UGBEM, EMMANUEL AGIOPU PG/M.Ed/08/49004
COMPETENCY-IMPROVEMENT NEEDS OF SECONDARY SCHOOL GRADUATES FOR EMPLOYMENT IN
PLANTAIN PRODUCTION ENTERPRISE IN CROSS RIVER STATE, NIGERIA
Faculty of Education
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION (AGRICULTURAL EDUCATION)
Nwamarah Uche
Digitally Signed by: Content manager’s Name
DN : CN = Weabmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
ii
COMPETENCY-IMPROVEMENT NEEDS OF SECONDARY SCHOOL GRADUATES FOR EMPLOYMENT IN
PLANTAIN PRODUCTION ENTERPRISE IN CROSS RIVER STATE, NIGERIA
BY
UGBEM, EMMANUEL AGIOPU PG/M.Ed/08/49004
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION (AGRICULTURAL EDUCATION)
UNIVERSITY OF NIGERIA NSUKKA
JULY, 2013
i
TITLE PAGE
COMPETENCY-IMPROVEMENT NEEDS OF SECONDARY SCHOOL GRADUATES FOR EMPLOYMENT IN PLANTAIN PRODUCTION
ENTERPRISE IN CROSS RIVER STATE, NIGERIA
BY
UGBEM, EMMANUEL AGIOPU. PG/M.ED/08/49004
A THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL TEACHER EDUCATION, (AGRICULTURAL EDUCATION)
UNIVERSITY OF NIGERIA NSUKKA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER OF EDUCATION DEGREE (M.ED) IN AGRICULTURAL EDUCATION
JULY, 2013
ii
APPROVAL PAGE
This project has been approved for the Department of Vocational Teacher
Education, University of Nigeria, Nsukka.
BY
…………………………………………. …………………………………………. Prof. S. O. Olaitan Prof. C. A. Obi Supervisor Head of Department …………………………………………. ………………………………………….
Internal Examiner External Examiner
…………………………………………. Prof. I. C. S. IFELUNNI Dean, Faculty of Education
iii
CERTIFICATION
Ugbem, Emmanuel Agiopu a postgraduate student in the Department of
Vocational Teacher Education (Agricultural Education) with registration number
PG/M.Ed/08/49004 has satisfactorily completed the requirements for the course and
research work for the master of Education degree in Agricultural Education.
The work embodied in this project is original and has not been submitted in
part or full for any other undergraduate or postgraduate of this or any other
institution.
…………………………………………… .……..……………..………………… Prof. S. O. Olaitan Emmanuel. A.Ugbem (Supervisor) (Student)
iv
DEDICATION
This research project is dedicated to my beloved wife Mrs. Ugbem, Augustina
Andorshiye.
v
ACKNOWLEDGEMENT
The researcher expressed his sincere appreciations to his supervisor Professor
S. O Olaitan for his encouragement, contribution and supervision throughout the
course of this research work. Equally appreciated are: Doctors R. O. Mama, J. A.
Ukonze, B. I. Ellah, F.I. Eze, I. Okeme for their support toward logical conclusion of
this work.
The researcher is grateful to Mr. S. I. Ikpi, P.B Awup, Mrs. B. Idam, J.M
Aruku, J. Agege, I.Oguzor, F. Adado, F. Ekara, V.C. Asogwa, O. Onipede, O.I Lawal,
D. Otu, and I. Akwaji for their moral support.
The researcher acknowledged the support of his wife Mrs. Ugbem, Augustina
Andorshiye for her perseverance, steadfastness, moral and financial support. Equally
acknowledged are Mr. Edwin Ugbem, Mrs. Juliana Ogar, Benjamin Ugbem, Beshel
Ugbem, Rose Ugbem Oscar for their encouragement and support. Above all much
gratitude and thanks to God Almighty for seeing me through this research work.
vi
TABLE OF CONTENTS
Title Page - - - - - - - - - - i
Approval Page - - - - - - - - - ii
Certification - - - - - - - - - - iii
Dedication - - - - - - - - - - iv
Acknowledgements - - - - - - - - - v
Table of Contents - - - - - - - - - vi
List of Tables - - - - - - - - - ix
List of Figure - - - - - - - - - xi
Abstract - - - - - - - - - - xii
CHAPTER ONE: INTRODUCTION - - - - - - 1
Background of the Study - - - - - - - - 1
Statement of the Problem - - - - - - - - 8
Purpose of the Study - - - - - - - - 11
Significance of the Study - - - - - - - - 12
Research Questions - - - - - - - - - 13
Research Hypotheses - - - - - - - - 13
Scope of the Study - - - - - - - - - 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE - - - 15
Conceptual Framework of the Study - - - - - - 15
� Competency Base Approach - - - - - - 19
� Job Analysis - - - - - - - - - 22
� Task Analysis - - - - - - - - - 25
� Modular Approach - - - - - - - - 28
� Occupational Area Approach - - - - - - 31
Theoretical Framework - - - - - - - - 34
� Occupational Theory - - - - - - - 34
� Production Theory - - - - - - - - 36
vii
Literature Review on:
� Plantain Nursery Enterprise - - - - - - 40
� Plantain Plantation Management Enterprise - - - - 52
� Plantain Processing and Marketing Enterprise - - - - 73
Review of Related Empirical Studies - - - - - - 83
Summary of Literature Reviewed - - - - - - - 88
CHAPTER THREE: METHODOLOGY - - - - - - 90
Design of the Study - - - - - - - - - 90
Area of the study - - - - - - - - 90
Population of the Study - - - - - - - - 91
Sample and Sampling Technique - - - - - - - 91
Instrument for Data Collection - - - - - - - 92
Validation of the Instrument - - - - - - - 93
Reliability of the Instrument - - - - - - - 93
Methods of Data Collection - - - - - - - - 93
Methods of Data Analysis - - - - - - - - 94
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA - - 96
Research Question 1 - - - - - - - - 96
Research Question 2 - - - - - - - - 98
Research Question 3 - - - - - - - - 104
Research Question 4 - - - - - - - - 113
Hypothesis 1 - - - - - - - - - - 121
Hypothesis 2 - - - - - - - - - - 123
Hypothesis 3 - - - - - - - - - - 126
Major Findings of the Study - - - - - - - 128
Major Findings of the Hypotheses - - - - - - - 154
Discussion of the Findings - - - - - - - - 155
Discussion of the Hypotheses - - - - - - - 164
viii
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS - - - - - - - 167
Restatement of the Problem - - - - - - - 167
Purpose of the Study - - - - - - - - 168
Summary of the Procedure Used - - - - - - - 168
Major Findings - - - - - - - - - 169
Conclusion - - - - - - - - - - 171
Implication of the Findings - - - - - - - 172
Limitations - - - - - - - - - - 173
Recommendations - - - - - - - - - 174
Suggestion for Further Study - - - - - - - 175
References - - - - - - - - - - 176
Appendices - - - - - - - - - - 191
I. Distribution of Population of Secondary School Graduates - - 191
II. Distribution of Population of Teachers of Agricultural Science - - 192
III. Distribution of Population of Registered Plantain Farmers - - 193
IV. Formula for Cronbach Alpha Reliability Method - - - - 194
V. Results of the Reliability Test - - - - - - 195
VI. Letter of Request for Validation of Research Instrument - - 196
VII. Letter of Request for Respond to Questionnaire Items - - - 197
VIII. Questionnaire in Plantain Nursery Enterprise - - - - 198
IX. Questionnaire in Plantain Plantation Management Enterprise - - 202
X. Questionnaire in Plantain Processing and Marketing Enterprise - 208
XI. Results of Data Analyzed - - - - - - - 228
XII. Evidences of the Validation of Research Instrument - - - 273
ix
LIST OF TABLES
I. The Mean Ratings of the Responses of Teachers of Agricultural Science,
Plantain Farmers and Secondary School Graduates on Competencies Required
by Secondary School Graduates in Plantain Nursery, Plantain Management
and Processing and Marketing Enterprises - - - - 97
II. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
on Competency in Plantain Nursery Enterprise in Cross River State - 99
III. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
on Competency in Nursery Enterprise in Cross River State - - 100
IV. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
on Competency in Marketing of Nursery in Nursery Enterprise in Cross River
State - - - - - - - - - - - - - - - - - - - - - - - - - 102
V. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
in Planning for Plantain Plantation Management Enterprise in
Cross Rivers State - - - - - - - - 104
VI. Need Gap Analysis of the Mean Ratios of Secondary School Graduate
on Competency in Plantain Plantation Establishment, Planting and
Plantain Thinning Operations - - - - - - 106
VII. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
on Competency Items in Mulching, Fertilizer, Irrigation, and Weed
Control - - - - - - - - - 108
VIII. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
in Propping, Harvesting and Marketing - - - - - 110
IX. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
on Competencies in Plantain Plantation Processing Enterprise in
Cross River State. - - - - - - - - 113
X. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
on Competencies in Processing of Plantain into Chips and into Flour 115
XI. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
on Competency Items in Processing of Plantain into Pudding and
Dodo (ikire) Enterprise - - - - - - - 117
x
XII. Need Gap Analysis of the Mean Ratings of Secondary School Graduates
on Competencies in Processing of Plantain into Wine and Marketing of
Processed Plantain Products - - - - - - 119
XIII. Analysis of Variance (ANOVA) of the Mean Ratings of Teachers of
Agricultural Science, Plantain Nursery Farmers, and Secondary School
Graduates on Competencies in Plantain Nursery Enterprise in
Cross River State - - - - - - - - 122
XIV. Analysis of Variance (ANOVA) of the Mean Ratings of Teachers of
Agricultural Science, Plantain Plantation Management Farmers and
Secondary School Graduates on Competencies in Plantain Plantation
Management Enterprises - - - - - - - 124
XV. Analysis of Variance (ANOVA) of the Mean Ratings of Teachers of
Agricultural Science, Plantain Processors and Marketers and Secondary
School Graduates on Competencies Needed by Secondary School
Graduates for Employment in Plantain Processing Enterprises - - 126
xi
LIST OF FIGURE
Fig. 1: Schema of Plantain Production Enterprise - - - 18
xii
ABSTRACT
This study focused on the identification of competency improvement needs of secondary school graduates for employment in plantain production enterprise in Cross River State. Four research questions guided the study while three hypotheses were formulated and tested at probability of 0.05 level of significance. The study adopted survey research design. The study was carried out in Cross River State, made up of three educational zones of Ogoja, Ikom and Calabar. The population of study was 619 made up of 159 Teachers of Agricultural Science, 365 Secondary School Graduates and 95 Registered Plantain Farmers. There was no sampling since the population was manageable. The entire population constituted the sample. Three sets of questionnaire item were used to obtain data from respondents in the three enterprises in plantain production. Three experts validated the questionnaire items, two lecturers from the Department of Vocational Teacher Education University of Nigeria, Nsukka and one lecturer from the Department of Vocational Education Federal College of Education Obudu. The questionnaire items were tested for reliability using Cronbach’s alpha method which yielded coefficients of 0.90, 0.85 and 0.87 for the three enterprises respectively. Six Research Assistants helped in administering 619 copies of the questionnaire to the respondents. They were all retrieved and analyzed using weighted mean and improvement needed index (INI) to answer research questions and analysis of variance (ANOVA) to test the hypothesis of no significant difference. It was found that 209 competencies were required by Secondary School Graduates in the three plantain enterprises. 48 competencies were required by secondary school graduates for improvement in nursery enterprise, 85 competencies in plantain plantation management enterprise, and 76 competencies in plantain processing and marketing enterprises. The hypothesis tested revealed that there was no significant difference in the mean ratings of Teachers of Agricultural Science, Plantain Nursery Farmers and Secondary School Graduates on 43 out of 48 competency items while there was a significant difference in 5 out of 48 competency items in plantain nursery. In plantation management there was no significant difference in 79 out 85 competency items, while there was a significant difference in 6 out 85 competency items. In processing and marketing there was no significant difference in 65 out 76 competency items while there was a significant difference in 11 out 76 competency item. Based on the findings, it was recommended that Cross River State Government should direct skill acquisition centres to integrate the identified competencies in plantain production into their training programs and use it to retrain Secondary School Graduates and other interested individuals in plantain production enterprise.
1
CHAPTER ONE
INTRODUCTION
Background of the Study
Plantain (Musa Paradisiaca) is an important staple food grown in many
communities in Cross River State. In the report of Food and Agricultural Organization
FAO (2004) plantain is a starchy food that is consumed by over 70 million people in
different parts of Nigeria in different form. The report maintained that plantain is
considered a delicacy in most States of Nigeria including Cross River State and is
accepted and enjoyed by many at meal time by both children and adult.
According to Blomme and Ortiz (2000) plantain is a herbaceous plant of the
genus Musa belonging to the order of the zingiberales and family of musaceae and
specie of paradisiacal. The authors described that plantain plant is a large perennial
herbs with an underground stem called a corm, which is the true stem of plantain
plant. The corm produces aerial shoots which arises from the lateral buds that
develop into eyes and later suckers. The authors further stated that the continuous
vegetative growth of suckers perpetuates the corm’s life and hence the perennial
status of plantain plant. In the view of shamrock, Horry and Frison (2001) plantain
plant forms average of 40 leaves (within 8 to 18 months) and the terminal bud
develops into inflorescent which carries both female and male spike flowers arranged
in group. The female inflorescence develops into fingers that constitute the bunch of
plantain.
2
In this study, plantain is a herbaceous perennial plant that produces edible
fingers in a form of bunch cultivated in Cross River State for food and fibre for the
people of the state and beyond within the period of eighteen (18) months.. Plantain
is important in many ways. In the view of Simond (1987) plantain foods is not only
most economic source of dietary energy but also a source of vitamins and minerals
particularly iron, potassium, calcium, vitamin A, ascorbic acid etc. Robinson (1996)
reported that plantain has a lot of medical value, as it has been useful in the
treatment of diarrhea, ulcer, throat infection, asthma, and low libido in men and as a
diet for diabetic patient.
In the view of Frison and Shamrock (1999) plantain contributes significantly to
income security of the people who engaged in its production. Plantain production
provides employment opportunities to youth and unemployed adult, through diverse
means among those in rural and urban areas. As a result of the above importance,
plantain production could serve as a means of livelihood.
Anyanwuocha (2006) defined production as the creation of wealth in the form
of goods and the provision of services which are capable of satisfying human wants.
The author stated that production refers to any activity involving human effort
leading to the satisfaction of human wants. In the view of Hanson (1996)
production refers to the transformation of an item or product into another. It is the
art of manufacturing goods in the amounts and at the time that the consumer wants
them while attempting to build up his profits. In the context of this study, production
refers to the process by which a Secondary School Graduate creates wealth in
3
plantain production enterprise for a sustainable livelihood, through the application of
human effort in managing resources effectively.
An enterprise in the opinion of Christenson in Ibrahim (2007) is an
organization with partly over lapping objective working together with the rules and
regulations guiding them for some period of time in order to achieve stated
objectives. According to Enome (2003), enterprise is any farm activity (or identifiable
sector of the farm business) for which there are specific returns. Thoreau (2005)
stated that an enterprise is a systematic activity especially when directed toward
profit making in a business. The author further explained that it is the willingness of
a person to undertake new ventures, initiative through the buying and selling and
spending his live in order to make a living. In the context of this study, enterprise is
a business outfit that involves new ventures and initiative activities systematically
carried out in plantain production, which requires certain competencies for success.
Competency in the view of Cooper and Graham (2001) refers to knowledge
skills and attitude needed for performing a task. The authors explained that
competency serves as a motivated pattern of knowledge, skills and abilities deployed
to undertake a valued job. International Labour Organization Report (ILO) in Dimelu
(2010) stated that competency is the knowledge, skill and behaviour which someone
exhibits in doing his job which are factors in achieving the result pertinent to the
teaching strategies. Olaitan (2003) stated that competency involves the acquisition of
knowledge, skills and attitude by an individual to perform successfully at a specified
proficiency level in a given task. In this study, competency refers to the acquisition of
knowledge, skill, and attitude by Secondary School Graduates in plantain production
for success in the enterprise. This implies that competency is a measure of potentials
4
that reflect what a secondary school graduate can do in plantain production activities
like pre planting operation which include: site selection, clearing land preparation,
planting operation and post planting operation that include fertilizer application,
mulching, thinning, disease control, harvesting, storage, processing and marketing of
plantain. The skills acquired by Secondary Schools Graduates in the operation of
plantain production should earn them employment in the enterprise.
Employment in the report of the International Labour Organization ILO (2002)
is defined as the act of providing opportunities for women and men to obtain decent
and productive work in conditions of freedom, equity, security and human dignity in
order to earn a living. In the ILO Report (2003), obtaining a decent and productive
work applies to all workers, not just workers in the organized sector or wage
engagement but also to home workers and self engaged people in the society. In
this study employment is the act of engaging Secondary School Graduates either
through self or paid employment in plantain production for the purpose of earning a
living that is sustainable. Graduate as defined by Hornby (2005) refers to a person
who has completed a course of study at any level of education.
Secondary School Graduates in the view of Elizabeth (2008) are individuals
that have completed their Secondary School Education and have been declared
passed in required subjects. Okafor, Okere and Oketoobo (2010) stated that
Secondary School Graduates are individuals who have passed through the two levels
of Secondary Education with some basic skills in certain areas of human endeavours.
In the context of this study, Secondary School Graduates are youths that have
completed a three years Senior Secondary School Education in arts or sciences with
5
rudimentary competency in plantain production but are neither employed in any job
for a sustainable living nor are admitted into a tertiary institution for higher studies.
In respect to this study, Secondary School Graduates have a fair knowledge in
Agricultural Science but are not gainfully employed. In other words they are jobless.
These graduates have rudimentary knowledge in plantain production in the
Secondary School level before graduating but refused to implement this knowledge
acquired rather they migrate to urban centres in search of other unrelated white
color jobs, they are used as political assistant and pose as society nuisances.
In Cross River State, plantain is a delicacy, yet it has not reach the enterprise
level due to lack of manpower into its production. Therefore the State Government
intended to create job for the idle Secondary School Graduates in plantain enterprise
and directed that schools should make the study of plantain compulsory in
Agricultural Science curriculum in the State. This is in line with the provision of the
National Curriculum for Senior Secondary Schools in Ibrahim (2007) which stated
that any student offering Agricultural Science should study how to grow two crops
relevant to his environment. Therefore plantain production is a favoured crop and
relevant to the environment of many communities in Cross River State as a result of
the type of weather, rainfall and soil requirement. Olaitan and Mama(2001) stated
that many students record success in external examination in Agricultural Science by
studying the subject theoretically but without the technical know-how.
