom.
The findings revealed that 72 work-skill items were required for cocoa
nursery, 77 works-skill items were required for cocoa plantation 83 work-skill
items were required for cocoa processing into beans, 86 works-skill items were
required for cocoa bean marketing in Ondo State.
The hypothesis tested
indicates that there was no significant difference in the mean ratings of the
responses of teachers of Agriculture and each of the 4 group of workers (Cocoa
farmers) on the work-skill items required by secondary school graduates for
employment in cocoa production enterprise. The researcher recommended that
findings of this study be packaged into training programmes and integrated into
53
skill acquisition centers for training secondary school graduates for gainful
employment for any of cocoa enterprises in Ondo state, Nigeria.
Eni (1998) investigated on knowledge and skills in Animal production
needed by senior secondary school agricultural science student in Cross River
State. The study was designed to ascertain the extent to which students needed
some specific knowledge/skills in animal production to be able to sustain
themselves in the area after graduation. Five research questions and two
hypothesis derived from the purpose of the study were formulated. Related
literatures were extensively reviewed in line with the purpose.
Data was
collected from sample of 122 respondents which comprised of agricultural
science teachers and livestock farmers in Calabar and Ugep Education zones of
Cross River State. Mean and standard deviation were used to answer research
question while T-test to test the hypothesis at 0.05 level of significance. It was
found that agricultural science students needed all the items raised in line with
the syllabus and other knowledge skills identified by the respondents. Based
on the finding, recommendations were made.
Aigbe (2004) conducted study on the identification of job tasks required
by secondary school gradates for employment in rubber production enterprises
in Edo state. Three research questions were developed in conformity with the
purpose of the studying. Three null hypothesis of no significant differences
were formulated and tested at probability of 0.05 level of significance at
relevant degrees of freedom. The study made use of survey research design.
Three sets of structured questionnaire were generated from the literature
reviewed and developed for the study.
There were subjected to test of
reliability using the Cronbach’s Alpha coefficient formular with the following
coefficient estimates of 0.88 for rubber nursery enterprise, 0.85 for rubber
nursery enterprise, 0.88 for rubber plantation management and tapping
enterprise and 0.82 for rubber catex processing and marketing enterprise. The
54
three sets of questionnaire were used for collecting data from 35 rubber nursery
farmers, 35 rubber plantain management and tapping farmers, 30 rubber catex
processing and marketing farmers and 44 teachers of agriculture. The data
collected were analysed using the mean and standard deviation to answer
research questions, while the t-test statistics was used test null hypothesis.
The findings from the study revealed that 76 task items were needed in
nursery practice, 74 task items were needed in rubber plantain management and
tapping and 37 task items were needed in rubber later processing and
marketing. The result of the null hypothesis tested revealed that there was no
significant difference in the mean ratings of the responses of the groups of
respondents on task items needed by secondary school gradates for
employment in rubber nursery enterprise, rubber plantation management and
tapping enterprise and rubber later processing and marketing enterprise. It was
recommended that task items identified by the study be packaged and
integrated into state’s skill acquisition centers by Edo State Government for
training unemployed secondary school graduates and other interested youths in
any of the three rubber production enterprises.
Summary of Literature Review
Related literature on plantain production was reviewed with a to identify workskill needs of secondary school graduates in plantain production. The study
made use of the occupational theory which deals with occupational skill
element theory, occupation theory of value and occupational theory of the body
of knowledge as a foundation for the identification of skill in which individual
was to be trained. This was the fundamental theory that guides the research
work.
The review on the approaches to skill identification in crop production
showed that four approaches were suitable for identifying skills in plantain
55
production. These include: competency based approach, jab analysis approach,
task analysis approach and modular approach. But the study made use of task
analysis to identify skills required for entering into plantain produce
The review also assumed that secondary school graduates have some
rudimentary knowledge in fruit crop production from secondary school but lack
professional skill for entering into plantain production for making a leaving.
Therefore the review of literature was based on the identification of those skill
through task analysis approach that could make a secondary school graduate a
professional if trained through the identified skills in the area of site selection
and land preparation, planting of plantain, field management, harvesting,
processing and marketing of plantain production. The literature guides the
researcher in the identification of the questionnaire items for the study.
Therefore, since plantain production in Anambra state is in the hands of
substance farmers who cannot meet up with the demand for plantain products
in the state because of low yield. But if the youths are trained with the skills
identified by this study; they will enter into large scale plantain production
which will meet up with the increasing demand for plantain and its products in
the state.
56
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter explains the procedure used in carrying out the study. The
procedure is presented under the following headings: design of the study, area
of the study, population of the study, sample of the study, instrument for data
collection, validation of the instrument, reliability of the instrument, method of
data collection and method of data analysis.
Design of the Study
The design of this study was a descriptive survey research method.
Nworgu (2006) defined descriptive survey research design as one which aims
at collecting data and describing in a systematic manner, the characteristics,
features or fact about a given population. A descriptive survey was adopted
because the study involves the use of structured questionnaire to elicit
responses from the respondents on work-skill needs of secondary school
graduate in plantain production in Anambra State.
Area of the Study
The study was carried out in Anambra state which is comprised of six
(6) Education zone spread across three senatorial zones namely:- Aguata,
Awka, Ogidi, Onitsha, Nnewi and Otuocha. The state is naturally endowed
with good agricultural environment favourable for plantain production.
Majority of those involved in plantain production in the state are peasant
farmers who plant plantain only at their backyard gardens. These farmers only
practice traditional method of planting using local crude tools and implements.
They lacked basic knowledge and skills in the use of agricultural chemicals like
fertilizers, insecticides, fungicides and herbicides. This results in low yield of
plantain, where as neigbouring states and Urban cities depend on the state
supply of plantain which is grossly in short supply.
56
57
In the state, there are many youths that have no job and could profit
economically from the production of plantain which is highly demanded by all
and sundry.
Population of the Study
The population for study was 681 consisting of 649 graduate teachers of
agricultural science teaching in 257 senior secondary schools in Anambra state
and 32 extension agents from agricultural development programme zones of the
state.
Sample of the Study
Proportionate stratified random sampling technique was used to select 50
senior secondary schools in the state. All the graduate teachers of agricultural
science teaching in selected senior secondary school numbering 138 were used
for the survey. Due to small number of extension agents in the state, the entire
population of 32 was involved in the study. Therefore, the sample for the study
was 170.
TABLE 1
DISTRIBUTION OF GRADUATE TEACHERS OF AGRICULTURAL
SCIENCE IN SENIOR SECONDARY SCHOOLS.
S/N Education
No of senior
No of senior
No of graduate
zone
secondary schools secondary schools
teacher of
selected for the study agricultural science
1
Aguata
23
5
18
2
Awka
62
12
32
3
Ogidi
33
6
20
4
Onitsha
58
11
22
5
Nnewi
60
12
30
6
Otuocha
21
4
16
TOTAL
257
50
138
58
Source: Planning, research and statistic unit post primary school services
commission (PPSSC) Awka, Anambra State.
Table 2
DISTRIBUTION OF EXTENSION AGENTS IN ADP ZONE.
1
2
3
4
Aguata
Anambra
Awka
Onitsha
Total
6
9
10
7
32
Source: ADP Headquater Awka Anambra State.
Instrument for Data Collection
The instrument for data collection was a structured questionnaire
consisting of 60 items. The items were generated based on the information
gathered from the review of related literature. The questionnaire was made up
of two sections namely section one and section two. Section one solicited for
information on personnel data of the respondents, while section two comprised
of questionnaire items structured into 5 areas of skills number A- E, each
addressing work-skill needs by secondary school graduates for success in
plantain production. The areas include site selection and land preparation for
plantain production, planting of plantain, field management of plantain
processing and marketing of plantain products.
The questionnaire was coded with nominal values designed for each
possible response that was expected from the respondents. Each of the item
was scored on the basis of this code. The items used a four-point rating scale
of response options as follows
Highly needed ………… (HN)____________
Averagely needed ……… (AN) __________
Slightly needed …………(SN) ___________
59
Not needed …………….. (NN) __________
Validation of the Instrument
The instrument was subjected to face validation by three lecturers. Two
lecturers in Agricultural Education unit of the Department of Vocational
Teacher Education, University of Nigeria, Nsukka and one lecturer from Crop
Science Department University of Nigeria, Nsukka. The validators were given
a copy each of the questionnaire and were requested to react to the
questionnaire items by identifying ambiguous statements or wrongly structured
statements.
They were requested also to identify skills that will not be required and
add relevant others that has been omitted by the researcher. The experts
corrections and suggestions were incorporated into the final instrument
development.
Reliability of the Instrument
The reliability of the instrument was achieved using Cronbach’s alpha
coefficient method. It was used to determine the internal consistency of the
instrument.
Here, the questionnaire was administered to twenty graduate
teachers of Agricultural science and ten extension agents in Imo State (a
different area from the population of the study). The coefficient was computed
using Cronbach’s alpha formular which yielded the reliability coefficient of
0.79.
Method of Data Collection
The questionnaire developed for data collection was administered to the
respondents through personal contact with the respondents. The researcher
employed and trained six research assistants one from each of the six education
60
zones and ADP zones of Anambra state. These research Assistants helped to
administer and collect questionnaires from the respondents for the researcher
after one week. Finally, the researcher collected the questionnaire from
research assistants for analysis. and through the help of research assistant
employed and trained on how to administer and collect questionnaire by the
researcher, one form each of the six education zones and four ADP zones of the
state. The instruments were retrieved from the respondents by the research
assistance after one week after while the researcher will collect the
questionnaire finally from the research assistance for analysis.
Method of Data Analysis
The data collected for the study was analysed using means and standard
deviation to answer research questions.
Nominal values were assigned to
different scaling items thus:
Highly needed …………… 4
Averagely needed …………3
Slightly needed …………... 2
Not needed ………………. 1
Table 3: Interpretation of the mean Scores using Real Limits of Numbers
Nominal values
Range of mean score
4
3
2
1
3.50 – 4. 49
2.50 – 3.49
1.50 – 2. 49
0.50 – 1. 49
Mode of response
statement
Highly needed ―HN‖
Averagely needed ―AN
Slightly needed ―SN‖
Not needed ―NN‖
From the table above, any item that had a mean value of 3.50 and above was
interpreted as Highly needed (HN), 2.50 – 3. 49 to mean Averagely needed
(AN), 1.50 – 2. 49 to mean slightly needed (SN) and 0.50 – 1.49 to mean Not
needed (NN).
61
The null hypothesis formulated were tested using t- test at 0.05 level of
probability to determine the acceptance or rejection of the null hypothesis. The
null hypotheses were rejected when the calculated t-value was greater than the
table or critical value at 0.05 level of significant.
hypotheses was accepted.
Otherwise the null
62
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter presented the results and discussions of the data analysis for
the study. The presentation were organised according to the research questions
and null hypothesis that guided the study.
Research Question 1
What are the work-skill needs of secondary school graduates in site
selection and land preparation for plantain production?
The data needed to generate answers for this research question and for testing
the null hypothesis are presented in the table below
62
63
Table 4: Mean and t-test Analysis of the Responses of the Respondents on the
work-skill needs in site selection and land preparation for plantain
production
GX
1
2
Choose a site that is flat with
dense vegetation cover
3.80
Choose
area
with
throughout the year
greater part of the year
3
4
5
6
7
X1
HN
3.89
0.04
3.71
0.45
0.64
1.96
NS
HN
3.84
0.38
3.75
0.43
0.53
1.96
NS


SD1
X2
SD2
t-cal
t-tab
Remarks
Items
S/N
Extension
agents
N2 = 32
Decision
Agricultural
science
teachers
N1=138
rainfall
or
for
3.79
Clear the land using cutlass or
plough
3.78
NS
HN
3.79
0.47
3.78
0.49
0.50
1.96
Gather all vegetation reminants
and trash for compost making
3.59
NS
HN
3.80
0.43
3.59
0.55
0.70
1.96
Mark out the land for digging
holes 30cmx30cm for planting of
suckers
3.69
HN
3.66
0.64
3.53
0.87
0.69
1.96
NS
Apply organic manure inside the
hole to stay one month before
planting of sucker
3.44
AN
3.51
0.69
3.37
0.70
0.44
1.96
NS
Place a ―stick marker‖ in the
middle of every hole to locate
where sucker will be planted.
3.54
HN
3.55
0.69
3.53
0.56
0.32
1.96
NS

NOTE: G X = Grand mean: SD = Standard Deviation, x = mean
t-cal = t-calculated: t-tab = 1.96, HN = Highly
needed, AN = Averagely needed, S = Significant
NS = Not significant
64
The data presented in table 4 above revealed that: 7 items on work-skills needs
of secondary school graduates in site selection and land preparation for plantain
production have their mean scores ranging from3.44 to 3.89 which indicates
that they fall within the response of Highly needed (HN) and Averagely needed
(AN). This observation implied that all the skills were needed in site selection
and land preparation for plantain production in Anambra State.
The standard deviation of all the items ranged from 0.38 to 0.87. Each of
the standard deviation is less than 1.96 indicating that the respondents are very
close to the mean of each item and are not too far from one another in their
responses.
The views of the two groups of the respondents were compared to test
the stated hypothesis.
Hypothesis I
There will be no significant differences between the mean responses of
Agricultural science teachers and Extension Agents on work-skill needs of
secondary school graduates in site selection and land preparation for plantain
production.
The analysis shows that all the items have calculated t-value which
ranged from 0.32 to 0.70, which were less than the table t-value of 1.96 at 0.05
level of significance and 168 degree of freedom. This indicated that there was
no significant difference between the mean responses of the two groups of
respondents (Agricultural Science Teachers and Extension Agents) on the skills
needed by secondary school graduates in site selection and land preparation for
plantain production.
Therefore, the null hypothesis of no significant difference is upheld for
all the items.
65
Research Question 2
What are the work-skill needs of secondary school graduates in planting
plantain?
The data needed to generate answer to this research question and for
testing the null hypothesis are presented in the table below.
66
Table 5: Mean and t-test Analysis of the Responses of the respondents on the workskills needs of secondary school graduates in planting plantain
Remarks
Extension
agents
N2 = 32
Decision
Agricultural
science
teachers
N1=138
X1
HN
3.71
0.57
3.68
0.69
0.73
1.96
NS
Make a slanting cut with a sharp
cutlass on the sucker to remove the 3.36
AN
3.44
0.71
3.28
0.88
1.32
1.96
NS
10
Remove all roots with a cutlass
2.98
AN
3.25
0.92
2.71
1.05
1.68
1.96
NS
11
Ensure that the sucker corm do not
have black holes of plantain
weevils.
3.90
HN
3.85
0.46
0.96
0.17
0.80
1.96
NS
Treat sucker with black holes of
weevil with insecticides and
nematicides (furadun)
3.70
HN
3.66
0.55
3.75
0.43
0.87
1.96
NS
Spray sucker with Dithane M-54
for leaf spot disease.
3.59
HN
3.65
0.56
3.53
0.67
0.92
1.96
NS
HN
3.60
0.60
3.53
0.56
1.10
1.96
NS
Return soil that was previously
dug up with hoe to cover the base
of the sucker
3.66
HN
3.61
0.59
3.71
0.58
1.24
1.96
NS
Press down the soil firmly around
the planted sucker.
3.69
HN
3.55
0.60
3.84
0.44
1.06
1.96
NS
S/
N
8
9
12
13
14
15
16
Items