Secondary School Graduate possesses rudimentary knowledge in plantain
production but it is not enough to go into plantain enterprise such as becoming a
plantain nursery farmer, plantain plantation manager, plantain processor/marketer. A
6
plantain nursery farmer in the context of this study refers to an individual that
specializes in the propagation of plantain suckers, nurturing them in other to
maximize profit. When the nurseries are matured, they are planted in the field,
where they are to be managed and maintained by a plantation manager. In the
context of this study, plantation manager refers to an individual that posses skill in
coordinating, directing and harmonizing human and material resources in a
plantation through a set of management functions in order to accomplish a set goal
of harvesting healthy bunches. These healthy bunches are processed by a processor.
In the view of Dazie and Orchard (1997), a processor is one who transforms
harvested crops into different food edible by man. In this study plantain processor
refers to someone who transforms harvested plantain into different edible products
by man and animals and markets them to make profit. Secondary School Graduates
do not posses such competency therefore they needed improvement for employment
opportunities in plantain production enterprises.
Improvement in the view of Zae, Cale, Aaron, Tom (2006) is the act of
introducing new ideas or innovation into a body for resultant change in behaviour
and attitude. Olaitan, Alaribe and Ellah (2010) viewed improvement as the process of
helping instructors in School of Agriculture in the area of study to acquire a high
proficiency level, knowledge, skills and attitudes. In this study improvement refers to
the process of helping Secondary School Graduates acquire knowledge, skill and right
attitude needed for high proficiency level in plantain production. Needs in the view of
Hornby (2001) are usually things required by an individual in order to live in a
comfortable way or achieve what he or she wants. Odunkwe in Onuka (2003)
7
explained that in the needs theory of McClelland, needs are learned through coping
relevant behaviour, which tends to recur more often.
Therefore in the context of this study, improvement needs refers to the
process of introducing profitable skills into Secondary School Graduates in order to
enhance their already known knowledge in plantain production so as to gain
employment for a sustainable life. In this study the researcher observed that
Secondary School Graduates do not engage themselves in plantain production on
their own rather they prefer to be political assistants, roam about the streets and
constituting nuisance to the society. In order to identify the improvement needs of
Secondary School Graduates in plantain production, the level of skill, they possessed
must be known through assessment.
Assessment in the view of Angelo and Cross (1993) is the process of gathering
and discussing information from multiple and diverse sources in order to develop
deep understanding of what students know, understand and can do with their
knowledge as a result of their experiences. Palomba and Banta (1999) stated that
assessment is a systematic collection of review and use of information about
programmes undertaken for the purpose of improving learning and development. In
this study, assessment refers to the process of gathering information in order to
determine the worth and performance of Secondary School Graduates in plantain
production.
Performance as define by Quick in Olaitan, Lawal and Onipede (2010) is the
process of carrying out a piece of work. Hornby (2005) stated that performance
refers to how well or badly an individual carries out an activity. Performance in this
8
study refers to how well the Secondary School Graduate carries out the activities
involved in plantain production enterprise.
The activities involved in plantain production are taught theoretically by
Teachers of Agriculture in Secondary Schools. Ifeanyi Eze and Ukonze (2007) stated
that Secondary School Teachers do not teach basic competency in Secondary School
Agriculture. They concentrate their teachings more on theory as the curriculum does
not make provision for it. What the Secondary School Graduate possess after school
about plantain is only introductory aspect like origin of plantain, types, soil
requirement and uses. For success in plantain production, Secondary School
Graduates are expected to posseses all skills needed in plantain production such as
skills in nursery, plantation management, plantain processing and marketing. These
differences bridge the gaps that exist in this study. Therefore, there is need to
identified required improvement needs by Secondary School Graduates for improving
their performance in plantain production to be introduced and taught in schools and
also be integrated into skill acquisition centre in Cross River State.
Statement of the Problem
In Cross River State, plantain is produced by farmers who are mostly peasant
in nature. Majority of the farmers produced the crop through intercrop. This method
of production of the crop results to low yield because when the main crop is
harvested, the plantain which is an intercrop is abandoned in the bush at the mercy
of wild animals and wild fire resulting from bush burning. This action further reduces
the yield of the crop. Despite its delicacy, medicinal function and steady flow of
9
income, plantain production in the State is still low due to lack of man power; yet
many unemployed Secondary Schools Graduates roam the streets looking for white
color jobs. When they failed to secure jobs, they resulted into unacceptable
behaviours and activities for survival. These activities include prostituting, drug
addiction, stealing and to some extent kidnapping. These unemployed Secondary
School Graduates could be helped to live a more meaningful and acceptable life
through skill development in plantain production enterprises and help to increase the
low level of plantain production by farmers.
Cross River State Government is interested in the expansion of plantain
production to meet human needs and create employment opportunities for idle
youths, therefore makes concerted efforts to help farmers to improve their holdings
by making resources available and providing Extension Services to the farmers
through the Agricultural Development Programmes (ADP) in the State. The
Government also extended to farmers micro finance facilities to increase their capital
investment in agricultural production but most of the farmers favoured investing
more in crops like yam, rice, oil palm, cassava and groundnut which to the farmers
require more independent effort at the expense of plantain that are grown as
intercrop like melon. Farmers do not view plantain production as a sole crop
plantation enterprise like cassava, groundnut, oil palm and rice.
The investment practices of these farmers appeared not to favour large scale
plantain production. Therefore, a search for alternative to improve plantain
production in the State becomes necessary hence the Government considered
involving Secondary School Graduates that flock the streets of cities and towns idling
10
about doing nothing in order to create job opportunities. The Government then
directed Skill Acquisition Centres to accommodate the training of interested
Secondary School Graduates in plantain production enterprise since they had acquire
some rudimentary knowledge in crop production including plantain while in
Secondary Schools.
A visit by the researcher to some of the Skill Acquisition Centres in the
plantain production areas of the State such as Ikom, Akamkpa, Biase, Obudu and
Boki Local Government Areas revealed that the Centres had no training programmes
in plantain production that would help retrain Secondary School Graduates in the
step by step skills in plantain production. Therefore the researcher became interested
to identify the competencies in plantain production enterprise that could be used in
Skill Acquisition Centres to improve the competencies of Secondary School Graduates
and other interested individuals in plantain production enterprises for employment.
The researcher is interested in identifying the skills required in each plantain
enterprise and also to determine the retraining needs of unemployed Secondary
School Graduates who are interested in any of the plantain production enterprises.
This led the researcher to identify through a pilot study unemployed
Secondary School Graduates with rudimentary knowledge in plantain production who
are interested in each of the plantain production enterprises. The pilot study covered
areas that are noted for plantain production in Cross River state. Some of these
areas are Ikom, Akamkpa, Biase, Obudu, Ogoja and Boki Local Government Areas. A
paid radio announcement through the State Radio Corperation was made requesting
those interested in plantain production to report for documentation at the
11
headquarters of their Local Government Areas. The Supervisory Councilor of
Agriculture for each Local Government Areas was requested to assist in the
documentation. The following results were obtain: nursery enterprise-----82, plantain
plantation management enterprise----163 and processing and marketing enterprise---
120 (see Appendix I).The researcher considered this number reasonable for training
at the skill acquisition centre after their participation in the study.
Purpose of the Study
The main purpose of the study was to identify competency- improvement
needs of Secondary School Graduates for employment in plantain production
enterprise in Cross River State Nigeria. Specifically the study sought to:
1. Identify competency needed by Secondary School Graduates for
employment in plantain nursery, plantation, processing and marketing in
plantain production;
2. Identify competency in plantain nursery where Secondary School Graduates
requires improvement for employment;
3. Identify competency in plantain plantation management where Secondary
School Graduates require improvement for employment; and
4. Identify competency in plantain processing and marketing where Secondary
School Graduates required improvement for employment.
Significance of the Study
The findings from this study would be of benefit to the following: Secondary
School Graduates, Teachers of Agricultural Science, Government of Cross River State,
12
Plantain Planters and Marketers Association, Administrators of Skills Acquisition
Centers.
The study would provide information to Secondary School Graduates on
competency needed for employment in plantain production enterprise and areas
where they require improvement. They could use this information to select any of
the enterprises in plantain production and also seek for opportunities in Skill
Acquisition Centres, for retraining for competency in plantain production enterprises.
The study would provide information to Teachers of Agricultural Science on
the competency needed by Secondary School Graduates for employment in plantain
production enterprise. The Teacher of Agriculture through the findings of the study
could use the information in plantain production if packaged into the curriculum for
training of youth in and outside the school community.
The study would provide information to the Government of Cross River State
on competency needed in plantain production. The Government could request the
curriculum planners to package the identified competency into production
programme for training of Secondary School Graduates in plantain production
enterprise at the skill acquisition centres.
The study would provide information to Plantain Farmers and Marketers on
competency needed by Secondary School Graduates for employment in plantain
production. This result could be used by plantain farmers and marketers as an aid to
employ Secondary School Graduates into the various enterprises as workers.
The study would provide the Administrators of Skill Acquisition Centres with
information on competency needed in plantain production by Secondary School
13
Graduates. These Centres could use this information on competency to develop
programmes for training and retraining of unemployed youths in plantain sucker
multiplication, establishing and maintenance of plantation and processing and
marketing of plantain and its products. They could also use the information to
identify the needed facilities for training youths in plantain production enterprise.
Research Questions
The following research questions guided the study:
(1) What are the competencies required by Secondary School Graduates in
plantain nursery, plantain plantation management, plantain processing/
marketing enterprise? ;
(2) What are the competencies in plantain nursery enterprise where Secondary
School Graduates require improvement for employment? ;
(3) What are the competencies in plantain plantation management where
Secondary School Graduates require improvement for employment? ; and
(4) What are the competencies in plantain processing/ marketing enterprise
where Secondary School Graduates require improvement for employment?
Hypotheses
The following null hypotheses were formulated and tested at p< 0.05 level of
significance.
(1) There is no significance difference in the mean rating of the responses of
Teachers of Agricultural Science, Plantain Nursery Farmers and Secondary
14
School Graduates on competencies needed by secondary school graduates for
employment in nursery enterprises.
(2) There is no significance difference in the mean ratings of the responses of
Teachers of Agricultural Science, Plantain Plantation Management Farmers and
Secondary School Graduates on competencies needed by secondary school
graduates for employment in plantain plantation management enterprises.
(3) There is no significance difference in the mean ratings of the responses of
Teachers of Agricultural Science, Secondary School Graduates and Plantain
Processors and Marketers on competencies needed by secondary school
graduates for employment in plantain processing and marketing enterprises.
The Scope of the Study
The study was restricted to the identification of competencies required by
Secondary School Graduates for improvement in order to function effectively for
employment in plantain production enterprises in Cross River State. The enterprises
in plantain production include: plantain nursery practice, plantain plantation
management, and plantain processing and marketing.
The study was restricted to collection of information on plantain production
enterprises to the use of questionnaire from Agricultural Science Teachers,
Secondary School Graduates and Registered Plantain Farmers in Cross River State.
15
CHAPTER TWO
THE REVIEW OF RELATED LITERATURE
The review of related literature is arranged under the following headings:
Conceptual Framework of the Study
Theoretical Framework of the Study
Literature Review on:
A. Plantain Nursery Practice Enterprise
B. Plantain Plantation Management Enterprise
C. Plantain Processing and Marketing Enterprise
Related Empirical Studies and
Summary of Related Literature Reviewed
Conceptual Framework of the Study
Conceptually, literature was reviewed on the following: (a) Competency Based
Approach; (b) Job Analysis Approach; (c) Task Analysis Approach; (d) Occupational
Area Approach; (e) Modular Approach
A conceptual framework as defined by Eboh (2007) is a schematic description
and illustration of the causative mechanisms and relationship deducible from the
research problems. The author explained that the researcher uses conceptual
framework to express a relationship or set of relationships including cause effect
scenarios. With reference to this study, conceptual framework refers to the terms
that explain the relationship that exist in plantain production enterprise. The schema
below described the following: plantain production; enterprises; nursery enterprise;
plantation establishment and management; processing/ marketing; competency,
16
employment, secondary school graduates and improvement. Plantain production
refers to the cultivation of a herbaceous perennial plant that produces edible fingers
in a form of a bunch, cultivated to create wealth for a sustainable livelihood through
the application of human effort in managing activities like plantain nursery practice,
plantain plantation establishment and management and plantain processing and
marketing as shown in the schema. Each of these constitutes an enterprise.
An enterprise in the schema is a business outfit that involves new ventures
and initiative activities, systematically carried out that require competencies for
success in plantain production. Competency in the context of this study refers to the
acquisition of knowledge, skills and attitude by an individual to perform successfully
in plantain production. These competencies required for success in the plantain
production enterprise are identified through competency based analysis, job analysis,
task analysis, modular approach and occupational area approaches through any of
the following: job analysis, task analysis, modular analysis, etc.
If one possesses the required competencies in plantain production, one can
gain employment in any plantain production enterprise. Employment in the context
of this study is the act of engaging secondary school graduate in plantain production
enterprise for self or paid work for the purpose of earning a living that is sustainable.
Secondary school graduates in the context of this study refer to youth that have
completed a six-year course in Agricultural Science and are neither employed nor
admitted in any tertiary institution. Many secondary school graduates are not
employed in plantain production because they possess inadequate competency
therefore they needed to be assessed to determine what they have and what they
need. Need assessment in the context of this study is the process of gathering
information in order to determine the worth and performance of secondary school
17
graduates in plantain production. These information that determine the need and
performance of secondary school graduates create a need gap that require retraining
for improvement. Therefore improvement in the context of this study refers to the
processes of introducing profitable skills into secondary school graduates in order to
enhance their already known knowledge in plantain production so as to gain
employment for a sustainable life in plantain production. This makes them self-
reliance and reduces antisocial activities and youth restiveness thereby making the
society to experience peace, national development and sustainable economic growth.
18
Plantain Production
Enterprise
Nursery Enterprise
- Sucker Identification
- Sucker Multification
- Harvest of suckers from
explants into shade for
nursery
- Care for the explant
Plantation Establishment
and Management
- Site selection
- Planting operation
- Irrigation
- Fertilizer application
- Weed control
- Probing
- Harvesting
Processing and Marketing
- Processing of plantain
into chips
- Processing of plantain
into flour
- Processing of plantain
into pudding
- Processing of plantain
into dodo
- Processing of plantain
into wine
- Marketing of plantain
products
Ski
lls in
Skills in
Skills in
Job A
naly
sis
Task
Analy
sis
Occ
upational
Analy
sis
Modula
r
Appro
ach
Com
pete
ncy
Base
Analy
sis
Com
pete
ncy
Employment
Secondary School
Graduates
Improvement
Need Assessment
Need Gap
Schema of Plantain Production Enterprise
Fig. 1: Schema on Plantain Production Enterprise
19
Competency Based Approach
In the view of Jaafari (2007) competency based approach is a research
supported approach based on the primary goal of defining the critical behaviours in
knowledge, skills and attitudes needed for effective individual and organizational
performance. The author further explained that competency based approach is a set
of related behaviours that impact job performance, measured against established
standards and can be improved through training and development. According to
Hamilton in Olaitan (2003) competency based approach is described as behaviours,
skills, attitudes which are required for the successful performance of a task to be
identified and then design instructions to produce the skills.
In the opinion of Ogwo (2002) competency based approach is characterized
by clearly stated attainable and measurable objectives followed by identified
knowledge and skills that learners have to master within a given time frame. The
author stated further that the approach is performance-oriented and it emphasizes
the demonstration of skills on the job. In the view of Hoge, Tondora and Marrelli
(2005) competency based approach is an organizing framework that lists knowledge,
skills, attitude and judgment required for effective performance of a specific job, job
family (i.e. group of related job), organization, function or processes.
Competency based approach in the view of Olaitan and Ali (1997) is important
in that: It helps in training teachers to arrange their learning experiences of training
packages better, helps teachers to decide how best to carry out their job, enables
teachers and learners to readily assess their performance against the set objectives
and assessment and certification are easy and objective.
According to Olaitan, Nwachukwu, Onyemachi, Igbo and Ekong (1999) the
importance of competency based approach include: helping teachers to make
20
decisions relative to what to teach, when to teach it and how much time to spend on
it, helping teachers to organize knowledge and skill for each task into a hierarchy and
it assures educators that what they are providing about vocational education is
appropriate.
Hayton and Kelley (2006) outlined the importance of competency based
approach as follows: being superior to other approaches such as job analysis
method, task analysis and behaviour analysis because task analysis is highly specific,
behaviour analysis is moderately specific while competency approach is least specific
and facilitate a broad application of the same model throughout the organization,
generate success profiles for jobs, the breadth and flexibility built into competency
based approaches are consistent with the need for strategic flexibility, task variety
and autonomy that result from designing work around competencies, provides
support for more enriched and satisfying work and increases the likelihood of
intrinsic motivation, it reduces interesting leap from individual difference to job
performance, provides direct bases for identification of behaviour to be observed (i.e.
competent innovators will demonstrate examples of innovative activity) and it is used
to directly derive behavioral based performance appraisal mechanism, which is
expected to be more valid, reliable and acceptable to raters and ratees.
In conducting competency based approach, some steps are involved. Hoge et
al (2005) outlined the following steps in competency based approach: clearly and
specifically define objectives: In defining objective four essential questions are to be
answered and these are - why is there a need to develop a competency approach;
what is the unit of analysis; what is the relevant time frame and how will the
competency approach be applied, Obtain the support of a sponsor (i.e. one who will
provide information, resources and authority required to ensure success. Develop
and implement a communication and education plan, A key success is to convince
those who will participate or be affected of its value, Plan the methodology: This
21
involves selecting the sample of individuals who will contribute data for the project,
as well as the methods to be used to obtain data, Identify the competencies and
create the competency model: This involves three interrelated tasks – content of the
job is defined, competency identification and assembling of the competency model
which provide information used to identify the specific competencies required for
effective performance, Apply the competency model: The worth of competency
model lies in its application. The value is maximized if it is applied in all aspects of
human resources, Evaluate and update the competency model: After development
and application, it is important to evaluate both the competency model development
process and the value of the resulting approach to the organization.
In the view of Olaitan (2003) competency based approach involves the
following steps: Identification of all tasks to be learnt, Identification of knowledge,
skills, and attitude required in order to carry out a particular function effectively and
using the identified knowledge, skills and attitude as a basis for teaching and
learning, Arrangement of tasks or jobs in appropriate courses; Organization of
knowledge and skill for each job into a hierarchy and Determination of what one
needs to know for mastery of each knowledge or skills.
Claudia, Mitaela and Lucian (2009) enumerated steps in competency based
approach to include: Compiling a detailed description of the tasks that makes the
job, Observe incumbent people performing the jobs, Conduct the interview with
people who are currently doing the job, Facilitate meetings with job content experts
and Facilitate meetings with people in the organization who are visionaries, i.e.
people who really know the jobs, the organization and most importantly the features
of the jobs and the organization.
Competency based approach in this study involves the processes of identifying
the knowledge, skills, abilities and motivation necessary to perform a task in plantain
production enterprise, successfully. Competency based approach delves more on
22
knowledge, skills and attitudes needed for job performance. It is of benefit in
identifying competencies needed by secondary school graduates for employment in
plantain production enterprise. Therefore competency based approach will be used
alongside with other approaches to package programmes in the study.
Job Analysis Approach
Job analysis in the view of Osuala (1999) is described as the detailed listing of
duties, operations and skills necessary to perform a clearly defined job. The author
further explained that such operations and skills necessary are organized into a
logical sequence which may be used for teaching, employment or classification
purposes. In the opinion of Charles Allen in Olaitan (2003) job analysis is a statement
of all facts concerning a job which reveal its content and the modifying factors which
surround it. The author explained that job analysis is an attempt of listing all the
skills, knowledge and attitudes the learner must be taught if he is to learn the
complete trade.
According to Hernandez (2002) job analysis is a process of identifying and
determining in detail the particular job duties and requirements and the relative
importance of those duties for a given job. The author further stated that job
analysis is a detailed description of the physical and other demands of a job or job
goal based on direct observation of the job, other things and it describes what the
worker does in terms of activities, functions and the workers characteristics (skills,
knowledge, abilities and adaptabilities) needed to accomplish the task involved.
23
The importance of job analysis are enormous. Olaitan et al (1999) listed the
importance of job analysis to include: establishing a priority for selection and
placement on the job, estimates criteria of job success, estimates traits which
differentiate success on the job from the success on the others and furnishing of
preliminary estimation of the traits which may be evaluated in selecting persons for
the job.
According to Sidney, Cronshaw and Steven (2009) importance of job analysis
are: helping to hire the right quality of workforce into the organization, bringing the
right requirements of a job and the work performed, serves as basis for improvement
in definition of job domain, describing a job, promotion criteria, training needs
assessment and compensation plans. In the area of human resource, job analysis is
often used to gather information for use in personnel selection, training, classification
and of compensation. The field of vocational rehabilitation uses job analysis to
determine the physical requirements of a job to determine whether an individual who
has suffered some diminished capacity is capable of performing the job with or
without some accommodation. Certificate examination bodies use job analysis to
determine the elements of the domain which must be sampled in order to create a
content valid exam. Job analysis is used to answer questions such as: (i) Why does
the job exist?; (ii) What physical and mental activities does the worker undertake?;
(iii) When is the job to be performed?; (iv) Where is the job to be performed?; (v)
How does the worker do the job?; (vi) What qualifications are needed to perform the
job?; (vii) What are the working conditions?; (viii) What machinery or equipment is
used in the job?; and (ix) What constitutes successful performance? Job analysis is
24
used as a technique for reducing job overload and this helps one to resolve structural
problems within jobs, work more effectively with ones boss, improve the way one
teams function and become more assertive so that other people will respect ones
right not to take on an excessive workload.
In conducting job analysis, the following steps may be adopted. Olaitan et al
(1999) outline the steps as: Identify the success on the job, the traits that will
predict the criteria for success and identify what a worker does.
According to Biddle (2009) steps involved in conducting job analysis are:
Assemble and train panel: A panel of qualified job experts should be selected using
this laid down criteria: Collectively represent the demographic of the employee
population; Be experienced and active in the position they represent (i.e. job experts
should not be on probability status or temporarily assigned to the position;
Representative of the various functional areas and 10-20% supervisors for a given
position should be included. Write job duties: Job duties typically start with action
words (analyzes, coordinate, evaluate etc), Consolidate duties into a master duty list:
have job experts independently identify job duties. This will allow for multiple,
independent opinions which will produce 2-3 times the number of duties, Write
physical requirements, tools and equipment, other requirements and standards: In
order to ease understanding of your job, experts have their list the knowledge, skills
and abilities that are needed to accomplish each duty, Consolidate physical
requirement, tools and equipment, other requirements and standards into master
list: Personal characteristics must be operationally defined, Provide ratings for duties
and physical requirements, Have two supervisors review the completed job analysis
25
and assign supervision ratings and Prepare final job analysis document, including
descriptive statistics for ratings.
Sidney et al (2009) numerated steps in job analysis as follows: Review formal
job documentation, understand the organization’s strategy and culture, Find out who
the top achievers are and understand why they are successful, Check that you have
the people and resources to do the job, Confirm priorities with your boss and take
action.
Job analysis in the context of this study is a process of itemizing all operations
in plantain production enterprise with the aim of identifying a suitable and
sustainable enterprise for employment. Job analysis approach focuses on skills,
identification and listing of operations. Since this study seeks identifying
competencies needed for improvement for employment, job analysis may also be
integrated with other approaches in the study.
Task Analysis Approach
Task in the view of Vander Veer and van Welie (2000) task analysis is defined
as an activity performed by agents to reach a certain goal. The authors further
stated that task changes something in the task world and requires some period of
time to complete. In the opinion of Olaitan et al (1999) task analysis is the
identification of classes of learning behaviour expected to be performed by an
individual. The authors explained that task analysis is concerned with the process of
breaking work into smaller components.
26
According to Osuala (1999) task analysis is the procedure of breaking down
job activities to determine the teachable content in terms of operations, tools,
processes and technical information to be organized into course of study and
arranged in a sequence of difficulty. Wheeler in Olaitan and Ali (1997) explained that
task analysis is a logically related set of actions needed for the completion of work
objective. Watkins (2007) stated that task analysis refers to the study of what a user
is required to do, in terms of action or cognitive processes, to achieve a task
objective. The author explain that task analysis provides structure for the description
of tasks or activities, which makes it easier to describe how activities fit together and
to explore what the implications of this may be for the design of products.
Task analysis is important in the following ways. According to Clark in Onuka
(2003) task analysis is useful in: Designing instructional strategy to be adopted in
training workers; selecting valid curriculum content for training programme and
evaluating the performance of employee.
In the view of Olaitan et al (1999) task analysis is important in the several
ways: provides basis for collecting interrelated information about work in order to
allocate priorities; helps to make decisions about structuring a leadership
environment; makes content selection process in any work valid; helps in specifying
instructional objectives; useful in the designing of instructional activities; helps in the
determination of teaching strategy and useful in evaluating performances.
In the opinion of Watkins (2007) the importance of task analysis includes:
studying how users use existing products and how it will assist in the process of
understanding the difficulties they face in using existing products and improvements
27
that might be needed, used in a predictive fashion to represent how users may
operate products that are developed, assist in the development of training manuals
for products and It can also be used in the development of evaluation plan.
The following steps are involved in task analysis. In the view of Matteson in
Olaitan (2003) the steps are: Break an occupation into various tasks, e.g. sawing a
metal bar, bending of sheet metal etc, Break that task into specific learning activities
e.g. measuring, marking out etc, Validate the activities through a review of job
functions to be performed. Identify materials and methods for performing each
activity e.g. steel rule, scriber, hacksaw etc and implementing the activities.
In the report of World Health Organization (WHO) (2005) Training Courses,
the following steps were identified: Define the target population for training. This
group is the learners for whom the training is intended. It is important to define this
group in order to design the training that is appropriate, Listing the tasks to be
performed by the target population on the job, List the skills and knowledge needed
to do the tasks and Selecting the skills and knowledge to be taught. Experts use a list
of criteria to decide which skills and knowledge to be included in the training.
In the opinion of Watkins (2007) the following are steps in conducting task
analysis: Understanding the activities to be represented, Task elicitation: information
on activities considered as central relevance to development should be focused and
elicited through interview, Task representation (i.e. clarifying notes, making diagrams
or tables). Show notes to user: this is to ensure that the representations are correct.
It is advisable to go through the preliminary description with the users and Input to
28
the design; the task analysis diagram can be used directly in discussions about the
system being considered.
In the context of this study, task analysis is the identification of new skills,
attitude and interest and harmonizing them into plantain production enterprise for
employment. Since task analysis involve the breaking down of activities into smaller
and usable form, its package will serve as a guide in this study in preparing
packaging activities for secondary school graduate in plantain production. Therefore,
task analysis will be utilized with other approaches in this study. Task analysis is
relevant as competency identified by the study could be arranged into different
tasks.
Modular Approach
Module in the view of Olaitan (2003) is a unit of standard of measurement.
The author explained that module is a segment of an instructional programme, which
serves as a basis for day to day planning. Olaitan and Ali (1997) define modular
approach as a unit of curriculum based on the development of entry level
competencies of student.
According to Tasbulatova (2000) modular approach is a training reform
method that will sufficiently equip the trainee with skills for employment and that it is
for immediate goal attainment and involves short training period. He further stated
that it requires a detailed assessment procedure and certification compared to what
is needed in a more traditional system of training in order to ensure quality control.
Modular approach in the opinion of Oristian (2007) is an organized packet of
29
information that includes elements such as objectives, assessment content,
assignment or activities. She stated further that typical learning modules are
designed to enable students move through the content linearly.
Modular approach is important in the following ways. According to
Tasbulatova (2000) the importance includes: Achievement of immediate goal,
promote the individualization of training, strengthen the ability of the learner to work
independently and promoting active participation of teachers and learners within the
training processes.
In the view of Olaitan et al (1999) the importance of modular approach
includes: Provision of immediate goal attained when a learner is aware of the skills to
be learnt and under a condition he or she operates, incorporation of new knowledge,
practices and improvement in occupation and provision of students with diverse
ability level in occupation, hence, at least every student will be able to develop a
minimum entry in one occupation.
In the view of Morxano (1998) the following steps are involved in developing
a module: Define the target population for training; List the task to be performed by
the target population on the job; the skills and knowledge needed to do the task,
Select the skills as well as knowledge to be taught; Organize the selected skills and
knowledge into suitable learning units and develop the training design, including brief
outline of module content and planned training methods; Draft expanded outlines of
modules including instructional objectives, main body of text and description of
training method; provide realistic examples and information used in the exercise,
30
Drafting the completed modules and course directory guideline; and Revise and
finalize training material based on the field test.
Brophy (2000) identified the following as steps necessary for developing
modular approach: Identification of the major concepts to be explored in the
course,and establishing a learning objective from taxonomy categories. In this step
the lists of concepts are transformed into actions that student can perform to
demonstrate their level of understanding expected by the instruction, Prioritizing the
content: the goal of this step is to identify how critical this content is towards
achieving the major learning outcome for the course, and Designing challenges for
instruction: this should not be abstract to enable students notice the connection
between ideas.
According to Olaitan and Ekong (2002) the development of modular approach
involves the following steps: Moving to industries to source information about a
particular occupation with respect to the skills, procedure and other relevant
information required for the performance of tasks in the occupation, Writing the step
by step procedure for carrying out the skill activities, and Using experts in the
occupation to validate the information.
The authors further stated that alternatively the steps listed below could be
used to develop the module: Locating sources of information about the skill or task;
which may include textbooks, magazine and other relevant literature, selecting
relevant information from these sources; Describing the items obtained from the
sources using appropriate skill notations, that is words that indicate observation of
31
the performance of the action. Arranging the described skill in sequence of
chronological order of importance; and Dividing the arranged skills into modules.
In the context of this study, modular approach is relevant as different tasks to be
performed in plantain production enterprise would be arranged in module for training
secondary school graduates for work. It will therefore be utilized with other
approaches in this study for packaging activities for secondary school graduates in
plantain production enterprise.
Occupational Area Approach
Occupation is defined by Olaitan and Ali (1997) as a number of related jobs
that an individual does to earn a living. In the view of Baker (1996) occupational
area approach identifies competences which are common and to some extent are
necessary for initial employment in a number of related jobs and or occupation.
According to Thompson (1997) technical competencies in some occupational areas
overlap. This implies that a technical competency required for one occupation may
be relevant to the technical competencies in another occupation. In the opinion of
Bardes and Denton (2001) technical competencies are those skills that call for
proficiency in specific activity particularly those involving practical knowledge, skills,
methods, processes, procedure or techniques for their performance especially in
plantain enterprise.
Occupational area approach is important in the following ways. According to
Baker (1996) occupational area approach may be of great use in curriculum planning
of such occupations that involves levels of technical knowledge for efficiency of skills,
abilities and attitudes and understanding of the profession. In the view of Dumbiri
32
(2009) professionals such as planners, marketers, accountants, etc. in the different
occupations but with overlapping competencies may be trained on the same
enterprise skill models on planning, marketing, accounting etc. with slight variation
to suite their occupational area.
In the opinion of Michael and Andrea (1999) the importance of occupational
area approach includes: providing an overview of a sector and the common job roles
and key occupational areas found at all levels within it, identify any overlaps or gaps
in the coverage of existing occupation, and identify where amendment might be
necessary and helping to define occupational areas for which qualification might be
necessary.
In developing occupational area approach the following steps may be
adopted. In the report of Human Resource Partnerships Directorate (HRPD) (2000)
the following steps are applicable to occupational area approach: Planning the
process: In this process the following are involved: Identify human resource needs;
Determine the purpose for development; Identify the industry or committee
members in the process; Define the scope of the occupation or skills set and
Investigate appropriate methods of development, Select industry participants for the
occupational analysis. These participants must: Be current and experienced in their
occupation; Represent the full range of activities and specialties being considered; Be
individuals with knowledge and skill in advanced technologies and Represent small
medium and large enterprise , Conducting the occupational analysis: It takes the
following formats: Organize information in an approved structure and format;
Arrange for professionals to proofread and edit the information or document and
33
Establish approved training program, Delivering the training programme: this is
delivered through: Training of industrial trainers; Educational institutions; Distance
learning and Self-study; and Assessment and certification of individuals. This is done
through: Determining who will assess individuals for certification; Determining the
potential for revenue generation from certification; Award certificate and maintain
registry of certified practitioners.
In the report of the Joint International Labour Organization (ILO) and World
Health Organization (WHO) (2003) the following are steps applicable to occupational
analysis: Plan and develop occupational programme that will be in line with the policy
of the occupation; Make consultation from professionals or experts that will advice
where necessary. Set up a training strategy such as: Induction training; Supervisor
and management training; On-the-job training; and Work procedures and skills
training, Conducting the training using experts on various areas of the occupation
and Evaluating your training program to monitor its effectiveness, by promoting,
maintaining and improving strategies for efficiency.
Occupational area approach in this study refers to the identification of
common competencies in plantain production enterprise that if mastered will
enhance production in another plantain enterprise. Since occupational area approach
helps to identify any overlaps or gaps in an occupation and also identify where
amendment might be necessary. As a result, occupational area approach will be used
along side with other approaches to develop programmes for secondary school
graduates for employment in plantain production enterprise.
34
Theoretical Framework of the Study
A theory in the opinion of Hornby (2001) is a set of well-reasoned ideas
intended to explain facts or events. In the view of Kerlinger in Obi (2003) a theory is
a set of interrelated concepts, definitions and propositions that represents a
systematic view of phenomena by specifying relations among variables with the
purpose of explaining and predicting phenomena. In the opinion of Beachamp in
Olaitan (2003) a theory is defined as a set of related statements that are arranged so
as to give functional meaning to a set of series of events. The author further stated
that the set of related statement may take the form of descriptive or functional
definitions, hypothesis, generalizations, laws and theorems. The theoretical
framework of the study will be based on occupational theory and production theory.
Occupational Theory
Occupation in the opinion of Mbadiwe (1992) refers to a cluster of related jobs
which have core skills, knowledge and traits required by an employee to provide a
means of livelihood. According to Olaitan and Ali (1997) occupations involves a
number of related jobs that an individual does to earn a living. Occupation in this
study includes nursery production enterprise, plantain plantation management
enterprise, and plantain processing and marketing enterprise. In the view of Olaitan
in Akwaji (2006) there are some principles that give occupation its functional
principles. The author enumerated these principles to include: occupational skill
theory, occupational theory of value and occupational theory of body of knowledge.
35
In occupational skill element theory, Olaitan in Akwaji (2006) stated that an
occupation must have skills in which individuals could be trained to ensure
employment for a living. According to Osinem and Nworji (2005) skills is the ability to
perform an activity expertly. The authors further stated that skill is a well-established
habit of doing things and it involves the acquisition of capability through repetitive
performance of an operation. In the opinion of Ogwo and Oranu (2006) occupation
has job cluster and with specific skills elements within the occupation to prevent
unemployment among secondary school graduates. Based on this theory,
competency in plantain production will be identified for training of secondary school
graduates for employment.
In occupational theory of value, occupation must have values that attract
individual into it. Values in the views of Robinson (1999) refer to the quality of being
useful or desirable. Olaitan et al (1999) stated that values co-note benefits derived
from an activity. The authors explained that value is the determinant of attitudes as
well as behaviour on a work. The authors further stated that the value of an
occupation may be economic, social or prestige. Okorie (2000) stated that the value
of Vocational Education depends upon the ability of an individual to use his training
in gainful employment and that if he cannot secure or gain such employment in any
occupation; his training is evidently of no value either to his economic life or the
society.
In this study, the occupational theory of value has relevance as plantain
production is an occupation that has economic value and will guide the researcher to
identify all relevant skills and materials for training of students and those
36
occupational competencies and instructional facilities that will equip the secondary
school graduate for employment in plantain production enterprise.
Occupational theory of body of knowledge. Body of knowledge in the opinion
of Eneogwe (1996) refers to the content or subject matter to be studied, the syllabus
to be studied or of any achievement. According to Olaitan (2001) occupational theory
of body or knowledge must be relevant on condition that the knowledge to be
learned should be arranged logically during the course of training for the purpose of
mastery. The author further explained that occupation should have a level of
proficiency in training without which a professional certificate or recognition will be
guaranteed.