Gx
Collect suckers from existing plot
with a hoe and a sucker digger or 3.69
spade.
Remove the stick maker in the
middle of the hole and insert the 3.56
sucker

SD1

X2
SD2
t-cal
t-tab
67


Note: G x = Grand Mean, SD = Standard Deviation, x = mean t-cal = tcalculated, t-tab=
1.96, HN = highly needed, AN = Averagely needed, S =
Significant NS = not
significant.
The data presented in table 5 above revealed that the 9 items on workskill needs of secondary school graduates in planting of plantain have their
mean scores ranging from 2.98 -3.96 which indicates that they fall within the
response of highly needed (HN) and Averagely needed (AN). This observation
implied that all the skills were needed in planting of plantain in Anambra State.
The standard deviation of all the items ranged from 0.17 to 1.05. Each of
the standard deviation is less than 1.96 indicating that the respondents are very
close to the mean of each item and are not too far from one another in their
responses.
The view of the two groups of the respondents were compared to test the
stated hypothesis.
Hypothesis 2
There was no significant differences between the mean responses of
Agricultural science teachers and Extension Agents on work-skill needs of
secondary school graduates in planting of plantain.
The analysis shows that all the items have calculated t-value which
ranged from 0.73 to 1.68, which were less than the table t-value of 1.96 at 0.05
level of significance and 168 degree of freedom. This indicated that there was
no significant difference between the mean responses of the two groups of
respondents (Agricultural Science teachers and Extension Agents) on the workskills needs of secondary school graduates in planting of plantain. therefore, the
null hypothesis of no significant difference is upheld for all the items.
68
Research Question 3
What are the work skill needs of secondary school graduates in field
management of plantain? The data needed to generate answers for this research
question and for testing the null hypothesis are presented in the table below.
69
Table 6: Mean and t-test Analysis of the Responses of the Respondents on work-skill
needs of secondary school graduates in field management of plantain.
S/N
17
18
19
20
21
22
23
24
25
26
27
t-cal
t-tab
Decision

Extension
agents
N2 = 32
Remarks
Agricultural
Science
Teachers
N1=138
X1
Mulch the base of the planted
sucker with
plantain stem,
dry leaves and grasses.
3.82
HN
3.81
0.45
3.38
0.36
0.75
1.96
NS
Apply first doze of fertilizer 4
weeks after plantings.
3.41
AN
3.49
0.55
3.34
0.60
0.70
1.96
NS
Weed plantain plot at the
early stage of growth
3.59
HN
3.68
0.55
3.50
0.67
1.05
1.96
NS
3.37
0.83
0.74
3.12
0.87
0.41
1.96
GX
Items


SD1
X2
SD2
Prune the growing sucker if
the shoot is more than two
3.44
AN
3.51
0.64
Apply pre-emergence
herbicides such as TCA
AN
3.57
0.62
3.34
1.96
NS
NS
Prune old dead leaves at the
base of plantain
3.43
AN
3.50
0.64
3.37
0.75
0.36
1.96
Apply second
fertilizer.
3.29
AN
3.50
0.73
3.09
0.85
1.42
1.96
NS
Spray the growing plant with
a systemic insecticides
3.29
AN
3.50
0.67
3.09
0.89
1.36
1.96
NS
As alternative to fertilizer,
compost manure or farm yard
manure can be applied
3.78
HN
3.88
0.34
3.68
0.53
1.03
1.96
NS
Support bearing plant with
strong bamboo stakes of 3.76
1.5m-2.5m tall.
HN
3.69
0.54
3.84
0.44
0.97
1.96
NS
Spray appropriate fungicides
to control
black sigatoka 3.65
decease
HN
3.66
0.58
3.65
0.48
0.43
1.96
NS
doze
NS
of
70

Note: G X = Grand mean, SD = standard deviation t-cal = t-calculated, t-tab =
1.96, NH = Highly needed, AN = Averagely needed, S = significant NS = not

significant, X = mean.
The data presented in table 6 above revealed that II items on work-skill
needs of secondary school graduates in field management of plantain have their
mean scores ranging from 3.29 to 3.88 which indicates that they fall within the
response category of Highly needed (HN) and Averagely needed (AN). This
observation implied that all the skills were needed in field management of
plantain.
The standard deviation of all the items ranged from 0.34 to 0.89. Each of
the standard deviation is less than 1.96 indicating that the respondents are very
close to the mean of each item and are not too far from one another in their
responses.
The view of the two groups of the respondents were compared to test the
stated hypothesis.
Hypothesis 3
There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work skill needs of
secondary school graduates in field management of plantain.
The analysis shows that all the items have calculated t-value which
ranged from 0.36 to 1.42 which were less than the table t-value of 1.96 at 0.05
level of significant and 168 degree of freedom. This indicated that there was no
significant difference between the mean responses of the two groups of
respondents (Agricultural Science Teachers and Extension Agents) on the work
skill needs of secondary school graduates in field management of plantain.
71
Therefore, the null hypothesis of no significant difference is up held for all the
items.
Research Question 4
What are the work-skill needs of secondary school graduates in
harvesting plantain?
The data needed to generate answers to this question and for testing the null
hypotheses are presented in the table below.
Table 7: Mean and t-test Analysis of the responses of the respondents on work-skill
needs of secondary school graduates in harvesting plantain
28
29
30
31
Items
Check for maturity when the
fruit becomes less angular and
more rounded in shape with a
tinge of yellow colouration at
the tip of the finger.
Harvesting plantain 9-12
months after planting but
ensure maturity.
Collect the harvested fruits
together
Load the bunches carefully in
open truck to avoid bruises, cut
or break of the finger.

Gx

X
2
Extension
agents
N2 = 32

SD1
X2
SD2
t-cal t-tab
Remark
S/N
Decision
Agricultural
science
teachers
N1 = 138
3.82
HN
3.83
0.42
3.81
0.39 1.05 1.96
NS
3.64
HN
3.61
0.54
3.68
0.53 1.52 .96
NS
3.54
HN
3.66
0.57
3.43
0.61 1.03 1.96
NS
3.62
HN
3.65
0.59
3.59
0.61 1.08 1.96
NS
72

Note: G x = Grand mean, SD = Standard deviation t-cal = t- calculated, t-tab =
1.96, HN
= Highly needed, AN = Averagely needed, S = significant. Ns =

Not significant, X = mean.
The data presented in table 7 above revealed that 4 items on work-skill
needs of secondary school graduates in harvesting of plantain have their mean
scores ranging from 3.54 to 3.83 which indicates that they fall within the
response category of Highly needed (HN). This observation implies that all the
skills were needed in harvesting of plantain.
The standard deviation of all the items ranged from 0.39 to 0. 61. Each
of the standard deviation is less than 1.96 indicating that the respondents are
very close to the mean of each item and are not too far from one another in
their responses.
The view of the two groups of the respondents were compared to test the
started hypothesis.
Hypothesis 4
There was no significant difference between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs of
secondary school graduates in harvesting plantain.
The analysis shows that all the items have calculated t-value which
ranged from 1.03 to 1.52 which were less than the table t-value of 1.96 at 0.05
level of significant and 168 degree of freedom. This indicated that there was
no significant difference between the mean Reponses of the two groups of
respondents (Agricultural Science Teachers and Extension Agents) on workskill needs of secondary school graduates in harvesting of plantain. Therefore,
the null hypothesis of no significant difference is upheld for all the items.
73
Research Question 5
What are the work-skill needs of secondary school graduates in
processing and marketing of plantain products.
The data needed to generate answers to this question and for testing the
null hypothesis are presented in the table below.
Table 8: Mean and t-test Analysis of the Responses of the Respondents on work-skill
needs of secondary school graduates in processing and marketing of
plantain products


X1

Extension
agents
N2 = 32
SD1
X2
SD2
t-cal
t-tab
Remark
“PROCESSING INTO PLANTAIN FLOUR”
Agricultural
science
S/N Items
teachers
N1 = 138
GX
32
33
34
35
36
37
38
39
Soak green plantain in hot
water 10-15 minutes to
soften the skin
Peel the green plantain
with sharp knife
Soak the peeled pulp
temporally in tank or basin
filled with water
Drain the pulp from water
and slice with knife or
slicing machine
Dry the sliced chips under
the sun or with electric
dryer
Mill the dry chips into
flour
Sieve the milled plantain
flour
Seal the polythene bags of
plantain flour and store in
dry hygieneic condition
3.60
HN
3.81
0.53
3.40
0.87
0.25
1.96
NS
3.66
HN
3.57
0.59
3.75
0.56
0.98
1.96
NS
3.40
AN
3.56
0.57
3.25
0.87
0.58
1.96
NS
3.35
HN
3.61
0.55
3.50
0.67
0.70
1.96
NS
3.64
HN
3.69
0.54
3.59
0.55
0.84
1.96
NS
3.62
HN
3.60
0.57
3.65
0.60
0.16
1.96
NS
3.62
HN
3.65
0.56
3.59
0.71
0.51
1.96
NS
3.63
HN
3.59
0.58
3.68
0.47
0.37
1.96
NS
74
40
Seal the polythene bags of
plantain flour and store in
dry hygienic condition
3.71 HN
3.64
0.60 3.78
0.49 0.54 1.96
PROCESSING INTO PLATAIN CHIPS
41 Wash green plantain
fruits with water
3.84 HN
3.81
0.48
3.87 0.33
0.92 1/96
42 Peel the green
plantain with knife
3.73 HN
3.62
0.54
3.84 0.36
1.27 1.96
43 Slice the peeled pulp
with knife or slicing
machine
3.71 HN
3.62
0.58
3.81 0.39
0.65 1.96
44 Deep fry the sliced
pulp in hot oil in
3.56 HN
3.54
0.65
3.59 0.61
0.95 1.96
batches
45 Remove the fried
chips from the oil
when it is golden
3.81 HN
3.85
0.47
3.78 0.49
0.43 1.96
brown in colour
46 Add salt to the fried
chips and allow to
3.50 HN
3.63
0.49
3.37 0.83
1.31 1.96
cool
47 Package the cooled
salted chips in
celephone bags
3.68 HN
3.69
0.49
3.68 0.69
0.70 1.96
48 Seal the celephone
packs with stapler
3.70 HN
65
0.50
3.75 0.43
0.51 1.96
PROCESSING RIPED PLANTAIN FRUIT INTO FRIED PLANTAIN (DODO)
49 Wash ripped plantain
fruit with water
3.81 HN
3.84 0.43
3.78 0.49
0.87 1.96
50 Peel the washed fruit
with knife
3.48 AN
3.56 0.52
3.40 0.66
1.10 1.96
51 Slice the pulp to
1mm thickness with
sharp knife into bowl 3.64 HN
3.69 0.52
3.59 0.71
1.06 1.96
52 Add salt to the sliced
pulp and toast up and
down for a mix
3.62 HN
3.59 0.54
3.65 0.54
0.74 1.96
53 Deep fry pulp in hot
oil to golden brown
3.68 HN
3.69 0.50
3.68 0.53
0.97 1.96
colour
54 Drain the fried pulp
into a perforated
3.66 HN
3.58 0.56
3.75 0.62
1.03 1.96
bowl
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
NS
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MARKETING OF PLANTAIN PRODUCTS
55 Advertise plantain
products for sale
3.80 HN
3.82
56 Sort plantain
bunches into groups
of uniform sizes and 3.50 HN
3.61
qualities
57 Carry out market
survey to identify
prices of different
bunches and
3.61 HN
3.64
processed products
58 Open inventory
record book for the
3.52 HN
3.39
products
59 Fix appropriate
prices on the
bunches and
3.62 HN
3.57
processed products
60 Keep the financial
records including
income and expenses 3.66 HN
3.57

0.48
3.78 0.49
0.41
1.96
NS
0.55
3.40 0.66
0.36
1.96
NS
0.63
3.59 0.71
0.21
1.96
NS
0.75
3.65 0.54
1.19
1.96
NS
0.64
3.68 0.53
1.02
1.96
NS
0.61
3.75 0.62
1.12
1.96
NS