In the context of this study, the study will be based on identifying
competencies that will be arranged logically to meet what is obtained in an
occupation for employment of secondary school graduates in plantain production
enterprise.
Production Theory
Production in the opinion of Akande and Azike (2002) is the process of
creating wealth in form of goods and services when appropriate inputs are combined
to yield a given output. In the view of Ande (2005) production is defined as the
various economic activities aimed at the creation of goods and services and the
distribution of these goods and services to the final consumer for the satisfaction of
human wants. Hanson (1996) stated that production involves manipulation of
relevant inputs by man to achieve economic outputs. The author explained that
37
these inputs man manipulates are regarded as factors of production and listed them
to include: land, labour, capital and management or entrepreneur.
Land is a fixed asset and immovable factor of production. In the opinion of
Olukunmi (2007) land is a free gift of nature consisting of various natural resources
such as water, forest and mineral resources. Samuelson (1995) stated that land is a
naturally occurring resource such as soil and mineral deposit necessary for crop
production. The author explained that farmers cannot grow crops or raise animals
without land. According to Esseang and Olayide (1994) land aids production as it is
on land that firms and factories are built. Okorie (2000) stated that competency in
the cultivation of crops might include ability to: (i) select a suitable site for nursery
and plantation; (ii) select good planting materials that suit the land; and (iii) prepare
land to avoid flooding and erosion. In the context of this study, competency required
in acquiring land for plantain production will be identified and developed for
secondary school graduate for employment in plantain production.
Labour is a variable factor of production and essential in all units of farm
production. According to Fred, Pommerehne Schneider and Gilbert (2006) labour
refers to human effort applied to do work or complete a task. The authors further
stated that labour could be skilled or unskilled and both are essential in production.
In the view of kalu (2006) labour is rated very essential among other components of
farm production and is needed even in highly mechanized production firms because
human labour is used in operating machines and equipment to produce goods and
services. In the opinion of Olukunmi (2007) labour is the human effort of any kind
directed towards production, which could be physical or mental, skilled or unskilled,
38
scientific or artistic. The author further explained that labour is needed to sow, to
harvest, to manufacture, to build or to process goods as well as transport the goods.
Okorie (2000) stated that labour as input to crop production requires competency
such as ability to prepare land suitable for desired crop, carryout seed selection and
raise seedling in nursery.
In the context of this study, man makes use of labour to carryout activities
involved in plantain plantation enterprises. These activities will constitute the
competencies to be identified by this study in which secondary school graduate could
be developed, in order to generate efficient labour for economic benefit in plantain
production enterprise for employment.
Capital is a wealth set aside for the production of further wealth. According to
Essang and Olayide (1994) capital is man made factor of production consisting of
physical cash, buildings, machinery, semi finished goods, equipment and tools used
in production. In the view of Bruno (2003) capital resource warrants a serious
financial attention of farm managers such that if it is inadequate or absent in supply,
production becomes ineffective or impossible. Capital in the opinion of Olukunmi
(2007) is defined as man made resources which are produced to aid the production
of other goods and services. The author further stated that capital is any form of
wealth set aside for the production of further wealth.
Capital in the context of this study will be based on identifying competencies
for acquiring or sourcing of capital for supporting plantain production and the
efficient use of money, equipment and other inputs to perform the activities needed
to generate income and material in plantain production. Such competencies needed
39
to be maintained include ability to: Prepare profit and loss account in plantain
production enterprise; Keep records of all financial transactions and Carryout
maintenance of machines and tools.
Management or entrepreneur as a factor of production describes the person
who decides what goods to produce. Management in the opinion of Dick (2000) is a
determinant key to successful farm production business. The author considered
management in his production theory as a major source behind changing other input
resources such as land, labour and capital into possible output. According to
Richardson (2000) management or entrepreneur is a manipulating agent in farm
production system responsible for harnessing other human and material resources
towards profitable production. In the views of Ande (2005) management or
entrepreneur is a factor of production that involves coordination and organization of
other factors of production (land, labour and capital) in order to produce goods and
services. The author stated that management involves planning, organizing,
directing, coordinating and controlling functions in the production process in order to
make maximum output at minimum cost thereby making profit. The manager or
entrepreneur requires management competency to function effectively in plantain
production enterprise. Therefore in the context of this study it is necessary to identify
competencies required by a secondary school graduate for employment as managers
or entrepreneur in plantain production enterprise.
40
Planning Activities for Plantain Enterprise
Planning is an essential factor for success in any enterprise. According to
Norman (2000) planning is a basic management function involving the formulation of
one or more detailed plans to achieve optimum balance of needs or demands with
available resources. In the view of Reisdafer, Koschewska and Saka (2000) planning
involves the establishment of objectives and determining what should be done and in
what ways these objectives will be achieved. The authors further stated that
planning consist in establishing before hand, actions which would be executed within
the scenarios and condition previously established, considering the resources which
would be used, and attributing responsibilities, to achieve the fixed objectives.
Olaitan (2005) stated that planning involves critical and logical thinking, creativity
and steadfastness towards achieving an objective.
In the opinion of Olaitan and Mama (2001) planning is a deliberate attempt by
the farmer to arrange and document farm activities in order before implementing
them. The authors stated that the farmland and its topography, the variety of crops
to grow, available resources and facilities and market demand for the crop to be
produced are to be included in his planning.
The importance of planning as stated by Barbara (2003) includes: Providing
the farmer opportunity to analyze alternative courses of action; planning forces
managers to shake off their inertia and insular outlook; minimizes the incidence of
impulsive and arbitrary decision and ad-hoc actions; provides the basis for other
management functions, and Planning tends to improve the ability of the enterprise
41
to effectively adapt and adjust its activities and directions in response to changes
taking place in the external environment.
Olaitan and Mama (2001) outlined the importance of planning in farming to
include: enables the manger adjust his effort to suit available technology to meet
market demands; helps the manager of the farm to make adjustment in his farming
effort based on available information; guides the manager on the effective way of
utilizing available meager resources for its activities such as land, labour and capital;
guides the manger on the type and amount of resources to allocate to his farm
activities such as the type and size of crops to grow; helps the manager to cope
with the problem of risk and uncertainties in agricultural production; and allows the
manger to maintain a sort of agricultural pattern suitable for farm operation.
Certain steps are relevant for a thorough planning. According to Olaitan and
Mama (2001) planning involves the following activities: Formulate specific objective
for the farm; Revise the objectives periodically; Draw up programme plan for the
farm; Decide on the farming and cropping system to adopt on the farm; Plan for the
procurement of farm inputs; Select soil conservation processes for application in the
farm; Specify the type of crop or animal to be produced, and Select appropriate
equipment for specific farm operation.
In the opinion of Yalokwu (2002) the following steps are identified in planning
for an enterprise: Identification of farming opportunities; Determination of goals,
mission and objectives; Formation of policy plan; Implementation of the plan;
Identification of alternative cause of action; Evaluation of the plan and reviewing the
plan with new planning activities.
42
In the view of Nkoli in Asogwa (2009) steps in planning for an enterprise are:
Choose a farm of sufficient size to support the objective of the farm; Fit in the
capabilities interest and knowledge of the farmer to the type of farm operations;
Draw programmes for the farm as long as possible; State the highest net income for
the farm as the goal rather than the low cost of production per unit or high
production per unit; Outline farming strategies around the existing special markets;
Base the cropping system on the type of soil; Use power and machinery that are
necessary to make the greatest net profit; Organize farm production that will make
efficient use of the labour force; Draw all farm operations to make the most efficient
use of the available money; Keep a complete set of farm records necessary to make
sound improvements and high profit from a farm; and study the farm properly and
allow enough space in the plan for changes. The view by the opinions of the authors
will help the researcher to develop questionnaire items in planning for plantain
production enterprise.
Plantain Nursery Enterprise
Nursery in the opinion of Almekinders and Louwaars (1999) is an area where
seeds are first grown and tended till the seedlings are strong or grown enough to be
planted out in their permanent beds or fields. The authors explained that
consideration is usually given to crops with small seeds and those with less viability
in nursery establishment. Omovunyi, Olue and Akerobo (1999) explained that
nursery plant refers to a young plant or seedling raised and cared for until when the
plant grows vigorously, healthy and ready to be sold or planted in the permanent
43
site. According to Hornby (2005) nursery is a place where young plant and trees are
grown for sale or for planting somewhere else.
Plantain in the view of Iwena (2008) is propagated vegetatively by suckers or
bits. The author explained that suckers are young plantain shoots growing from the
base of the mother tree; while bits are parts of large corm that have been divided
radially after the aerial parts have been removed. In the opinion of Philips and
Lordbanjon (1995) plantains are grown from seeds but vegetatively by suckers. The
authors explained that plantains unlike banana do not produce many suckers
because of intense apical dominance on the average, 4-10 suckers are produced in a
year. The authors identified different types of suckers which have different level of
suitability as planting materials.
(1) Peeper Suckers: These are small suckers just emerging from the ground or
the soil and having scale leaves. Elongation usually cease soon after
emergence above the soil as the sucker enters apparent dormancy.
(2) Early Sword Sucker: This is a sucker that has grown to almost 30-50cm above
the soil. It is covered with scale leaves and is sword like in shape.
(3) Late Sword Suckers: These are suckers which have elongated up to 1m with
readily discernible narrow sword like leaves often coiled with highly diminutive
short blades. They are the best conventional planting materials.
(4) Water Sucker: This is characterized by spindly pseudo stem carrying functional
leaves. It is usually produced near the soil surface by poorly growing plantain
mot.
44
(5) Maiden Sucker: This is a large but non-fruiting Ratoon stand which has well
developed functional leaves i.e. young plantain plant with open leaves. At field
planting, the pseudostem is severed at about 30cm height and the corm
planted.
(6) Bits: These are split corm from non fruiting ratoons. The splitting is usually
done such that each piece bears a viable bud or eye.
(7) Butts: They are whole corms of fruited plantains usually split before planting.
Faturoti and Tenkouano (2006) stated that plantain is mainly propagated
through vegetative means using suckers. The authors identified the following types
of suckers for planting:
(1) Peepers: A young sucker bearing scale leaves.
(2) Sword Sucker: These have narrow leaves (any bud is capable of growing).
(3) Maiden Suckers: It has large foliage leaves.
(4) Water Sucker: It has broad leaves with narrow rhizome base.
Madhavarao (2010) stated that plantain is propagated vegetatively by means
of suckers or off-sets whole or bits of rhizomes of the parent plant or daughter
suckers with at least one sprouting bud. The author identified two types of suckers:
(1) Sword Suckers; these are suckers with well developed base and a pointed tip
with narrow sword shaped leaf blades in the early stage.
(2) Broad Leaved Sucker or Water Sucker: These are small, undersized suckers of
superficial origin bearing broad leaves.
The importance of nursery establishment to a farmer in the opinion of
Omoruyi et al (1999) are: It gives uniformity in growth of field crops; brings about
45
high yield as a result of good start from nursery; reduces pest and diseases as
proper care is given to crops during nursery.
According to Andrew (2006) the importance of nursery establishment include:
It is easy and convenient to manage seedlings under small area; provide favourable
climate to emerging plants for their better growth and development; cost of some
crops like hybrid vegetables ornamental plants, spices and some fruits are
economized through nursery; nursery production help in maintaining effective plant
stand in shortest possible time through gap filings; increases uniformity in crop
maturity and harvesting as compared to direct sown crops; and transplanting of
seedlings eliminates the need for thinning and provides a good opportunity for virus
free vigorous and off-season nursery.
Faturoti and Tenkouano (2006) observed that the usual process of sucker
removal and transplanting has been inadequate and encourages infection and spread
of nematode and weevils. Therefore to counteract these setbacks, the authors
identified rapid production of clean materials known as rapid sucker multiplication.
The authors outlined the steps involved in sucker multiplication to include:
Conditioning of an ex-plant obtained from a sucker (stem bit); Obtain sword sucker
from an actively growing plant (sword sucker best because epical dominance would
not have been initiated); Wash off soil and peel off the roots; Locate the level of
sucker attachment to the soil and then peel the suckers from top downward; Locate
the “V” junction of leaves sheath keeping your knives at 2mm above the point of the
visible bud. Leave sheath are remove in order to break dormancy. As long as the leaf
sheath is there, it would assume that the mother plant is there and would not grow.
46
Removing the sheath will expose it to sunlight and moisture for it to grow. Repeat
the above step, until 4-5 leave sheath depending on the variety that has been
removed; Reduce the pseudostem to 1-2cm; Keep under shade for 48 hours and
repeat step 7; After 48 hours reduce the pseudostem to 2mm to last leaf and while
do this, you are renewing your cut and watch the centre point; Cut through the
centre point after 2mm of pseudostem left on the ex-plant. Continue this act until the
knife is fully immersed make it in the other direction to make a cross. You have to
shock the ex-plant, keep 1-2 hours under shade before you plant in the moist fine
sawdust medium and cover it up to 2-3cm with sawdust; In 2-3 weeks the buds start
shooting out; then water daily and remove as soon as plantlets have 1 or 2 roots
then transfer to weaning or shade house. Care should be taken while removing cut
with some pieces to allow plantlets food reserve. The explants should then be
returned after plantlets removal. Harvesting of plantlets will continue till explants
deteriorate (2-3 months after introduction into the humidity chambers).Keep in a
shade house with light and 50% sunrays reduction to wean or harden them up for 4-
5 weeks before planting on the field, and finally Plant in rich sterilized topsoil mixture
ratio of topsoil, poultry manure and palm fibre or coffee.
In the view of Darren (2007) the steps involved in plantain sucker
multiplication include:
(1) Pup Selection: Plantain is propagated from rhizomes called pup. The ideal pup
is a sword sucker that has 5 to 40cm of stem or pseudostem. The larger the
pup’s corm, the greater the number of plantlets that pup is capable of
producing. When removing the pup from the mother plant dig around the pup
47
while being careful not to injure its corm. Sever the pup as close to the corm
of the mother plant; wash excess soil from the pup and remove any dead
dried leaves.
(2) Phase I Conditioning: under this step the following activities are carried out:
Using a sharp knife peel away 2-5mm of the corm cortex including the roots;
Do the peeling at the point where the outermost leaf sheath connects to the
corm; Dip the corms in a nematicide; Reduce the length of corm to 10cm; Do
not allow the pup to contact soil that is potentially infected with nematodes;
Identify the transition zone of the outermost sheath that is the point at which
the plantain leaf sheath connects the corm; Locate “V” form by the two edges
of the outermost leaf; Using a sharp knife and beginning at one edge of the
“V” make a cut around the circumference of the stem at a point 2mm above
the transition zone. Repeat the above step until it becomes difficult or
impossible to visualize the “V” formed leaf sheaths; reduce the height of the
pseudostem to 2cm and Place the pup in a location that receives filtered sun
and allow the pup to dry for 48 hours.
(3) Phase II Conditioning: Take up the pup that was air dried and begin to reduce
the height of the stem (i.e. 1 to 2mm or less); stop Cutting at a point where it
becomes slightly translucent; Locate the side from where it was growing from
the mother; Make a crosswise incision 3cm deep across the width of the pup;
Make another incision perpendicular to the first. At this point, try to damage
the growing tip. Damaging the apical meristem will break apical dominance
and will allow the lateral buds to push and form new plantlets. The
48
conditioned pup is now called explants” and then Set the explant aside for 2-3
hours in the shade
(4) Placement of Ex-plant in the Germination Bed: After 2-3 hours place the
explant in a germination bed where it will have time and space for plantain
plantlets to develop; Cover the germination bed with clear plastic so as to
create a greenhouse effect and water the germination bed periodically to
maintain a constant level of moisture.
(5) Root and Plantlet Development: There will be new roots which will begin to
grow within 8-16 days; Intermodal buds start pushing and growth becomes
visible within 16-22 days and after 4-6 weeks plantlets will start growing.
(6) Excision, Reactivation: Between 6-8 weeks, carefully remove the entire
explant from the germination bed and gently wash or remove any substrate
that is attached; Plantlets with 2-5 leaves that are less than 1.5cm in diameter
at this base can be cut off from the explant with a sharp knife; The plantlet
should be cut out with a very small amount of the explant’s corm still attached
to it; remove plantlets with 2-5 leaves and reactivate all large plantlets;
return the explant back into the germination bed as before and water after 24
hours. You can continue the process of removing explant’s from the plantlets
and placing the explant back into the germination bed for 4-10 cycles.
Eventually, the energy stores of the explant will be depleted and it will stop
producing pups. At this point the explant will become noticeably soft and may
begin to rot.
49
According to Philips and Lordbanjon (1995) the collection of suckers from
existing field may damage the roots of the mother plant and which may latter tip
over. The authors listed the following as steps for sucker multiplication:
(A) Split Corm Technique: The authors stated that corms of non-fruiting ratoons
that is corms of flowering, pre-flowering, maiden or even sword suckers could
be multiplicated with the following steps: Uproot the corm to be used ensuring
that it is not been damaged by nematode or the borer weevils; Cut the corm
into sets or bits of approximately 50g with or without eyes; Treat the cut bits
immediately with a solution of 1% Benomyl (Benlate) fungicide; Plant the bits
in a mixture of 1:1 mixture of forest topsoil and sawdust at a spacing of 15cm
x 15cm either in nursery beds or trays; Treat with appropriate dose of
carbofuran (Furadanran insecticide and nematicide) and Transplanting suckers
are produced within 8-12 weeks. The multiplication ration is about 1:20 using
a 7 kg flowering corm.
(B) Split bud technique: This is similar to the above mentioned method except
that here the corms are splited into about 4-6 or 8 portions depending on the
size. They are also treated with fungicide, air dried and planted in the same
medium as stated above. They should be examined fortnightly for sprouts and
these should be carefully excised and each splited into 4 parts and treated
exactly, like the corm bits/sets and planted. Using this method, upward of 500
suckers can be produced from corm within a period of 8 months.
(C) On-field forcing/decapitation method: The process involves establishing a
multiplication plot for the production of suckers at a higher density than the
50
production field. After about 3-5 months planting, the plant should be cut back
near 50cm above the ground level to expose the growing tip/meristem/heart.
The meristem is destroyed by meshing it with a knife or cutlass to prevent re-
growth. Consolidate with earth to form a mound around the plant. The
suckers will promptly emerge through the mound. This process is known as
decapitation method.