Note: G x = Grand mean, SD = Standard Deviation x 1 = mean for teachers of

agricultural science x 2 = mean for Extension Agents. t-cal = tcalcualted, t-tab = 1.96. HN = highly needed, AN = Averagely needed S =
significant, NS = not
significant.
The data presented in table 8 above revealed that 29 items on work-skills
needs of secondary school graduates in processing and marketing of plantain
products have their mean scores ranging from 3.40 to 3.87 which indicated that
they fall within the response categories of Highly needed and Averagely
needed. This observation implied that all the skills were needed in processing
and marketing of plantain products.
The standard deviation of all the items ranged from 0.33 to 0.87. Each of
the standard deviation is less than 1.96 indicating that the respondents are very
76
close to the mean of each item and are not too far from one another in their
responses.
The view of the two groups of the respondents were compared to test the
stated hypotheses.
Hypothesis 5
There was no significant difference between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs of
secondary school graduates in processing and marketing of plantain products.
The Analysis showed that all the items have calculate t-value which
ranged from 0.16 to 1.31 which were less than the table t-value of 1.96 at 0.05
level of significant and 168 degree of freedom. This indicated that there was no
significant difference between the mean responses of the two groups of
respondents (Agricultural Science Teachers and Extension Agents) on workskill needs of secondary school graduates in processing and marketing of
plantain products. Therefore, the null hypothesis of no significant difference is
upheld for all the items.
Findings of the Study
The following findings were revealed by the study based on the research
questions answered and hypothesis tested.
Findings of the research questions 1-5
A. Work-skill needs for site selection and land preparation for plantain
production.
The respondents agreed that secondary school graduates needed the
work-skills listed below in site selection and land preparation for plantain
production.
1. Choose a site that is flat with dense vegetation cover.
77
2. Choose area with rainfall throughout the year or for greater part of the
year.
3. Clear the land using cutlass or plough.
4. Gather all vegetation remnants and trash for compost making.
5. Mark out land for digging holes of 30cm x 30cm x 30cm for planting
sucker.
6. Apply organic manure inside the hole to stay one month before planting
sucker.
7. Place a ―stick marker‖ in the middle of every hole to locate where sucker
will be planted.
B. Skills in planting of plantain
The respondents agreed that the skills listed below were needed by
secondary school graduates in planting plantain.
8. Collect suckers from existing plantain plot with a hoe and a sucker
digger or spade.
9. Make a slanting cut with a sharp cutlass on the sucker to remove the top
part to avoid collecting water.
10. Remove all the roots with a cutlass.
11. Ensure that the sucker corn does not have black holes of plantain
weevils.
12. Treat sucker with black holes with insecticides and nematicides
(furadan)
13. Spray sucker with Dithane m-54 for least spot disease.
14. Remove the stick marker and insert the sucker.
15. Return the soil that was previously dug up with hoe to cover the base of
the sucker.
16. Press down the soil firmly around the planted sucker.
78
C. Skills in field management of plantain
The respondents agreed that the skills listed below were needed by
secondary school graduates in field management of plantain.
17. Mulch the base of the planted sucker with plantain stem, dry leaves and
grasses
18. Apply first doze of fertilizer 4 weeks after planting (for subsequent
suckers)
19. Weed plantain plot at the early stage of growth.
20. Prune the growing suckers where the shoot is more than two.
21. Apply pre-emergence herbicides such as TCA used with diuron or
alterzine for effective weed control.
22. Prune old dead leaves at the base of plantain
23. Apply second doze of fertilizer (for subsequent suckers)
24. Spray the growing plantain plant with a systemic insecticide
25. As alternative to fertilizer, compost manures or farm yard manure can be
used.
26. Support bearing plant with strong bamboo stakes 1.5m-2.5m tall.
27. Spray appropriate fungicides to control black sigatoka disease.
D. Skills in Harvesting of Plantain Fruit
The respondents agreed that the skills listed below were needed by
secondary school graduates in harvesting of plantain.
28. Check for maturity when the fruit becomes less angular and more
rounded in shape with tinge of yellow colouration at the tip.
29. Harvest plantain 9-12 months after planting.
30. Collect the harvest fruits together.
31. Load the bunches carefully in open truck to avoid bruises, cut or break of
the finger.
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E. Skills in processing and marketing of plantain products
The respondents agreed that the skills listed below were needed by
secondary school graduates in processing and marketing of plantain.
Processing plantain fruit into flour
32. Soak green plantain in hot water for 10-15 minutes to soften the skin.
33. Peel the green plantain with sharp brute.
34. Store the peeled pulp temporarily in tank or basin filled with water.
35. Drain the pulp from water and slice with knife or slicing machine.
36. Dry the sliced chips under the sun or with electric dryer.
37. Mill the dry chips into flour.
38. Sieve the milled plantain four.
39. Package the sieved flour in polythene bags.
40. Seal the polythene bags of flour and store in dry hygienic condition.
Processing plantain fruit into chips
41. Wash green plantain fruit with water.
42. Peel the green plantain with knife.
43. Slice the peeled pulp with knife or slicing machine.
44. Deep fry the sliced pulp in hot oil in batches.
45. Remove the fried chips from the oil when it golden brown.
46. Add salt to the fried chips and allow to cool.
47. Package the cooled salted chips in celephone packs.
48. Seal the celephone packs with stapler.
Processing plantain fruits into fried plantain “DODO”
49. Wash ripped plantain fruit with water.
50. Peel the washed fruit with knife.
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51. Slice the pulp to 1mm thickness with sharp knife into a bowl.
52. Add salt to the sliced pulp and toast up and down for a mix.
53. Deep fry in hot oil to a golden brown colour.
54. Drain the fried plantain in a perforated bowl.
Skills in Marketing of plantain products
55. Advertise plantain products for sale.
56. Grade or sort plantain bunches into groups of uniform sizes and qualities
57. Carry out market survey to identify prices of different bunch sizes and
processed products.
58. Open inventory record book for the products.
59. Fix appropriate prices on the bunches and processed products.
60. Keep the financial records including incomes and expenses.
Findings on Hypotheses
It was found out from this study that
1. There was no significant difference between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs
of secondary school graduates in site selection and land preparation for
plantain production in Anambra State.
2. There was no significant differences between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs
of secondary school graduates in planting of plantain in Anambra State.
3. There was no significant differences between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs
of secondary school
Anambra State.
graduates in field management of plantain in
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4. There was no significant differences between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs
of secondary school graduates in harvesting of plantain in Anambra
State.
5. There was no significant differences between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs
of secondary school graduates in processing and marketing of plantain
products in Anambra State.
Discussion of the Findings
The findings of this study were discussed under the following
subheadings derived from the research objectives.
1. Skills in site selection and land preparation
2. skills in planting of plantain sucker
3. Skills in field management of plantain
4. Skills in harvesting of plantain
5. Skills in processing and marketing of plantain products.
1. Skills in Site Selection and Land Preparation
The findings of the study on work-skill needs of secondary school
graduates in site selection and land preparation shows that choosing a suitable
site, choosing an area with abundant rainfall, clearing and gather the vegetation
remnants for compost making marking out the land and dig holes, applying
organic manure inside the hole and placing a stick marker in the middle of
every hole are the work-skills needed. The findings are in line with Agbakoba
(2001) who noted the skills involved in site selection to include type of
vegetation cover, environmental factors as well as topography of the land, the
author pointed out that the best soil for planting plantain is a flat land with
82
dense vegetation cover. Again, a great concordance existed between the above
findings and that of other previous works and literature on site selection and
land preparation for plantain production. Robinson (1996) in his work
remarked that plantain requires a lot of water and will thrive well in an area