(D) Tissue culture method: This method is beyond the reach of an ordinary
farmer. It requires scientific and technical manipulations. It is a means of
rapidly multiplying plantains that is disease free through culturing of the
actively growing part in an appropriate growing medium in vitro. It has a
multiplication ratio of 1:10,000 suckers within 9 months.
Rowe (2007) stated that suckers could be obtained from plantain plant in the
field without waiting for the pups to form naturally. The author outlines the
sequential stages to include: Identify the appropriate size the initial plants should be
before beginning the rapid multiplication; Remove three of the outer sheaves from
the trunk all the way to the base of the plant; Remove all leaves, double the trunk to
a shape of the number 7 and drive a thin flat stake which is 5cm wide all the way
through the centre of the trunk; Sprinkle a handful of fertilizer (urea or a complete
fertilizer) around the base of the trunk; Cover the fertilizer and base of the trunk with
about 7cm soil; Allow for two months. This is the complete process for inducing
multiple sucker development; All the suckers should be dug after sprouting and the
corms prepared by cutting the trunks off at about 5.1 x 7.6 cm above the corms.
Those Corms that are 10.1cm and larger in diameter can be planted directly in the
51
field, while corms can be allowed to grow 3-4 months in plastic bags before being
planted in the field.
In the report of the Uganda National Council for Science and Technology
UNCST (2007) edible plantain do not produce seeds and therefore are clonally
propagated using a number of methods such as tissue culture, derived plantlets,
suckers and split corms sometimes called bits.
Swennen (1990) explained that for a good plantain establishment, sources
and selection of suckers are very important. The author stated that a new and most
promising planting material consist of in-vitro plants which are small suckers
produced from meristem culture. The author further stated that planting materials
can also be collected from an existing old field, and or a multiplication plot planted
only for the production of suckers.
According to Nelson, Ploetz and Kepler (2006) plantain is propagated
principally by vegetative division and for more rarely by seeds. The division by
rhizomes in plantain is referred to as sucker production and collection. The authors
explained that the sword suckers are preferred to water suckers. The authors
outlined the following steps in obtaining the suckers: Identify a sword sucker from a
healthy mother plantain; Provide extra light by trimming overhanging leaves; Fertilize
the suckers before removing them from the mother plant to enhance viability;
Suckers are removed from mother plant when they reach a minimum of 15cm in
diameter and 50cm in height; Remove the sucker from the mother with a sharp tool
and make sure you obtain an appreciable amount of corm with the sucker; Wash the
detached suckers and immersed the rhizomes in hot water (54˚C) or 10% bleach
52
solution; Trim the roots from the rhizomes; and from the suckers new roots sprout
readily; Suckers may be planted almost immediately or allowed to sit for few days
without loss of viability; and care should be taken not to transfer infested suckers
that contain nematodes or other plantain pathogen to a new field.
The information from the literature on nursery is useful to this study; as it will
guide the researcher in the identification of competencies in nursery production
enterprise for employment through the reviewed literature and opinion of the
authors cited above.
Plantain Plantation Establishment and Management
Plantain plantation establishment requires a large area of land. Plantation in
the view of Hornby (2001) is a large estate on which tea, cotton, sugar, tobacco and
other commercial crops are cultivated. Uko (2010) stated that such large plantations
are owned by Government Corporation and commercial farmers who required good
management techniques for profitable establishment and maintenance of their farm
estates. They can also be owned by individuals that possess the skills and other
material resource inputs. According to Nigeria Institute for Oil Palm Research report
in Uko (2010) a good management in plantation establishment takes several factors
into consideration so as to ensure the well being and yield of the plants in the field.
According to the report, factors such as accessibility to major road, terrain,
availability of water, rainfall of the locality and soil fertility are worthy of
consideration when planning for plantation establishment.
53
Plantation establishment as perceived by Aya and Lucas (1996) involves pre-
planting and planting activities.
Pre-Planting Activities
Pre-planting activities in the opinions of Onwere and Umoh (1995) refers to all
farming activities carried out before the actual planting of seeds or other planting
materials. Akinsami (1999) stated that pre-planting activities are farming operation
performed by the farmer before the actual planting of seeds is done. The author
enumerated the activities to include: bush clearing, burning, stumping, farm layout
and land preparation.
Pre-planting activities in the opinion of Aya and Lucas (1996) include activities
like: site selection, field survey mapping and land preparation.
In the views of Philips and Lordbanjon (1995) land with easy access and a
deep light soil which is rich in organic matter should be selected. The authors further
stated that land which is flat should be selected as it can be prepared using
machinery. In the opinion of Faturoti, Tenkouano and Lemchi (2006) plantain site
should have a high organic matter, nutrients and water supply. The authors
explained that the forest field is an ideal site for plantain establishment, due to the
following characteristics it should be:Hot and humid environment; should have an
average temperature of 25-30˚C; Average rainfall of 120-160mm per month and
well-drained soil rich in organic matter in long fallow or with lots of mulch.
In the report of IITA (1998) site selection takes into consideration the
following factors:
54
A Rainfall – plantain requires an evenly distributed rainfall ranging between 120
and 160mm per month. In selecting site, areas where dry season last longer than
three to four months should be avoided.
B Wind – plantain plant have weak rooting systems relative to the size of their
aerial parts and therefore stormy wind, can cause considerable damages. Areas
sheltered from winds are preferred or alternatively there should be provisions for
wind breaks.
C Light – sites with sunny condition are favorable for plantain, since a high
degree of sunlight is beneficial to growth and curtails the development of fungal
diseases.
D Soils – plantains require light, deep soil that will enhance root development
and penetration. Heavy soils with poor drainage or those which compact easily
should be avoided. Sandy loam and silt clay loam soils rich in organic matter are
ideal for good growth and development.
Land preparation: in the views of Udoh et al in Uko(2010) clearing, felling and
the trash should be packed or burnt to pave way for field layout and pegging are the
next steps to be adopted immediately site has been selected. Philips and Lordbanjon
(1995) views land preparation from the following perspective:
(1) Starting with forest: Land preparation under intensive cropping could start
from the forest. After the undergrowth has been cleared, the larger trees are
felled. The cleared forest residues is packed and heaped in the windrowed and
then burnt.
55
(2) Starting with bush: In areas of young forest re-growth, the vegetation should
be slashed and windrowed in order to clear areas where the soil can be
mechanically prepared.
(3) Starting with fallow land: The land should be cleared, ploughed and disc
harrowed one or two times. Sub-soiling may be considered in a poorly drained
soil.
The authors further stated that with the forest, three options may be adopted:
Leave the vegetation in situ and clear only the areas needed for the planting holes;
Cut swathes, clear strips of land for planting other crops then plantain can be grown
perfectly on the windrows; Burn down all vegetation that has been cut down this has
the advantages of: Satisfactory clearing of land; Restricting the numbers of weeds;
Accelerating the uptake of the existing minerals; Rapidly destroying not only the
vegetable matters but also the surface humus contained in the soil and causing the
ashes to disappear rapidly owing to leaching effect of rain water.
In the report of International Network for the Improvement of Banana and
Plantain INIBAP (2003) land under forest should be cut and windrowed. Burning
should be done on the windrows. The report explained that this operation leaves the
original matter intact in the top soil and helps to maintain good soil structure. The
report further explained that lands which were previously cleared and used in the
recent past should be ploughed with light machinery to a depth of 10-20cm; deeper
ploughing should be avoided as much as possible.
Field layout- After the land has been cleared burned and trees fell to give
ventilation in the plot, the field is to be mapped. According to Akinsami (1999) field
56
layout is the marking of the field into rectangular plots, blocks or field using the 3-4-
5 method. The author explained that a base line is established by erecting a pole
either in the centre or at the middle of one side of the field and a string is tie to the
pole and extend it along the line until a free end of 4m from the pole in made.
Repeat it with another string from point A to C and make a distance of 3m. This is to
identify strategic point where each stand of plantain will be planted.
In the view of Philips and Lordkanjon (1995) for large scale plantains,
plantains should be laid out in blocks of 4 hectares and fields of 20 ha. Rosales,
Alvarez and Vargas (2010) stated that field layout could take the form of a square
shape, rectangle shape, triangle shape and the double forms depending on the
farmer’s choice. Asare and Sohill (2010) viewed that lining and pegging are
important in plantain plantation. The authors stated that to carry out lining and
pegging, place a peg at a reference point and with a rope tied to the peg make a
horizontal baseline to the edge of the land about 100m. From the peg end on the
horizontal base line, mark the recommended spacing for each stand of plantain to be
planted and put a peg at every mark. Repeat the process vertically till the whole
farm is pegged. The authors explained that lining and pegging makes planting easier
and gives direction where the plantain plant is to be situated to make room for
ventilation.
Digging of holes – plantains is planted in holes dug by the farmer. Philip and
Lordbanjon (1995) stated that plantain holes should be prepared with a minimum
size of 30cm x 30cm x 30cm planting. The authors stated further those holes less
than the above dimension results in excessive lodging and early decline soon after
57
the first crop. In the opinion of Faturoti, Tenkonano and Lemchi (2006) holes should
be dug with a minimum size of 30cm x 30cm x 30cm using a spade or shovel or any
other implement that will give the specification of the hole. The authors further
stated that the top soil should be kept separate from bottom soil as it is the first soil
to be used in covering the plant hole.
Planting Operation
Suckers are planted immediately after field preparation. Planting operation in
the view of Onwere and Umoh (1995) involves the actual process of placing planting
materials into the soil. The authors explained that planting activities are usually
carried out during a particular season which is often referred to as planting season.
In the opinion of Anom in Ukoh (2010) planting of seedling in the plantation involves
the following procedures: Isolate mature and healthy seedling in the nursery; trim off
roots that are too long to stimulate the growth of new ones; Remove the polythene
bag leaving the ball of earth on the roots; Plant the seedling into the hole with the
entire ball of earth at a planting distance of 7m apart; Cover the hole with topsoil
and organic matter, followed by the bottom soil and Press the base of the seedling
firmly to the ground
According to Fatuorti et al (2006) planting of plantain takes the following
steps: Dig planting holes with a minimum size of 30cm x 30cm x 30cm using a spade
or shovel, and keep the top soil separate from the bottom soil; Identify the mature
and healthy sucker, or seedling raised in the nursery; Place the seedling or sucker
centrally in the hole; Cover first with topsoil that containing organic matter and
58
humus and then with bottom soil and Press the base of the seedling firmly to the
ground to ensure that the seedling is not easily removed by wind or pest.
According to Alvarado-Ortiz, Diaz, Almodover and Cortes (2005) plantain
planting should take the following steps: Isolate suckers, seedlings according to their
sizes (large, medium and small); Make or dig holes according to the sizes of the
suckers or seedlings; Place the suckers or seedlings in their holes according to their
sizes and if planted in rainy season and in heavy flat land with poor drainage, leave
part of the pseudostem above soil level and fill the hole totally.
The authors further explained that when planting in flat land, ensure that the
furrows have a slope of 0.5 – 1% then places the seed on the sides of the furrow.
Philips and Lordbanjon (1995) stated that mechanical planting is possible on a flat
land where tractors can be used 60cm deep; furrows are dug using a tyre of ditcher
(sub soiling fine fitted with two furrowing blades) and planting is done at the desired
spacing at the bottom of the furrow. The authors stated further that before planting,
suckers should be laid along the furrows and at planting the suckers should be kept
upright at the bottom of the furrows. The neck of the sucker should be leveled with
the surface of the soil after the furrow has been partially filled.
The literature on plantain plantation establishment is useful to this study as it
will guide the researcher in identifying competencies in establishing plantain
plantation enterprise for employment through the reviewed literature and opinion of
the authors cited.
59
Plantain Plantation Management
Plantain management is a vital part of the plantation. In the views of Koontz
and Beizz (2007) management is define as the process of defining and maintaining
an estate, environment in which individuals, work together efficiently to accomplish
selected aims. Plantation management in the opinion of Burton and Thakur (2007) is
a unique continuous process (group of interrelated and integrated activities)
involving plant growth, pest, disease and nutrient management, irrigation, weeding,
pre and post harvest activities, labour management, office administration, collection
and marketing of plantain produce by utilizing the limited available resources through
a set of management functions in order to accomplish set of goals.
Plantation management as viewed by Robinson and Sauco (2010) involves
field management practices which are intensive, scientifically applied, costly and
demanding on equipment, chemicals, infrastructure, facilities and transport targeted
towards maintaining the plantation. The authors stated that plantain plantation
management activities are limited to manuring, mulching, propping the plant and
harvesting when grown at the back yard garden where labour and other resources
comes from the family, while for commercial purposes improved methods of
plantation management within the resources of the farmer are required to boost the
level of productivity. The authors enumerated these management activities to include
manuring or fertilizer application, thinning or desuckering, pruning, weeding,
irrigation, staking or propping, wind breaks, controlling of high mat and harvesting.
Plantation management according to Aya and Lucas (1996) involves activities
such as supplying, mulching, fertilizer application, pruning, weeding, pest and
60
disease control and harvesting. In the opinion of Onwere and Umoh (1995)
plantation management activities refers to the various farming operations carried out
in the farm after planting of seeds, seedlings or other planting materials had been
done. The authors outlined these activities to include: thinning, supplying, mulching,
fertilizer application, watering or irrigation, weeding and harvesting.
A Thinning
Thinning in the opinion of Oke, Redhead and Hussain (1998) is the careful
removal of seedlings from a stand of germinated plants to improve production. In the
view of Philip and Lordbanjon (1995) thinning or desuckering is the removal of weak
stands of plantain from among the fast growing clustered sucker to one or two to
stop competition. Desuckering according to Hauser (2006) is the destruction or
reduction of seedling to the required number for proper growth and development.
Suckers to be removed are disease infested ones or the weakest among the
seedlings. In the opinion of Madhava Rao (2010) the importance of desuckering
includes: Bigger fruits and bunches are obtained; production of fruits at a time of
favourable weather or favourable market and it makes successive bunches on the
same clumps not to suffer competition of nutrient. When suckers are left to develop
freely, they compete against each other and reduce yield.
In the view of Abdulai and Binder (2006) the importance of desuckering includes:
Permitting good circulation of air and rapid growth in the plantation and giving room
for other activities like weeding, manuring; Healthy fruits and bunches are obtained
when desucking or thinning is carried out and Checking the spread of disease in the
plantation. Desuckering in plantain plantation management involves many steps. In
61
the account of Philip and Lordbanjon (1995) the following steps are outlined: Identify
the sucker to be thinned or desuck; Cut off the sucker pseudo stem with a machete;
Use the tip of the machete to pierce through the growing tip and twist many times.
By doing this the sucker will die. The author advice that suckers should not be
removed by digging them out as this destroys the root system and weakens the
growing stand thereby making it to be susceptible to lodging.
In the view of Madhava Rao (2010) the steps to be used in desuckering are:
Identify the sucker to desuck; Cut the sucker to ground level with a matched and
Thrust a chisel shaped crow bar between the sucker and parent with a twisting
motion to gauge out the growing point. The author stated that alternatively the
following steps could be used to desuck: Identify the sucker to be thinned; Cut off
the sucker pseudo stem and Pour in some quantity of kerosine into the cavity left i.e.
5 to 20ml per sucker and gradually the sucker dies off. Also a mixture of 2.4-D fuel
oil and grease maybe applied on the cut sucker which will eventually destroy the
sucker.
B Mulching
Mulching is a management activity in plantain plantation. In the view of
Udosen (1996) mulching is the act of covering the soil surface with dried material to
prevent soil water evaporation. Zake, Bwaniki and Nkwiine (2000) define mulching as
the act of using any protective material to cover the soil surface with the intention of
minimizing evaporation. The authors outlined mulch materials to include: leaves
straw, hay and sawdust, cassava peelings, palm bunch refuse, kitchen refuse.
Faturoti et al (2006) asserted that elephant grass, old and dead leaves, palm refuse,
62
cassava peels and domestic refuse are good mulching materials. The authors stated
that green manures may be applied as mulch.
Mulching of crops is important because; in the opinion of Sebuliba (2002)
mulching is important as: It protects the soil from direct drops of heavy rain;
intercepts solar radiation; reflects the light and so keeps the soil temperature low
and it reduces the effect of wind and air movement.
In the views of Crane, Balerdi and Maguire (2005) mulching serves the
following purposes: Mulched plantain produce more suckers and yield significantly as
bigger bunches are generally sustained longer than un-mulched plots; restrict weed
growth thereby reducing the cost of weeding; provides organic matter with attendant
high plant nutrients release to plants; it provides high soil moisture retention; greater
earthworm activities and reduces run-off thereby reducing erosion.
In carrying mulching activity the following steps are adopted. In the view of
Robinson (1995) the steps include: Identify the sources of mulching materials which
may be obtained from elephant grass, dried weed from cleared farm lands, kitchen
refuse etc; chop the grasses into bit and spread the chopped grasses around the
base of each stem of the plant about 15cm five to seven days after planting.
According to the report of International Network for the Improvement of
Banana and Plantain (INIBAP) (2003) steps in mulching include: Harvesting of
grasses such a panicum maximum, elephant grass etc; Gather all dried grasses from
cleared farm land; Chop the grasses into bits using machete or grade the grasses;
Spread the chopped dried grasses around the base of the plantain plant about 20cm
seven days after planting and water the plant after mulching.
63
The report stated that chopped stem of plantain plant whose fruits have been
harvested or plantain leaves could be used as mulch and spread around the base of
the plantain plant or stand. The report warned that the use of cover crops such as
perennial or other climbing plants is not advisable in a high density plantain.
C Irrigation (Watering)
Irrigation in the submission of SOFTECH (2010) is the artificial application of
water to the soil through various systems of tubes, pumps and sprays. In the opinion
of Giwa (2010) irrigation is the replacement or supplementation of rainfall with water
to the soil from another source in order to grow crops. The author stated that the
water source for irrigation may be nearby or distant body of water such as river,
spring, lake, well. The author further explained that depending on the distance of the
source and seasonality of rainfall, the water may be channeled directly to the field or
stored in reservoirs. Madhava Rao (2010) stated that irrigation is the process of
supplying water in addition to natural precipitation to field crops, orchards, vineyards
or other cultivated plants. The author outlined methods of irrigating the farmland to
include: basin, furrow, flood, sprinkler, drip surface irrigation.