which gets rainfall throughout the year or for long period of a year, otherwise
the plant will be irrigated.
Further more, discussion on clearing and preparation of land for planting
of sucker, which is in line with the findings of this study, Temple et al (1993)
noted that method of land preparation depends on the original nature of the land
selected for the planting. They maintained that a virgin forest will require
felling trees, stumping, brushing using cutlass, and rakes while grass land
requires elimination of grasses by either slashing with cutlass or using
chemicals (herbicides) like gramoxone. Udo et al (2005) in their works pointed
out that cleared land should be marked out for digging of planting holes for
suckers; while Rasheed (2003) gave specification that planting holes of 30cm x
30cm x 30cm should be dug in readiness for planting. He pointed out that
organic manure should be applied inside the holes with stick marker at the
middle to indicate where the sucker should be planted.
Therefore, the opinions and commente of these experts are in agreement
with opinions of the respondents that the work-skills in site selection and land
preparation for plantain production are needed by secondary school graduates
for success in plantain production in Anambra State.
A. Skills in Planting of Plantain Sucker
The findings of the study on work skills needs of secondary school
graduates in planting of plantain. These shows that:
- Collect suckers from existing plantain plot
83
- Make a slanting cut with cutlass to remove top part to avoid collecting
water.
- Check and ensure that suckers corms do not have black holes of plantain
weevils
- Treat sucker with black holes with insecticide and nematodes
- Remove stick marker and insert the sucker.
- Return the soil to cover the base of the sucker.
- Press down the soil firmly around the planted sucker are work-skill
needed.
The findings are in agreement with the idea of Eneh (2007) who pointed
out that sucker for planting should be collected from existing plantain plot. The
author maintained that such suckers should be separated from the mother plant
with a hoe and a sucker digger. The findings are also in consonance with the
opinion of Ndubizu (1987) who outlined steps in preparation of suckers for
planting such as making a slanting cut on the top of the sucker to remove the
top part to avoid collecting water which can lead to the rotten of the sucker
from the tip; He also pointed out that sucker corms should be inspected for
black holes of plantain weevil and nematodes and such suckers should be
treated with appropriate pesticides and nematicides before planting.
The
findings are also in agreement with the idea of Ogazi (1996) who out lined the
planting procedure for sucker as follows; first remove the stick marker and
insert the sucker in the middle; secondly, return the soil you have previously
dug up to cover the base of the sucker stem and finally, press down the soil
firmly around the sucker stand to exclude air pocket around the root of the
young sucker.
The opinions and comments of these experts are in agreement with the
opinions of the respondents that the work-skills in planting of plantain are
84
needed by secondary school graduates who intend to enter into planting of
plantain.
B. Skills in Field management of Plantain
The findings of this study revealed that respondents agreed that
secondary school graduates needed some work skills in field management of
plantain. These work skills include the following:
- Mulch the base of the planted sucker with plantain stem, dry leaves and
grasses.
- Apply first doze of fertilizer 4 weeks after planting.
- Weed plantain plot at the early stage of growth
- Prune the sucker where the shoot is more than two
- Apply pre-emergence herbicide like TCA, diuron and so on for effective
weed control
- Prune old dead leaves at the base of plantain.
- Spray the growing plantain with a systemic insecticides
- As alternative to chemical fertilizer, apply compost manure or farm yard
manure.
- Support bearing plants with strong bamboo stakes of 1.5m to 2.5m tall.
- Spray appropriate sungicides to control black signatoka disease
The findings are in agreement with this opinion of Herren and Donahue
(1991) who found out that effectiveness of operations of plantain plantation
management required various skills such:
1. Conservation of soil water and maintenance of soil fertility through
mulching and manuring
2. Control of weeds, pest and diseases, pruning and so on. The idea of
Ndubizu (1983) are also in line with these findings for he pointed out
85
that plantain is very sensitive to weed infestation and that poor weed
management will result in poor establishment and low yield. However,
research findings carried out at International Institute for Tropical
Agriculture (IITA) (2007) identified four methods of controlling weeds
in plantain plot as cultural, Biological, Chemical and integrated weed
control which involves combination of other weed control methods such
as use of pre-emergence herbicides with hand weeding. This helps to
protect weed infestation up to 6-12 weeks before plantain canopy will
help to prevent weed growth.
The findings also affirmed the statements of Ngeze (1994) and
Agbakoba (2001) who pointed out that pruning is a continuous process of
reducing suckers to each plantain corm to avoid over crowding. Eneh (2007)
on the other hand, pointed out that the bearing plantain plant should be propped
to prevent falling over due to the weight of the bunch. Also in line with the
findings on control of black sigatoka disease of plantain, Bustamente (1993)
observed that since black sigatoka disease is a fungal disease, it should be
treated with appropriate fungicide like boromyl and thiobendazole spray on the
infected leaves.
The opinions and comments of these experts are in agreement with the
opinions of the respondents that work-skill in field management of plantain are
needed by secondary school graduates who intend to enter into plantain
production.
Work-Skills in Harvesting Plantain
The findings from this study revealed that some skills for harvesting of
plantain are needed by secondary school graduates. The findings identified
these skills to include:
86
1. Check for maturity when the fruit becomes less angular and more
rounded in shape with a tinge of yellow colouration at the tip of the
finger.
2. Harvest plantain 9-12 months after planting
3. Collect the harvested fruits together.
4. Load the bunches carefully in open truck to avoid bruises and cut.
The findings are in line with the opinion of Thomson and Burden (1995)
who outlined plantain maturity indices as follows:
- Shape and fullness of the fruit; mature fruit becomes less angular and
more rounded in shape.
- The peel colour becomes green with a tinge of yellow colouration
especially at the tip of the finger.
- The matured fingers can be separated easily from the stalk. The authors
also pointed out that plantain matures 9-12 months after planting and
that two people worked as a team to harvest plantain, one person stands
under neat the bunch to catch it while the other cut the psudostem. The
bunches will be collected together and carefully loaded in open truck to
avoid bruises and cuts on the finger
The opinions and comments of these experts are in agreement with the
opinions of the respondent that work-skill in harvesting of plantain are needed
by secondary school graduates who intend to enter into plantain production.
5. Skills in processing and marketing of plantain products
Skills for Processing of Plantain into Flour
The findings of the study on work-skill needs of secondary school
graduates in processing shows that the following skills are needed
87
1. Soak green plantain in hot water for 10-15 minutes to soften skin
2. Peel the green plantain with sharp knife
3. Store the peeled pulp temporally in tank or basin filled with water.
4. Drain the pulp and slice with knife or slicing machine
5. Dry the sliced chips under the sun or with electric dryer.
6. Mill the dry chips into flour
7. Sieve the milled plantain flour
8. Package the sieved flour in polythene bags
9. Seal the polythene bags of plantain flour and store in dry hygienic
condition.
The findings are in line with the opinion of Agbakoba (2001) who stated that
plantain flour is one of the few processed forms of green plantain fruits which
require the following processing skills. Soak green plantain for 10-15 minutes
in water to soften the skin, peel and store in water tank temporally then, slice
and dry the chips. Mill the dry chips and sieve the milled flour, package the
sieved flour and seal.
Therefore, the opinions and comments of the experts are in agreement
with the opinion of the respondents that the work-skills in processing of
plantain into flour are needed by secondary school graduate in plantain
production.
ii. Skills in Processing Plantain into Chips
The findings of this study also revealed that secondary school graduates
needed some skills for processing plantain fruit into chips.
The skills include:
- Wash green plantain fruit with water
- Peel the green plantain with knife
88
- Slice the peeled pulp with knife or slicing machine.
- Deep fry the sliced pulp in hot oil
- Remove from oil when it is golden brown in colour;
- Add salt and allow to cool
- Package the cooled salted chips in celephone packs.
- Seal the celephone packs with stapler
The findings are in agreement with the opinion of Thompson et al (1995)
who out lined the steps involved in processing plantain fruit into chips as
washing and peeling of plantain fruit, slicing with sharp knife or slicing
machine, fry in hot oil to golden brown, drain and add salt, allow to cool and
then package in celephone pack and seal.
The findings also revealed that secondary school graduates agreed that
the secondary school graduates needed some skills for processing ripped
plantain fruit into fried plantain (dodo). The skills include
- Wash ripped plantain fruit with water.
- Peel the washed fruit
- Slice the pulp to 1mm thickness with sharp knife into a brown
- Add salt and toast up and down for a mix
- Deep fry the sliced salted pulp to golden brown colour
- Drain the fried plantain into a paforated bowl.
The findings are in line with the opinion of Wilson (1983) who outlined
processing methods for ripped plantain as follows: Ripe plantains are washed,
peeled sliced, salted and fried with vegetable oil to a golden brown colour.
Dodo is popularly eaten with pap or sieved as lunch or dinner with stewed rice
or beans.
89
The findings from this study also revealed that secondary school
graduates needed some skills in marketing of plantain products as follows.
- Advertise plantain products for sale.
- Sort plantain bunches into groups of uniform sizes and qualities
- Carry out market survey to identify pieces of different bunch size and
processed products
- Open inventory record book for the products.
- Fix prices on the bunches and processed product.
- Keep financial records including income and expenses.
The findings are in agreement with the opinion of Njoku and Nweke (1985)
who pointed out that since plantain production has grown beyond backyard
production, excess products from the farm must be disposed to earn income.
Also, Adegeye and Dithoh (1985) in agreement with Njoku et al (1985),
pointed out that marketing is an indicator of consumer preference through
prices they are prepared to pay. The authors then listed some marketing
services that must be carried out for goods to be sold as follows.
- Advertisement of the products, grading, carrying out market survey, price
fixing on products, transportation of products for sale, record financial
transactions and reconcile sales and expenses to identify profit or loss.
The opinions and comments of these experts are in agreement with the
opinions of the respondents that work-skills in processing and marketing of
plantain products are needed by secondary school graduates in plantain
production.
Hypothesis
The study revealed that there was no significant difference between the
mean responses of Agricultural Science Teachers and Extension Agents on
work-skill needs of secondary school graduates in site selection and land
90
preparation for plantain production. The findings from the study on work-skill
in planting of plantain showed that there was no significant difference between
the mean responses of the two groups of respondents (Agricultural Science
Teachers and Extension Agents) on the work-skill needs of secondary school
graduates in planting of plantain.
It was found out from the study on work-skills in field management of
plantain that there was no significant difference between the mean responses of
Agricultural Science Teachers and Extension Agents on the work-skill needs of
secondary school graduates in field management of plantain.
The findings from the study on work-skills in processing and marketing
of plantain products showed that there was no significant difference between
the mean responses of Agricultural Science Teachers and Extension Agents on
work-skills needs of secondary school graduates in processing and marketing of
plantain products.
The results of the hypotheses above showed that the two groups of
respondents were unanimous in their responses to the items relating to workskill needs of secondary school graduates in plantain production because they
are involved in training to acquire skills.
91
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presented the summary of the statement of problem,
purpose of study, procedure used and the major findings of the study. The
conclusion, implication of the study, limitations of the study, recommendation
and suggestions for further study were also presented.
Restatement of the Problem
In Anambra State, plantain is one of the staple foods. It is enjoyed by
many at meal time, but its production are in the hands of aged holder farmers
who still engage in traditional method of farming in plantain production at their
back yard gardens, which lead to low yield. In addition to low yield, the
demand for plantain is increasing. The peasant farmers could not guarantee
adequate supply of plantain because of their less productive methods of
farming and their interest in producing other crops such as cocoyam, maize,
cassava and so on.
The government of Anambra State may want to improve her fund
generation from plantain which is favoured as a raw material in bakery industry
following the ban placed on wheat importation by Federal Government of
Nigeria. But in the state, the production is low to meet with the demand. It is
difficult for government to convince the rural farmers to embrace the
government proposal of sole cropping of plantain at the expense of their either
favoured crops.
On a yearly basis, there are many secondary school graduates who could
not secure admission into higher institution or get employed in any skill
occupation. This group of youths usually roam about in the street without any
employment, thus constituting security risk individuals and wasteful to the
91
92
economy of the state. These youths could be trained in skill acquisition centers
meant for training these idle and unskilled youths in certain occupations. But
the skill acquisition centers do not have programme for training youths for jobs
in plantain production.
Therefore, the situation of lack of employment for secondary school
graduates, the absence of skills for plantain production in the state skill
acquisition centres and the increasing demand for plantain, called the need for
this study.
Purpose of the Study
Specifically, the study sought to
1. Identify work-skill needs of secondary school graduates in site selection
and land preparation for plantain production
2. Determine work-skill needs of secondary school graduates in planting
plantain.
3. Determine the work-skill needs of secondary school graduates in field
management of plantain.
4. Identify the work-skill needs of secondary school graduates in harvesting
plantain.
5. Find out the work-skill needs of secondary school graduates in
processing and marketing of plantain products.
Description of procedure Used
The study was carried out using descriptive survey research design. Five
research questions and five null hypotheses based on the specific objectives of
the study wee formulated to guide the study. The hypotheses were tested at
0.05 level of significant. The study was carried out in all the six education zone
in Anambra State.
93
The population of the study was 170. This was made up of 138 graduate
teachers of Agricultural Science and 32 Extension Agents in the State.
A structured questionnaire consisting of 60 items was used to elicit
information and develop data for the study. Two lecturers in Agricultural
Education unit of the Department of Vocational Teacher Education and one
lecturer from crop Science Department all from university of Nigeria Nsukka,
validated the instrument. It was administered through personal contacts using
six research assistants. The data generated were analyzed using mean, standard
deviation and t-test as statistical tools.
Major findings of the Study
The analysis of data in the study revealed that secondary school
graduates in Anambra State needed skills in the following areas of plantain
production.
1. Site selection and land preparation for planting production.
2. planting of plantain
3. field management of plantain
4. harvesting of plantain
5. Processing of plantain fruits and marketing of plant inn products.
i.
Processing of plantain fruit into flour.
ii.
Processing of plantain fruit into chips
iii.
Processing of ripped plantain fruit into fried planting (―dodo‖)
iv.
Marketing of plantain products.
It was also found out that there was no significant differences between the
mean responses of the two groups of respondents (Agricultural Science
Teachers and Extension Agents) on work-skill needs of secondary school
graduates in plantain production in each of the major areas of its production
in Anambra State.
94
Conclusion
Anambra State government needed more hands in commercial
production of plantain, which is a money spinning crop in the state. There
are many idle and unskilled secondary school graduates who could be
trained in skills needed for employment in plantain production.
The study identified those skills lacking in skill acquisition centers of
Anambra state for training of secondary school graduates to be self
employed in plantain in production The study had therefore, made the
following contributions to knowledge and skills needed for plantain
production.
1. It has provided information to the secondary school graduates on skills
they need for gainful employment in plantain production.
2. It had provided information to skill acquisition centres’ administrators