Water is an essential ingredient in crop production and for photosynthesis to
occur. According to Drsechsel, Graefe, Sonon and Cofie (2006) the importance of
irrigation includes: Providing people with regular supply of perishable crops
throughout the year; providing employment opportunity; Unused plots can be put to
use and It enables farmers to earn a high level income
In the opinion of Crane et al (2005) plantain require large amount of water
and are very sensitive to drought. The authors stated that plantain requires about 4
64
to 6 inches of water per month; and since adequate soil moisture is essential for
good production especially during the dry months of the year, provision should be
made for irrigation. Irrigation according to Philips and Lordbanjon (1995) should start
from single device like watering can in a small field to any other mechanical device.
In opinion of Alvarado et al (2005) steps involved in irrigating the farm depends on
the choice of irrigation system and size of the farm. According to the authors for a
small farm of one hectare, watering can be used and the steps include: Identify
sources of water, example - river, stream, well or from reservoir; Filled the watering
can with water and apply water from the watering can through the nozzle of the can
to each stand.
In the opinion of Crane et al (2005) irrigating farms should be done with
caution to avoid over irrigation. Plantain plants are extremely susceptible to damage
by flooding. Therefore the type of irrigation system depends on how the water is
spread throughout the field. In the opinion of SOFTTECH (2010) surface irrigation
methods use the soil surface to spread water across a field or plantation to the plants
being irrigated, and include furrow, border or flood irrigation and basin irrigation.
The author stated that in furrow irrigation, small channels or furrows are used to
convey water across a field. In border irrigation, a field is divided into strips
separated by border ridges running down the slope of the field. Border irrigation is
used for tree crops. While sprinkle water is applied to all field by means of rotating
sprinkles or mini-sprinkles connected to a pressurized pipe system. The pipe system
supplying the sprinklers can be permanent, movable potable or a combination of the
65
three and can be operated automatically or semi-automatically. Sprinkler spread
water over a radius of 5 to 300 feet depending on the design.
D Manure and Fertilizer Application
Fertilizer in the opinion of Fox (2009) refers to any substance such as manure
or a mixture of nitrate used to make soil more fertile. According to Rony (2010)
fertilizer refers to organic and inorganic substances which may be natural or
manufactured added to the soil in order to increase the supply of one or more plant
nutrients. The author stated that fertilizer recommendations should be based on crop
requirements for a particular expected yield.
Fertilizer application in the views of Lagat, Wangia, Njohia and Ithinji (2007)
depends on the soil structure, natural fertility of the soil and the chemical properties.
The authors stated that plantain respond better to fertilizer application and the
bunch yield from fertilized plants grows ten times higher than that from unfertilized
plants. In the opinion of Bayeri and Tenkouano (2006) the correct placement of
fertilizer material has a major effect on quality of nutrient available for plant use and
quantity lost through erosion and leaching. The authors outlined fertilizer application
methods to include: Broadcasting method; Ring application; Band placing; Tractor
spreaders and Fertigation
In the submissions of Fixten and Reetz (2006) the best management practice
is based on the concept of applying the right fertilizer at the right rate, time and
place. The authors stated that as a general rule, before applying fertilizer the soil
should be analyzed to determine the type, amount and method to be used. The
66
authors enumerated fertilizer application methods as: Side dressing; Drilling;
Broadcasting and Ring method
Fertilizer application is important in plantain plantation management.
According to Philips and Lordbanjon (1995) the importance of fertilizer includes:
Increase yield or output; Improved soil moisture retention; Organic fertilizer controls
weed and erosion; Soil porosity and biological activities are encouraged and
encouragement of healthy growth.
According to Munoz, Kelling, Powell and Speth (2004) manure are valuable
sources of crop nutrients and organic matter, which can improve soil biological
condition. The authors outlined the importance of manuring as: Increase in organic
matter content of the soil; Improves soil structure; Increase in yield and output;
Checking of soil erosion and leaching in the plantation and helps to control weeds
Fertilizer (farmyard manure) application in the opinion of Steward (2006)
should start one month after planting or at the onset of the rains. The author stated
that application should be done based on the soil nutrient status. The author
recommended 300kg/ha/yr of nitrogen (as urea) and 550kg/ha/yr of potassium (a
muriate of potash) applied in six (6) split application. Fixten and Reetz (2006)
recommended 450gm of urea, 225gm ½b of tripple super phosphate 225gm muriate
of potash per plant of plantain.
Fertilizer recommendation according to Baiyeri and Tenkouano (2006) is a
mixture of nitrogen (N), phosphorus (P2O5) and potassium (K) in the ratio of 400kg
active ingredient (a.i) 160kg a.i and 320kg a.i respectively per hectare per year or
250gm (N0, 100gm (P205) and 200gm per plant per a year. The authors stated that
67
because nitrogen and potassium are easily leached away they should be supplied at
regular intervals. Fertilizer application in the view of Madhavc Rao (2010) should not
be placed near the stem as it is sensitive. The author outlines the following steps in
applying ring method fertilizer: Identify the type of fertilizer to apply (NPK, Farm
yield manure); Get a trowel and make a circle of about 4 to 8 feet apart from the
trunk of the plant; Take a small tomato tin for nitrogen and a milk tin for potassium
and fill it with fertilizer; Pour it round along the constructed circle of 4 to 8 feet apart
from the punch; Cover lightly with earth and water lightly.
In the report of Mighty Garden (2010) the steps involved in ring application
are: Get the fertilizer to be used; With your fingers measure two palms away from
the trunk; Use your hand trowel or hand fork and construct a ring or circle round the
plant and Apply a small tomato tin of the recommended fertilizer and cover with
small earth. Fertilizer application method according to Faturoti et al. (2006) could
take other forms but for established plantation, ring application in narrow trenches
dug to depth of 3cm around the plant at a distant of 1-2cm radius is ideal.
E Weed Control
Plantain plantation should always be kept weed free. Weed in the submission
of Belakazar and Espinosa (2000) is a plant having no economic value which intrudes
in cultivated field, competes with crop plant and tends to persist in spite of man’s
efforts at eradication. Crane et al (2005) stated that any plant with a superficial root
system should be considered a weed in a plantain field. The authors explained that
weeds compete for water and nutrients with the plantain plant and reduce fruits
production. Weed control in the opinion of Lemchi, Tshiunza, Tenkauano and Faturoti
68
(2005) is the act of removing and destroying plants that are not planted by man but
compete with planted crops. The authors stated that if weeds are not controlled, it
compete with plantain for space, air, nutrients, moisture which may be expressed in
the plantain plantation as: Established failure; Reduction in the size of individual
leaves and total area on the plant; Reduction in leaf longetivity; Reduction in pseudo
stem height and girth; Yellowing of leaves and intense reddening of leaf petioles and
petiolar margins due to nitrogen deficiency; Loss of yield and Longer growth period
from planting to harvest.
According to Rosales et al (2010) weed should not be allowed to coexist with
crops. Weeds should be controlled adjacent to plantain plants and mats at all times.
The authors stated that farmers should maintain a weed-free area of 2 to 6ft around
the banana mat with well-draining organic mulch. In the view of Swennen (1990)
weed control measures include: Manual weed control; Mechanical weed control and
Chemical weed control
The author stated that weed can be controlled manually by hand weeding or
slashing. The author advice that hoeing should not be encouraged because it
destroys the superficial roots of the plantains plant. According to Tenkouano, Hauser,
Coyne and Coulibaly (2006) chemical weed control is encouraged using contact non
selective herbicides, long lasting systemic and total herbicides. The authors stated
that treatment with a contact herbicide is only possible at the time of planting and
two to three months after planting. The authors stated that in weed control, each
method chosen has its own peculiar way of controlling weed. For chemical method
where herbicides are used, the authors described the mode of spreading thus:
69
Identify herbicide to be used; Get a knapsack sprayer; Dilute 5ml of herbicide with
20 litres of water; Carry the knapsack sprayer on your back with the left hand at the
pumping side and the right hand holding the nozzle of the sack and
Direct the nozzle to the weeds to be killed while you pump as you move about.
Food and Agricultural Organisation FAO(2006) stated that apart from cultural
practices, weed can be control chemically by use of: 0.4% glycel spray, selected
hermicides such as ametryne, simazin, diuvon, paraquat and glyphosate.Pre-
emergence herbicide,ametryne which can suppress general weed growth for 3-4
months.Contact herbicide, paraquate applied to the weed cover when the plantain is
about 6 months old.
The report stated that weeding helps to check weeds and it takes the
following steps: Row weed with hoes or the use of herbicides in the plantain field,
Ring weeding which involves weeding around the base of each seedling and total
weeding which is weeding the entire plantation with the use of herbicide or cutlass.
Weed control in the opinion of Philp and Lordbanjou(1995) should be done by:
regular slashing every 6-8 weeks before the canopy closes after about 5-6 months.
Contact herbicide at the time of planting(when the plantain do not have any leaves).
International Institute for Tropical Agriculture IITA(2008) in its research findings
identified four methods of controlling weeds in plantain farms:
(1) Manually which involves weeding using hoe, slashing with cutlass, the farmer
holds the hoe or cutlass with one or two hands, bending down while using the
implement.
70
(2) Chemical control which involves using herbicides such as chlovam-beam or
diuron applied at the rate of 1-3kg/ha..They are pre-emergence weed control
in plantain plantation.
(3) Mechanical control which involves the use of machine like harrows cultivators
among others in between the rows to keep plantain weed free.
(4) Biological control which involves mulching or growing cover crops on
plantation.
F Propping
Propping according to Faturoti et al (2006) is a managsement technique that
is done to support the plantain plant. According to the author, the falling over of
plantain pseudo stem due to exceptionally large bunches, weak psuedostem and
strong wind can cause partial damage to the plant or even total bunch loss. In the
view of Swennen (1990) bearing plantain always need support from 1 or 2 wooden
props usually bamboo. According to the author piece of bamboo or two sticks that
form a fork is used to support the plantain plant with bunches from tipping over,
snapping, and doubling.
Udosen (1996) outlined the steps in propping as: Identify the plantain plant
with bunch; Get two or three long Indian bamboo; Place them against the stem on
the side where it is leaning over and Make sure the bamboos are placed in the
position that will support the bunch of plantain; from tipping over snapping or
doubling. In the opinion of Adewole and Duruji (2010) the steps in propping plantain
plantation are: Identify the plant to be propped; Get two poles from Indian bamboo
71
with a later branch at the top; placed the poles along the side of the plant bearing
the bunch and Tie with a rope the lateral branch to the pole.
G Wind Breaks
Wind breaks in the views of Swennen (1990) is an act of planting or allowing
tall trees at the edges of the field in the direction of wind. The author stated that
large trees should be left around the plantation to help break the force of the wind.
According to Tchango, Bikoi, Achard, Escalant and Ngalani (2010) where trees are
not available, adequate fat growing trees like eucalyptus or gmelina should be
established. The authors stated that where dwarf varieties are available they should
be preferred to the taller varieties.
H Harvesting
Harvesting is the last management activities in plantation management. In the
views of Hornby (2005) harvesting is the act of cutting and gathering crops.
Harvesting in the opinion of Rosales et al (2010) is the cutting and gathering of
matured fruit, which is conducted according to market requirement trying always not
to damage bunches. Crane et al (2005) stated that plantain bunches are harvested
when the fingers are plumb but before they begin to turn yellow. The authors
pointed out that plantain matures for harvest after 12-15 months of planting. In the
report of Food and Agricultural Organization (FAO) (2004) plantain is harvested 3–4
months after the plant flowers. Harvest should be made at full state of fruit filling for
local market and ¾ fill for distant market. The report advice that harvesting should
be made early or late in the day.
72
There are several methods of harvesting that are in vogue. In the opinion of
Madlava Rao (2010) these methods include: Cutting the bunch within a foot or two
of the peduncle followed by cutting the pseudostem; Cutting the bunched and the
parent pseudostem untouched; Cutting the bunch and the pseudostem, cut back to
half the length after harvest; and Cutting the bunch and the pseudostem cut to
ground level.
The author stated that the practice of partially cutting the pseudostem after
harvest of the bunch is called “mattocking” and the idea of retaining a part of the
pseudostem is to supply nutrient, contained in the parent pseudostem to the
followers. Harvesting should be done with care not to damage the harvested bunch.
Philips and Lordbanjon (1995) listed steps to be followed when harvesting: Identify
the pseudostem to be cut; Cut about 3-4s meters high from the ground or just a little
above your height with a cutlass or machete; With the machete thrust into the
pseudostem push over gently to one side from where the bunch is carefully cut off;
Cut the pseudostem and leaves into bits and spread around the farm as mulch for
upcoming suckers.
In the report of FAO (2006) the steps in harvesting plantain are:Take a cutlass
or machete; Identify the pseudostem with the bunch to harvest; Reach up as high as
you can on the pseudostem and hack at the 6 diameter; Continue hacking until the
top half of the pseudostem comes down and Cut off the bunch of plantain with a
swig of the machete.
In the opinion of Adopo (2010) steps involved in harvesting a bunch of
plantain without mechanical damage are: Identify the matured bunch to harvest;
73
take a machete and make a cut about 6 to 8cm on the pseudostem; Shake the plant
slightly by pushing at the level of the cut; Place a fork under the stare to monitor the
fall of the bunch; In the absent of the fork, one helper is required to receive, catch or
hold the bunch as it comes down; Cut the bunch off the pseudostem and carry
bunch on stretchers to store house.
The submission and views of the authors reviewed are useful to this study as
it will guide the researcher to identify competencies in the management of plantain
plantation enterprise for employment that could be used to improve secondary
school graduates in plantain production enterprises.
Plantain Processing Enterprise
Food processing in the submission of Ogiehor, Ikenebomeh and Momodu
(2004) is the set of methods and techniques used to transform raw ingredients into
food or to transform food into other forms for consumption by humans and animals.
Adeniji and Tenkouano (2008) viewed processing as a way of transforming and
preserving fruits. The authors stated that post harvest loss is a major problem
limiting the production of plantain due to unavailability of established processing and
storage condition that could guarantee longer shelf life of the crop.
Plantain processing in the opinion of Ogiehor, Ekundayo and Okwu (2005)
implies taking clean harvested props and transforming them to produce attractive,
marketable and often long shelf-life food products. The authors stated that the shelf
life of plantain is greatly reduced after harvesting due to poor processing facilities.
Plantain processing according to Dazie and Orchard (1997) is the process of
74
transforming harvested crops into different food edible by man. The authors stated
that the bulk of plantain produced is eaten either raw in the ripe state or as cooked
vegetable or only very small proportion is processed in order to obtain a storable
products.
The authors further stated that many products are derived from the
processing of plantain such products include: plantain flour, powder, chips, canned
slices, jam, jelly. In the view of Akinyemi (2005) plantain processing business involve
converting it into fried chips, dodo Ikire, flour, soap, gin and wine. In the report of
International Network for the Improvement of Banana and Plantain (INIBAP) (2006)
the most common products of processing plantain are chips, sweets and roasted
plantain as a street food. The report categorized plantain processing business into:
(1) Micro enterprise for single product prepared and sold on the street. Example
dodo Ikire, roasted plantain.
(2) Micro enterprise for single product prepared at home for sale on street or from
home example chips, beer.
(3) Small to medium enterprises for mixed snack or food with company label and
license e.g. juice, jam.
(4) Medium to large business with modern processing technology example wine,
flour, chips etc.
In the opinions of Daniella, Englberger and Lorens (2010) plantain harvested
are cooked, boiled, fried, roasted or baked. The authors stated that processed
products include plantain chips, flour, juice, jam, ice-cream and wine. The authors
further stated that processed products have a long shelf life and can be stored and
75
sold over time to add diversity to farm sale. Oheuhen, Enweani, Ogiehor and Uwabor
(2006) identified pudding as another product of plantain that can be developed as an
enterprise.
Processing of Plantain into Chips
Plantain is processed into chips as follows: Onyejegbu and Olorunda in
Tchango et al (2009) outline steps in processing of plantain into chips as: Identify
mature unripe plantain bunches; Separate the bunch into individual fingers; Wash
and carryout manual peeling with knife; Slice pulp into piece of about 2mm thick;
apply salt (optional); Fry in vegetable oil or refined palm oil 2 to 3 minutes at 160-
170˚C; Drain and cool; Hermatic packaging in plastic or aluminium sachets; Store
and sale
Akinyemi (2005) identified the following steps in processing of plantain into
chips: Purchase matured green plantain from farm gate prices; Remove the outer
layer with a knife; Cut and slice into sheets; Mixed sheets with salts; Deep frying of
slice with vegetable oil and Cool the chips and pack.
In the opinion of Ekunwe and Ajayi (2010) two methods are involved in
processing plantain into chips. Steps in method one is: Harvest green/semi-ripe
plantain; Peel with knife; Wash plantain pulp; Slice to shape with knife; apply salt;
Fry with vegetable oil for about 5 minutes between 190˚C-200˚C; Cool the chips in a
try and packaged chips and sale
The authors stated the second method of processing chips from plantain is the
same with the above method but with a slight difference. The first steps make use of
green or un-ripe plantain while the second method uses ripe plantain. The fried
76
products are allowed to cool before being packaged in cellophane or polyethylene
bags.
Processing of Plantain into Flour
Processing of plantain into flour is another enterprise in plantain production.
In the opinion of Bayeri and Ortiz (2000) the following steps are involved:
A Harvest or purchase plantain bunch from farms or farm gate prices
B Hand peel with a knife
C Immersed in a plastic bowl containing portable water to prevent browning
D Sliced longitudinally into two with the aid of kitchen knife
E Dry the slice in a forced air moisture extraction plus II oven or Sango
Galenkamp Plc at 65˚C for about 48 hours; and
F Milled with the aid of stainless Kenwood warring blender.
In the view of Ogazi (1996) processing of plantain into flour traditionally
involved the following steps:Obtain the unripe plantain fruit, Peel with sharp knife,
Slice the fruit and sun dry for 1-2 days to desiccate the peel and stem the flow latex,
Soak pulp in water for two or three days, Remove soaked pulp and squeeze into
small pieces and sun dry for 15 days, Ground dried chips to powder with power mill
or pound in a mortar to produce flour, Filter the flour and packed.
The author stated that in modern method of processing plantain into flour,
three steps are involved:
(1) Obtain the unripe or green plantain
A Peel and slice;
B Put in tray or cabinet drier and dry for days;
77
C Mill to produce flour;
D Sieve to produce flour; and
E Package and sale
(2) Blanching to loosen the peel
A Fluidized bed drying ; and
B Repeat method 1
(3) Plantain is steamed and expressed
A Add water to homogenize the slurry;
B Dried using spray, votator, drum drier or extruder; and
C Milled to produce flour.