which they could develop into programmes for equipping secondary
school graduates with needed skills in plantain production.
3. It had also provided information on curriculum planners which they
could include into the agricultural science syllabus for effective teaching
of skills in plantain production.
Implication of the Study
The findings of the study has some implications for the training of
secondary school graduates in plantain production in the following ways.
1. If the government of Anambra State integrates the identified skills into
the state’s
skill acquisition centres for training secondary school
graduates, it might help to equip the secondary school graduates with
entry-level skills in plantain production for self employment which could
reduce the problem of unemployment in Anambra State.
95
2. If information on skills for entering into plantain production are made
known to the idle secondary school graduates, it may make them engage
in commercial production of plantain which will further enhance the
exportation of plantain products to other states and boost the economy of
the State.
Limitation of the Study
The study did not cover the following areas in plantain production.
1. It did not identify facilities required for implementing skills in plantain
production in Anambra State.
2. It did not identify skills for improving the abilities of trainers in the
state’s skill acquisition centres for plantain production in Anambra State.
Recommendations
The following recommendations were made for implementation based
on the findings of the study.
1. The identified work-skills should be incorporated into the curriculum
which should be integrated into skills acquisition centres by government
where it could be used for training unemployed youths in plantain
production.
2. The findings of this study should be made available to unemployed
youths by the government through the media. This could create
awareness for the secondary school graduates to enroll in skill
acquisition centres for training in skills for plantain production for
employment.
3. The government of Anambra state should sponsor re-training
programmes on plantain production work-skills to enable administrators
96
of skill acquisition centres acquire skill-oriented techniques which will
help them to teach the skills.
Suggestions for further Study
The following areas are recommended for further research.
1. Professional improvement skills required by plantain farmers for
profitable plantain production in Anmbra state.
2. Identification of skills for improving the abilities of trainers in the state’s
skill acquisition centres in plantain production enterprise.
97
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102
Department of Vocational
Teacher Education (Agric Edu.)
University of Nigeria,
Nsukka.
Dear Sir/Madam
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
I am a postgraduate student in the above department and university
currently undertaking a research project aimed at identifying work-skills
needed by secondary school graduates in plantain production in Anambra State.
The attached is a draft copy of the questionnaire for the study.
I sincerely request you sir, to please help validate the questionnaire items
for the study your comments will help to improve the final instruments.
Thanks for your co-operation
Yours faithfully,
Okongwu, Philomena. O.
PG/M.Ed/06/40734
103
QUESTIONNAIRE
UNIVERSITY OF NIGERIA, NSUKKA DEPARTMENT OF
VOCATIONAL TEACHER EDUCATION (AGRICULTURE)
PROJECT TOPIC:
PART ONE:
WORK SKILLS NEEDED BY SECONDARY SCHOOL
GRADUATE IN PLANTAIN PRODUCTION IN
ANAMBRA STATE OF NIGERIA.
BACKGROUND INFORMATION
Please provide the information as required below by ticking ( √ )in the
appropriate box.
1. Name of your school or establishment -----------------------2. your highest academic qualification
a. NCE
(
)
b. ND/HND
(
)
c.
DEGREE: BSC (
)
DESTINATION
a. Agric Teacher
(
b. Extension Agent
(
M.Sc (
)
Ph.D (
)
)
)
SEX
a. Male
b. Female
(
(
)
)
PART TWO
INSTRUCTION: Please tick ( ) in the column which expresses your opinion
regarding the level at which a skill item is needed by secondary School
graduates in plantain production.
Highly Needed (HN) -----------------------------4
Averagely Needed (AN) -------------------------3
Slightly Needed (SN) -----------------------------2
Not Needed (NN) ----------------------------------1
104
SECTION A
SKILLS NEEDED IN SITE SELECTION AND LAND PREPARETION
FOR PLANTAIN PRODUCTION.
Please tick ( ) to indicate skills needed in selection and land
preparation for plantain.
HN
4
1.
Choose a site that is flat with dense vegetation cover.
2
Choose area with rainfall throughout the year or for
greater part of the year.
3
Clear the land using cutlass or plough
4.
Gather all vegetation remnants and trash for compost
making.
5.
Mark out the land for digging holes of 30cm x 30cm x
30cm for planting of suckers.
6.
Apply organic manure inside the hole to stay one month
before planting the sucker.
7.
Place a ―stick marker‖ in the middle of every hole to
locate where the sucker will be planted.
AN
3
SN
2
SECTION B
SKILLS NEEDED IN PLANTAIN
Please Tick to Indicate Skills Needed in Planting Plantain
HN AN
4
3
8.
Collect suckers from existing plantain plot with a hoe and
a sucker sucker digger or spade
9.
Make a slanting cut with a sharp cutlass on the sucker to
remove the top part to avoid collecting water.
10. Remove all the roots with a knife or cutlass
SN NN
2
1
NN
1
105
HN AN
4
3
SN NN
2
1
SKILLS NEEDED IN FILED MANAGEMENT OF PLANTAIN
Please tick (√) to indicate skills needed in field management of plantain.
HN AN
4
3
17 Mulch the base of the planted sucker with plantain stem, dry
leaves and grasses
SN NN
2
1
11. Check and ensure that the sucker corm does not have
black holes of plantain weevil
12. Treat sucker with black holes of weevil with insecticide
and nematicide (furadan)
13. Spray sucker with Dithane M-54 for leaf spot disease
14. Remove the stick marker in the middle of the hole and
insert the sucker
15. Return the soil that was previously dug up with hoe, to
cover the base of the sucker.
16. Press down the soil firmly around the planted sucker
SECTION C
18
Apply first doze of fertilizer 4 weeks after planting (for
subsequent suckers)
19
Weed plantain plot at the early stage of growth
20
Prune the growing suckers where the shoot is move than
one or two
21
Apply pre-emergence herbicide such as TCA used with
diuron or alterzine for effective weed control
22
Prune old dead leaves at the base of plantain
23
Apply second dose of fertilizer (for subsequent suckers)
24
Spray the growing
insecticide
plantain plant with a systemic
106
HN AN
4
3
25
As alterative to fertilizer, compost manure or farm yard
manure can be used
26
Support bearing plant with strong bamboo stakes of 1.5m2.5m tall
27
Spray appropriate fungicides to control black sigatoka
disease.
SN NN
2
1
SECTION D
SKILLS NEEDED IN HARVESSTING OF PLANTAIN FRUIT
Please tick (√) to indicate skills needed in harvesting
HN AN
4
3
28 Check for maturity when the fruit becomes less angular and
more rounded in shape with tinge of yellow colouration at the
tip of the tip of the finger.
Harvest plantain 9-12 months after planting but ensure
29 maturity
30 Collect the harvested fruits together
31 Load the bunches carefully in open truck to avoid bruises, cut
or break of the finger.
SN
2
NN
1
107
SECTION E
SKILLS NEEDED IN RPOCESSING AND MARKETING OF
PLANTAIN
Please tick (√) to indicate skills needed in processing and marketing of
plantain fruit
A SKILLS NEEDED IN PROCESSING PLANTAIN FRUIT INTO
FLOUR
HN AN SN NN
4
3
2
1
32 Soak green plantain in hot water for 10-15 minutes to
soften the skin.
33 Peel the green plantain with sharp knife
34 Store the peeled pulp temporally in tank or basin filled
wither water
35 Drain the pulp from water and slice with knife or
slicing machine.
36 Dry the sliced chips under the sun or with electric
dryer
37 Mill the dry chips into flour
38 Sieve the milled plantain flour
39 Package the sieved flour in polythene bags
40 Seal the polythene bags of plantain flour and store in
dry hygienic condition.
B PROCESSING OF PLANTAIN FRUIT INTO PLANTAIN CHIPS
HN
4
41 Wash green plantain fruit with water
42 Peel the green plantain with knife
43 Slice the peeled pulp with knife or slicing machine
44 Deep fry the sliced pulp in hot oil in batches
AN SN NN
3
2
1
108
HN
4
AN SN NN
3
2
1
45
Remove the fried chips from the oil when it is golden
brown colour.
46 Add salt to the fried chips and allow to cool
47 Package the cooled salted chips in celephone packs
48 Seal the celephone packs with stapler
C PROCESSING OF RIPPED PLANTAIN FRUIT INTO FRIED
PLANTAIN „DODO”
HN AN SN NN
4
3
2
1
49 Wash ripped plantain fruit with water
50 Peel the washed riped fruit.
51 Slice the pulp to 1mm tickness with sharp knife into a
bowl.
52 Add salt to the sliced pulp and toast up and down for a
mix.
53 Deep fried pulp in hot oil to golden brown colour.
54 Drain the fried plantain in a perforated bowl
SKILLS NEEDED IN MARKETING OF PLANTAIN PRODUCTS
HN AN SN NN
4
3
2
1
55 Advertise plantain products for sale
56 Grade or sort plantain bunches into groups of uniform
sizes and qualities
57 Carry out market survey to identify prices of different
bunch sizes and processed products
58 Open inventory record book for the products
59 Fix appropriate prices on the bunches and processed
products.
60 Keep the financial records including income and
expenses