The author explained that the appropriate way of processing green plantain
into flour involved the steps below: Obtain green plantain and soaked in hot water
for about 10-15 minutes to soften the peel for easy peeling. Remove soaked plantain
and hand peel with a knife, peels can be dried and milled to produce animal feed.
Store the pulp in water to avoid browning before slicing or dicing. Slice plantain using
an automatic dicing machine or hand slice. Dehydrate plantain slice in a cabinet
dryer, Milled slice using end runner mill or hammer mill. Sieve to produce flour.
Residue used as animal feed and produced flour is graded according to particle size
and stored.
In the opinion of Ukhum and Ukpebor in Tchango et al (2010) unripe plantain
is traditionally processed into flour in Nigeria. According to the authors the
preparation method involves: Obtaining unripe plantain from farms or market;
Peeling the unripe plantain manually with knife; Cutting or slicing the pulp into small
78
pieces and air dried for few days and Pounding of dried pulp in a wooden mortar or
in a corn grinder.
The flour produced is mixed with boiling water to prepare an elastic pastry
called amala in Nigeria which is eaten with various sauces. The authors stated that
the flour obtained is more or less dark due to the action of browning enzymes. The
improvement of the traditional method gave rise to the modern method with the
following steps: Green or unripe plantain bunches are obtained from farm or market,
Separate into individual fingers, washed and hand peeled, Blanch pulp for 5 minutes
at 80˚C, Slice into round pieces, Treat with antioxidant, Dry the slice for some days
in the sun 65˚C for 48 hours in an oven, Grind the dried slice, plantain flour is
obtained; and Package flour and store.
Plantain flour can be used in different ways. Ohenhen et al (2006) identified
pudding as another product derived from processed plantain material that can be
developed as an enterprise. According to the authors the following steps are involved
in processing pudding; Obtain raw unripe and ripe plantain from farm or market, Peel
the unripe plantain ,Wash the pulp ,Slice into flat sheet with sharp knife, sun dried
for 3-5 days, milled, mixed water to form a slurry, carryout similar process on the
ripe plantain ,Mix the resulted paste with the unripe slurry ,take two cooking spoons
of palm oil, season with salt, onion and ingredients to taste, stir vigorously to mix
uniformly, wrap the paste with sterilized plantain leaves and boil for 2-3 hours and
allow to cool to room temperature.
In the opinion of Medupin (2008) many edible products are obtained from the
processing of plantain into flour. The author stated that plantain fritters called “dodo
79
Ikire” by the Yoruba, non alcoholic drink like sekete made in Ife, alcohol vinegar,
jam, juice are some products from plantain. The author explained that dodo Ikire is
processed by pounding plantain and mixed with spices and fried. Dodo Ikire in the
submission of Akinyemi (2005) is a snack made from ripe plantain. It is a business
that employs many rural people in the area. The author outlined the steps in
processing of dodo- Ikire to include: Obtaining raw material from the market (ripe
plantain); Peeling of the ripe plantain; Smarching of the pulp with mortar and pestle;
Frying and Packaging and storage.
The processing of dodo Ikire as stated by Philips and Lordbanjon (1995) are:
Sourcing for a ripened or over-ripened plantain; Peel; Mashed in a mortar into a
paste; Mixing with partially grinded pepper, and cut paste into lurd or slurry and fry
in palm oil.
According to Akinyemi, Starver, Aiyelaagbe, Kintomo and Babalola (2008)
dodo Ikire is a popular snack processed from plantain in Southwest Nigeria. The
authors explained that dodo is a Yoruba word for fried plantain while Ikire is the
name of the town where the technology originated. The authors outlined the steps in
processing plantain into dodo Ikire to include: Collect overripe plantain from the farm
or market; Hand peel with a knife; Chop the plantain into small pieces; Mix salt and
fry in a hot oil; place fried products in a sieve to drain the oil; Spread the fried
products with pepper and shape into a cone and Wrap the product in musa leaves
and sale.
80
Processing of Plantain into Wine
The extraction of juice from plantain and fermentation to produce wine is an
important post harvest activity. In the view of Ferris (1997) the process of processing
plantain into wine involves the following: Harvest ripe plantain, peel with a knife,
extract soluble components of the plantain ,Boil and cool, ferment overnight using
culture of saochaomyce cevevisiae, terminate fermentation after 7 days, bottle the
liquid sieved out ,Pasteurize by immersing field bottles into water bath, store for sale.
Wine processing from plantain in the opinion of Davies (2009) involves: harvesting of
unripe plantain, accelerating ripening either by burying in pits or by heating over
kitchen fire, peel the ripened plantain after 3-7 days press under foot or worked by
hand in large wooden mortars to extract juice, apply selected grasses to assist juice
extraction, strain juice and ferment the wine with ingredients such as water or
sorghum between 1-3 days, after fermentation wine is drawn off, strained and
allowed to cool, bottle or can the wine and store and sale
Champion in Ohiokpehai (2010) described the steps in processing of plantain
into wine as: Harvest or purchase green plantain, Allow to ripe naturally or induce
ripening, hand peel ripe plantain with knife, marsh with hand and mix with grass to
extract juice, Add honey to the juice and allow to ferment for 1-2 days, Sieve the
fermented juice and bottle and Package bottle wine and store for sale
The author stated that in the Riverine Towns of Nigeria, a similar potent
beverage called ogogoro is made from ripe plantain while in towns and villages
around University of Ife a nonalcoholic drink called sekete is made from ripe
plantains.
81
The views of the authors reviewed will help the researcher in identifying
competencies in processing of plantain into various products, which could be used to
improve secondary school graduates in plantain production enterprises.
LITERATURE ON MARKETING OF PLANTAIN PRODUCTS
The processed plantain products like chips, flour, pudding, dodo-Ikire and
wine must pass through the process of marketing before it could get to the final
consumer. Watson and Cardwell (1995) viewed marketing as a means by which
exchange of goods and services take place as a result of buyers and sellers being in
contact with each other, either directly or through a mediating agents or institution.
Marketing as defined by Miller and Stafford (1997) is the sum of all transactions that
takes place between buyers and sellers of a particular type of product. The authors
stated that market exist between and among individuals, business, government and
other nations.
The American Marketing Association in Akwaji (2006) defined marketing as
the performance of business activities that direct the flow of goods and services from
producers to consumers. The report remarked that marketing involves a set of
activities which are performed to promote the flow of products and services between
companies and people. George and Robert (2007) defined marketing as the sum
total of all business activities which are performed to promote the flow of products
and services from the producer (farmer) to the consumers or end users.
Marketing is important as a result of the role it plays in the society. Olaitan
and Omomia (2006) outline the importance of marketing as follows: Increase in
82
farmers’ income; exchange for cash or other goods that have monetary value; aids
the transfer of ownership of goods; enhances packaging and processing of goods;
ensures that goods get to the consumers; establishes both local and international
relationship with other communities and countries of the world; aids the assembling
and storage of goods and Farmers are able to get those crops and goods that cannot
be produced by them.
Importance’s of marketing as stated by Iwena in Asogwa (2009) are as
follows: Creating of job opportunities for many people who engage in marketing of
agricultural products; Helping to make agricultural products available throughout the
year; marketing enables the producers to know the taste of the consumers;
locating where there are surpluses to produce and bring them where there are
shortages; determining the price of agricultural produce and exporting of agricultural
products provides foreign exchange to the nation.
There are steps in marketing. Adiene (1997) enumerated these steps to
include: Finding buyers or searching for markets; Grading and standardization of
products; Storage of the products; Distribution and transportation of the products;
Risk management; Recording of financial transactions; Selling of the products and
pricing power
According to Ehiametalar (1999) the steps to adopt in marketing products
include: assembling of products; grading; identifying customers using sales
promotion as a tool; keeping products in secured and ventilated rooms for market
and fixing prices of various product.
83
In the report of National Agricultural Research Institute (NARI) (2003) steps in
marketing of products are: assembling of products, grading, sorting, storage,
transportation, fixing prices, financing the activities and disposal of the commodity.
Onuka (2003) stated that marketing steps are as follows: Record the number
of products produced; Keep products produced secured and ventilated for market;
Fix prices for products produced; Identify suitable wholesalers and retail agents;
Inform customers on the arrival of products; Assist customers in handling and
transporting produce and Keep records of produce sold and care for the unsold
products.
George and Robert (2007) highlighted marketing steps to include: Processing
of products to attract customers ; Assembling and packaging of products; Grading;
Weighing and measurement of products to size; Sorting of products into groups;
Fixing of prices to products; Storage of unsold products and Keeping record of al
sales and finance transactions .
The view and submissions of the authors reviewed in marketing of plantain
will guide the researcher in identifying competencies in marketing of processed
plantain products.
REVIEW OF RELATED EMPIRICAL STUDIES
Some empirical studies related to the study were reviewed as follows. In a
study conducted by DImelu (2010) on competency improvement needs of teachers
of Home Economics in the use of ICT for effective teaching in Colleges of Education
in Southeastern Nigeria, three research questions guided the study. The design of
84
the study adopted was descriptive survey. The study was conducted in five states of
southeast comprising of Abia, Anambra, Ebonyi, Enugu and Imo States. Population of
the study was one hundred and five (105) teachers of Home Economics. There was
no sampling because of the small size of the population.
The instrument for data collection was 44 structured questionnaire items. The
instruments were validated by three experts from the Department of Vocational
Teacher Education, University of Nigeria, Nsukka. Split half techniques and Crombach
Alpha reliability were used to determine the internal consistency of the instrument
and a coefficient of 0.87 was obtained. One hundred and five (105) copies of
questionnaire were administered on the respondents with the help of three Research
Assistants. All the 105 copies of the questionnaire were retrieved and analyzed using
weighted mean and Improvement Needed Index (INI).
The findings from the study indicated that teachers of Home Economics were
deficient in 16 items in word processing, 13 items in internal usage and 15 in the use
of power point. Their deficiency could be traced to their training which resulted to
their poor usage of computer machine in teaching students. It is recommended that
teachers of Home Economics should be exposed to further training in ICT compliance
through short courses, in-services training, workshops and seminars to improve
teachers in areas of deficiency identified in the study. The study is relevant to this
study as it guides the researcher in selecting appropriate steps to be adopted to
achieve result in this study.
Olaitan, Amusa and Ellah (2010) carried out a study on competency
improvement needs of instructors for effective teaching of cocoa plantation
85
establishment and management to students of Schools of Agriculture in
Southwestern Nigeria. Four research questions guided the study and survey research
design was adopted for the study. The study was carried out in Southwestern Nigeria
specifically Ondo and Oyo States. Population for the study was ninety six (96)
instructors from the two schools of Agriculture. The sample was made up of 42
instructors purposively sampled from the department of crop production.
Data was collected using 49-competency cluster structured questionnaire
item. Instrument was validated by three expert from department of Vocational
Teacher Education and Crop Science all of University of Nigeria Nsukka. Split-half
techniques and Cronbach Alpha reliability was adopted to determine the internal
consistency and a coefficient of 0.76 was obtained. Forty two copies of the 49
competency cluster item questionnaire were administered by the researcher on the
instructors. The entire 42 copies of the questionnaire were retrieved and analyzed
using the weighted mean and Improvement Needed Index (INI).
The findings of this study revealed that the instructors in Schools of
Agriculture required improvement in teaching planning, pre-planting, planting,
harvesting and marketing of cocoa to student in Schools of Agriculture. The reviewed
is relevant to this study as it will guide the researcher in identifying the methodology
to be adopted for the study.
In a study carried out by Ogbuanya and Fakorede (2009) on Technical Skill
Improvement Needs of Metal Work Technology Teachers for Entrepreneurship in
Response to MDG for Quality Assurance; three research questions guided the study.
Survey research design was used for the study. The study was carried out at Lagos
86
and Ogun States as 110 teachers of metal work formed the population of the study.
No sampling was done because of the small size. The questionnaire was used as
instrument for data collection. Five experts validated the instrument from the
Department of Vocational Education of University of Nigeria Nsukka and University of
Benin city. Reliability of the instrument was established using Cronbach Apha
reliability technique and a coefficient of 0.98 was obtained.
Fifty five copies of questionnaire were administered to the respondents at
their various locations with the help of four Research Assistants. All the fifty five
copies of the instrument were retrieved and analyzed using mean and standard
deviation to answer research question while t-test was used for testing the null
hypothesis at 0.05 level of significance. The findings of the result revealed that
Metalwork Technology Teachers training background lacked quality in terms of
technology skills required of them. Therefore, they need modern metalwork
technology skills for training of meta work students for occupation in metal industry
for productivity and self employment. Recommendations made on the basis of the
findings of this study are: extensive training should be organized for Metal Work
Technology Teachers in Technical Colleges to keep them abreast with the
cotemporary practices and update their skills in met work through in-service courses.
The relevance of the study to this study is that it will guide the researcher in
selecting pedagogical skills needed for improvement in this study.
In a study conducted by Amusa, Ukonze and Olaitan (2010) on Resources
Management Improvement Needs of Instructors in oil palm nursery for training
students of Schools of Agriculture for employment in oil palm nursery in
87
Southwestern Nigeria, Four research questions guided the study. The study adopted
survey research design; and it was conducted at Southwestern Nigeria specifically
Ondo and Ogun States. Population for the study was 90 instructors from the two
Schools of Agriculture in the two States. The sample was 47 instructors purposively
sampled from the Department of Crop Production in the two schools. The instrument
for data collection was a 59 resource management structured questionnaire item.
Validation of instrument was done by three experts from the University of Nigeria
Nsukka. The instrument was tral-tested and Cronbach Alpha reliability method was
adopted to determine the internal consistency of the questionnaire and a coefficient
of 0.88 obtained.
Forty seven copies of the 59 resource management skill questionnaire were
administered by the researchers on the instructors in the two schools. The entire
forty seven copies of questionnaire were retrieved and analyzed using mean and
Improvement Needed Index (INI). The findings of the study revealed that the
instructors needed improvement as 50 out 59 resource management skills in oil palm
nursery establishment and management were identified as needed. It is
recommended that the required resource management skills in oil palm nursery
enterprise be packaged into teachable scheme and used for retraining the instructors
to enable them to meet the training needs of the students for future graduates. The
relevance of the study reviewed to this study is that it will guide the researcher in
selecting appropriate method in analyzing data to achieve good result in this study.
In a study carried out by Olaitan, Alaribe and Ellah (2010) on performance
improvement needs of instructors in teaching soil testing and analysis to students of
88
crop production in Schools of Agriculture in Southeastern States of Nigeria. Four
research questions guided the study. The study made use of survey research design.
The study area was Southeastern States comprising of Abia, Anambra, Ebonyi,
Enugu and Imo States. The population of the study was 26 instructors in soil testing
and analysis in the Schools of Agriculture in the study area. There was no sampling
because of the small size of the population. A 61 skills cluster item questionnaire on
soil testing and analysis was used for collecting data.
The instrument was validated by three experts from University of Nigeria
Nsukka. Split-half technique and Pearson product moment correlation method were
used to determine reliability that yielded a coefficient of 0.82. Twenty six copies of
the questionnaire were administered to the instructors at their various locations with
the help of four Research Assistants. All the 26 copies were retrieved and analyzed
using weighted mean and Improvement Needed Index (INI). Findings of the result
revealed that the instructors required improvement in the 10, 28 ad 10 skills items
formulated to test their performance. It is recommended that the instructors be
allowed to undergo retraining to improve their performance in teaching soil testing
and analysis to students.
The relevance of the study reviewed to this study is that it will guide the
researcher in selecting and using appropriate methodology in achieving good results.
SUMMARY OF RELATED LITERATURE REVIEWED
The review of related literature was on conceptual framework, theoretical
framework, competencies in plantain production and review of related empirical
89
studies. Conceptually literature was reviewed on competency based approach, job
analysis, task analysis, occupational area and modular approaches. This will guide
the researcher in selecting appropriate approaches relevant in different enterprise.
The theoretical framework of the study is based on occupational and production
theories. These theories will guide the researcher in identifying and selecting
appropriate relevant skills and materials for training.
Literature was reviewed on competencies in plantain production. These
competencies were on nursery establishment, plantain establishment and
management, processing and marketing. This review will guide the researcher in
identifying and selecting appropriate competency items that will be used to collect
data for the study. The questionnaire develop from the literature will be used to
collect data that will help the study to determine the competencies that are required
for effective plantain production and also those competencies possessed at the time
of study by secondary school graduates. The difference between these two will
provide information on the need gap necessary to be acquired by the secondary
school graduates. These need gap identified by this study will constitute
improvement to be acquired by secondary school graduates for success in any
plantain production enterprises.
Literature on review of related empirical was reviewed on improvement
methods. This will guide the researcher to select appropriate steps and methodology
in achieving good results in the study.
90
CHAPTER THREE
METHODOLOGY
The procedure for carrying out this study was discussed under the following
headings: design of the study, area of the study, population and 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 study made use of descriptive research design. A survey research design
in the view of Anderson (2007) is a method of collecting data in which people are
requested to respond to a number of questions, through questionnaire or interview.
The author stated that reliability of a survey’s results depend on whether the sample
from which the information has been collected is free from bias and sufficiently large.
This design is appropriate for this study since it will make use of questionnaire to
collect data from the respondents on plantain production.
Area of the Study
The study was carried out in Cross River State of Nigeria, which is made up of
three senatorial educational zones namely: Northern Zone with head office at Ogoja,
central zone with head office at Ikom and Southern Zone with head office at Calabar.
The area is in the tropical rain forest belt with fertile soil high in organic matter
suitable for plantain production. The people of the State are interested in plantain
farming as a source of livelihood.
91
Population of the Study
The population of the study was six hundred and nineteen (619) made up of
one hundred and fifty nine (159) Agricultural Science Teachers, three hundred and
sixty five (365) Secondary School Graduates and ninety five (95) Registered Plantain
Farmers (20 Nursery Farmers, 40 Plantain Plantation Management Farmers and 35
Plantain Processors).
A teacher of agriculture in this perspective is a person who had been trained
and is certified to teach Agricultural Science in Secondary School. A registered
plantain farmer in this context is an individual or person who engages in cultivating
plantain in order to make profit with documentary account of the size and progress
of his farm with the Ministry of Agriculture (Agricultural Development Programme
(ADP) of the State.
The information on the number of teachers was obtained from State
Secondary Education Board and Technical Education Board in Calabar in 2010/2011
academic year (see Appendix II), while that of secondary school graduates was
obtained from the result of the pilot study of page 11 (see Appendix I). The
information on the number of registered plantain farmers was obtained from the
State Agricultural Development Programmes (ADPs) in Calabar (see Appendix III).
Sample and Sampling Technique
The sample for this study was six hundred and nineteen (619), which is the
population of the study. There was no sampling from the population because of its
manageable size. Therefore, the entire population constituted the sample.
92
Instrument for Data Collection
The instrument for data collection was three sets of questionnaire. The first
set of questionnaire was on nursery enterprise with forty eight (48) skill items to
collect information in nursery enterprise. The second set of questionnaire was on
plantain plantation management with eighty five (85) skill items to collect
information in plantain plantation establishment, while the third set of questionnaire
was on plantain processing and marketing enterprise with seventy six (76) skill
items, to collect information in plantain processing and marketing enterprise.
The questionnaire items for the Teachers of Agriculture and Registered
Plantain Farmers had a response option of required while that of the Secondary
School Graduates had two component response options of required and performance
(See Appendices VIII, IX and X). The required components had a four (4) point
response options of Highly Required (HR), Averagely Required (AR), Slightly
Required (SL), and Not Required (NR). The performance category had a four point
response options of High Performance (HP), Average Performance (AP), Little
Performance (LP), and NO Performance (NP) with a response options of 4, 3, 2, and
1 respectively.
The Teachers of Agricultural Science and Registered Plantain Farmers
responded to the required components, while Secondary School Graduates
responded to the required and performance components since they were the
respondent that required improvement.
93
Validation of the Instrument
The three sets of the questionnaire were validated by three experts. These
experts were two lecturers from the Department of Vocational Teacher Education,
University of Nigeria, Nsukka and one lecturer from the Department of Agricultural
Education, Federal College of Education, Obudu. The experts were requested to
correct and restructure the items that were wrongly written and eliminate other
items that were irrelevant, see Appendix XII for errors noted by experts. The
contributions of the experts were used to develop the final copy of the questionnaire
(See Appendices VIII, IX and X).
Reliability of the Instrument
Cronbach Alpha Method was used to determine the internal consistency of the
questionnaire. Twenty (20) copies of the questionnaire were administered to 20
respondents made of eight (8) Teachers of Agricultural Science, five (5) Plantain
Farmers and seven (7) Secondary School Graduates in Akwa Ibom State. The data
was analyzed using Cronbach alpha formula (see Appendix IV). The alpha co-efficient
obtained were 0.903 for nursery enterprise, 0.856 for plantain plantation
management enterprise and 0.870 for plantain processing and marketing enterprise.
Method of Data Collection
The researcher made use of six (6) Research Assistants, two from each zone
to help in the administration of the questionnaire to the respondents. Six hundred
and nineteen (619) copies of the questionnaire were administered to the
94
respondents by the Research Assistant and the researcher as follows: 159 copies to
Teachers of Agricultural science, 95 to Plantain Farmers and 365 to Secondary School
Graduates. All the 619 copies were retrieved for analysis.
Method of Data Analysis
The data collected were analyzed using weighted mean to answer research
question 1 and improvement needed index (INI) to answer the research questions 2-
4. The analysis of variance (ANOVA) was used to test the hypothesis of no
significance difference at 05.0≤ρ level of significance. In taking decision on
competences required in plantain production enterprise. The real limit of numbers
was utilized as follows:
3.5 - 4.0 highly required
2.5 - 3.49 averagely required
1.5 - 2.49 slightly required
1.0 - 1.49 not required
Therefore any item with a mean value within 1.5 – 4.0 was regarded as
required, and any item with a mean value of less than 1.5 was regarded as not
required.
In taking decision on the improvement required by Secondary School
Graduates, the improvement need index of 0,1,2,3 was as follows:
0 = No improvement.
1 = Little improvement required
2 = Average improvement required
3 = High improvement required (Ellah, 2007).
95
In calculating the value of improvement the need gap was involved. The
calculation of the need gap was as follows:
The mean X R of the needed category was determined for each item.
The mean X P of the performance category was determined for each item.
The performance gap NG was determined by the difference between X R and
X P for each item i.e. NG = X R – X P.
Decision on the need gap value is as follows:
Where the value of NG was positive (+), it means that improvement was
needed because the level at which the Secondary School Graduates could
perform the skill was less than the level at which it was required.
Where NG was negative (-) it means improvement was not needed because
the level at which the Secondary School Graduates could perform the skill item
was greater than the level at which it was required.
Where NG was zero (0) it means improvement was not required because the
level at which the Secondary School Graduates could perform the skill item
was equal to the level at which it was required.
For testing the hypothesis, a hypothesis of no significance difference was
accepted for any item whose P value was equal to or greater than P≥0.05 and will be
rejected for any item whose P≤ 0.05.
96
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter presents the analysis of data collected for the study. The
analyzed data were presented based on the research questions answered and the
hypotheses tested.
Research Question 1
What are the competencies required by Secondary School Graduates in plantain
nursery, plantain plantation management and plantain processing and marketing
enterprise?
The data for answering research question 1 were presented in Table 1.
97
Table 1: The Mean Ratings of the Responses of Teachers of Agricultural Science, Plantain Farmers and Secondary School Graduates on Competencies Required by Secondary School Graduates in Plantain Nursery, Plantain Management and Processing and Marketing Enterprises.
N = (A=261); (B=362) & (C=314)
S/N Module Statements for Enterprises A, B & C X SD Remark
Ai Planning for plantain nursery enterprise (14) 3.47 0.77 Required
Aii Plantain nursery production (24 items) 3.50 0.74 Required
Aiii Marketing of plantain nursery (10) 3.54 0.72 Required
Bi Planning for plantain plantation enterprise (14) 3.55 0.87 Required
Bii Plantain plantation establishment (12 items) 3.44 0.74 Required
Biii Plantain planting operation (6 items) 3.52 0.73 Required
Biv Plantain thinning operation (5 items) 3.27 0.92 Required
Bv Plantain mulching operation (5 items) 3.26 0.82 Required
Bvi Plantain irrigation operation (4 items) 3.32 0.84 Required
Bvii Plantain fertilizer application (7 items) 3.46 0.88 Required
Bviii Plantain weed control (11 items) 3.37 0.79 Required
Bix Propping operation (5 items) 3.34 0.82 Required
Bx Plantain harvesting operation (6 items) 3.34 0.76 Required
Bxi Marketing of plantain (10 items) 3.54 0.80 Required
Ci Planning for plantain processing enterprise (14
items)
3.47 0.78 Required
Cii Processing of plantain into chips (11 items) 3.40 0.79 Required
Ciii Processing of plantain into flour (11 items) 3.36 0.811 Required
Civ Processing of plantain into pudding (11 items) 3.43 0.78 Required
Cv Processing of plantain into dodo ikire ((8 items) 3.43 0.78 Required
Cvi Processing of plantain into wine (11 items) 3.40 0.81 Required
Cvii Marketing processed plantain products (10 items) 3.43 0.74 Required
Key X = Mean SD = Standard Deviation N = Number of respondents
98
The data in Table 1 showed that the three competency modules A – C had
their mean values ranged from 3.26 – 3.55 which were above the real limit of 1.50.
This indicated that the three modules were required by Secondary School Graduates
in plantain nursery, plantain plantation management and processing and marketing
enterprises. The three modules had their standard deviation ranged from 0.72 –
0.92. This showed that the respondents were not too far from the mean and they
were close to each other. The three modules had 209 corresponding competency
items (see Appendix E). The means of the 209 corresponding competency items
ranged from 2.73 – 3.71 which were above the real limit of 1.50 indicating that the
competency items were required for improvement in plantain production enterprise.
The standard deviation for the 209 competency module ranged from 0.60 – 1.23
which indicated that the respondents were not too far from the mean and they were
close to one another in their opinion. This result added value to the reliability of the
mean.
Research Question 2
What are the competencies in plantain nursery enterprise where Secondary School
Graduates require improvement for employment?
The data for answering research question 2 were analysed and presented in
Tables 2, 3, and 4.
99
Table 2 Need Gap Analysis of the Mean Ratings of Secondary School Graduates on Competency in Plantain Nursery Enterprise in Cross River State. Module A N= 261
SN Item Statement X R X P PG
X R- X P
Remarks
Ai Planning for Plantain Nursery Enterprise
1 Formulate specific objectives for plantain
nursery enterprise
3.65 3.11 0.54 IN Rrd
2 Review formulated objectives with change
in plantain nursery enterprise
3.62 3.09 0.53 Required
3 Identify site for plantain nursery enterprise 3.55 1.92 1.62 Required
4 Identify sources of credit for plantain
nursery enterprise
3.46 2.10 1.35 Required
5 Specify variety of sucker suitable for the
soil
3.45 3.15 0.29 Required
6 Draw up program for plantain nursery
enterprise
3.29 2.21 1.07 Required
7 Identify materials needed for plantain
nursery enterprise
3.38 2.26 1.12 Required
8 Identify the equipment needed for
plantain nursery enterprise
3.52 2.96 0.56 Required
9 Identify qualified personnel required for
nursery enterprise
3.40 3.01 0.38 Required
10 Implement activities in plantain nursery
enterprise
3.63 3.33 0.30 Required
11 Identify suitable market for plantain
nursery enterprise
3.30 2.20 o.35 Required
12 Make budget for plantain nursery
enterprise
3.42 2.94 0.48 Required
13 Draw up the evaluation technique 3.50 3.16 0.33 Required
14 Make room for any contingency needed 3.44 2.36 1.07 Required
100
The data in Table 2 revealed that the need gap values of 14 competency
items ranged from 0.33 – 1.62 and were all positive. This indicated that Secondary
School Graduates required improvement in the 14 competency item in planning for
plantain nursery enterprise.
Table 3 Need Gap Analysis of the Mean Ratings of Secondary School Graduates on Competency in Nursery Enterprise in Cross River State
N= 261
S/N Item Statement X R X P PG
X R- X P
Remarks
Aii Nursery Multiplication
1 Identify the sword sucker for nursery
production
3.56 3.29 0.27 IN
Required
2 Dig round the sucker to remove it from
mother plant
3.35 2.92 0.43 Required
3 Wash out excess soil and prune dead
dried leave and root
3.41 2.37 1.04 Required
4 Dip the corm in a nematicide 3.47 2.36 1.11 Required
5 Identify the level of sucker attachment
and peel
3.56 2.28 1.28 Required
6 Locate the “V” point with a knife at 2mm 3.56 2.49 1.07 Required
7 At the edge of the “V” made a cut with
knife
3.62 2.21 1.40 Required
8 Repeat the operation until it become
difficult to see “V”
3.36 2.57 0.79 Required
9 Reduce the psueduo stem to 1-2cm 3.34 3.07 0.27 Required
10 Place the sucker in a location to receive
sunlight
3.39 2.30 1.09 Required
11 Take up the sucker again and reduce the
height
3.15 3.21 -0.05 Not
Required
12 Make a cross wise incision across the
width
3.24 2.31 0.93 Required
101
13 Repeat the incision to damage the optical 3.62 2.34 1.27 Required
14 Set the explant aside into a slode 3.45 3.12 0.32 Required
15 Place the explant in a germination bed 3.31 2.46 0.85 Required
16 Cover germination bed with plastic or
saw dust
3.54 2.93 0.60 Required
17 Make a shade over the bed 3.40 2.30 1.10 Required
18 Water the bed periodically to maintain
moisture
3.52 2.23 1.31 Required
19 Remove the explant from bed and gently
wash
3.56 2.20 1.35 Required
20 Cut off plant let, with 2.5 leaves and put
in polythene
3.27 1.89 1.37 Required
21 Return explants back to germination bed 3.41 2.35 1.05 Required
22 Continue harvesting plantlet until plant
deteriorate
3.34 2.15 1.18 Required
23 Keep harvest plantlets in a slate to wean
and
3.59 2.77 0.81 Required
24 Care for plantlet and prepare for
marketing
3.33 2.09 1.23 Required
The data in Table 3 revealed that the need gap values of 23 out of 24
competency items ranged from 0.27 – 1.40 were positive. While one (1)
competency item with -0.05 was negative. This indicated that the Secondary School
Graduates required improvement in 23 of the competency items, but did not require
improvement in 1 item.
Generally, the data in Table 3 indicated that Secondary School Graduates
required improvement in all the 24 competency item in plantain nursery enterprise
because the need gap value of one competency item was very small and the
102
Secondary School Graduates cannot do without the one competency item during
retraining.
Table 4 Need Gap Analysis of the Mean Ratings of Secondary School Graduates on Competency in Marketing of Nursery in Nursery Enterprise in Cross River State. N= 261
S/N Item Statement X R X P PG
X R- X P
Remarks
Aiii Competency in marketing plantain nursery
1 Assemble and record the number of
plantain nursery produced
3.56 2.18 1.36 IN Rrd
2 Keep nursery produced secured and
ventilated for marketing
3.56 2.00 1.56 Required
3 Grade the nursery according to quality 3.71 1.96 1.75 Required
4 Fix prices for the nursery/sucker
produced
3.53 2.02 1.51 Required
5 Advertise the nursery to attract buyers 3.49 2.54 0.95 Required
6 Find buyers and search for market 3.56 2.07 1.48 Required
7 Identify suitable wholesaler and retail
agent for nursery
3.34 3.45 -0.10 Not
Required
8 Inform customers on arrival of nursery
suckers
3.63 2.62 1.01 Required
9 Distribute and transport of nursery
products to market
3.43 3.26 0.16 Required
10 Record sales and store carefully the
unsold nursery
3.55 1.57 1.97 Required
KEY: X R = Mean Required
X P = Mean Performance, IN Rqd = Improvement Required PG = Performance gap Rmks = Remarks
103
The data in Table 4 revealed that the need gap value of 9 competency items
out of 10 ranged from 0.16-1.97 were positive while 1 competency item with -0.10
negative. This indicated that the Secondary School Graduate required improvement
in nine competency item but did not require improvement in one competency item
(7) in marketing of plantain nursery.
Generally, the data indicated that Secondary School Graduates required
improvement in all the ten competency items because the need gap value of the one
competency item was very small and the Secondary School Graduate cannot do
without the one competency item during retraining.
The data in Tables 2, 3, and 4 revealed that the need gap values of 46
competency items out of the 48 items ranged from 0.27 – 1.97 were positive and 2
competency items ranged from -0.10 to -0.05 were negative. This indicated that the
Secondary School Graduates required improvement in forty six (46) competency
items and did not require improvement in two competency items.
Generally the data in Table 2,3 and 4 indicated that Secondary School
Graduates required improvement in all the 48 competency items in plantain nursery
enterprise because the need gap value in the 2 competency items that were not
required were very small and the Secondary School Graduates cannot do without the
two competency item during retraining.
104
Research Question 3
What are the competencies in plantain plantations management where secondary
school graduates require improvement for employment?
The data for answering research questions 3 were presented in Tables 5, 6, 7,
and 8.
Table 5 Need Gap Analysis of the Mean Ratings of Secondary School Graduates in Planning for Plantain Plantation Management Enterprise in Cross Rivers State. N= 362
S/N Module Statement X R X P PG
X R- X P
Remarks
Bi Planning for Plantain Plantation Management Enterprise
1 Formulate specific objective for plantain
plantation management enterprise
3.62 3.50 0.11 IN Rrd
2 Review the formulated objectives with
change in market demand
3.52 3.09 0.43 Required
3 Identify site for plantain plantation 3.65 1.56 2.08 Required
4 Identify sources of credit for plantain
plantation enterprise
3.55 2.98 0.57 Required
5 Specify variety of plantain suitable for
soil in plantain plantation
3.45 3.54 -0.09 Not
Required
6 Draw program for plantain plantation
enterprise
3.69 2.23 1.45 Required
7 Identify materials needed for plantain
plantation management
3.58 2.33 1.25 Required
8 Identify equipment needed for each
plantain plantation management
enterprise
3.62 2.96 0.66 Required
9 Identify qualified personnel required for
each operation
3.47 3.01 0.46 Required
105
10 Implement activities on plantain
plantation management enterprise
3.53 3.40 0.13 Required
11 Identify suitable markets for the plantain
production
3.50 2.22 1.28 Required
12 Make budget for the plantain plantation
management
3.58 2.95 0.63 Required
13 Draw up evaluation technique to be used 3.50 3.05 0.45 Required
14 Make room for any contingency needed
in plantain plantation enterprise
3.44 2.38 1.05 Required
The data in Table 5 revealed that the need gap value of 13 out of 14
competency items ranged from 0.11 – 2.08 and were positive. This indicated that the
Secondary School Graduates required improvement in the 13 competency items. One
(item 5) out of the 14 had a need gap value of -0.09 which was negative. This
indicated that Secondary School Graduates did not require improvement in the 1 (5)
competency item.
Generally, the data in Table 5 indicated that Secondary School Graduates
required improvement in all the fourteen competency items in planning for plantain
plantation establishment and management enterprise because the need gap value of
one competency item was small and the Secondary School Graduates cannot do
without it during their retraining.
106
Table 6 Need Gap Analysis of the Mean Ratios of Secondary School Graduate on Competency in Plantain Plantation Establishment, Planting and Plantain Thinning Operations. N= 362
S/N Item Statement X R X P PG
X R- X P
Remarks
Bii Competency in Plantain Plantation Establishment
1 Identify suitable site for plantain
plantation establishment
3.61 1.97 1.64 IN Rrd
2 Clear the identified site with machete or
tractor
3.44 2.92 0,51 Required
3 Fell trees and shrubs with machete 3.27 1.97 1.30 Required
4 Stump the tree stem with hoe and pick
axe
3.41 2.87 0.53 Required
5 Pack and burn trash 3.09 2.51 0.58 Required
6 Carryout field layout for plantain
establishment
3.15 3.18 -0.03 Not
Required
7 Dig out holes for the measured spacing 3.45 2.49 0.96 Required
8 Transfer mature healthy seedlings or
suckers for planting
3.20 2.83 0.37 Required
9 Place the seedling or sucker each per
hole
3.51 2.85 0.65 Required
10 Cover first with top soil containing
organic matter
3.30 2.97 0.32 Required
11 Press the base of the seedling and mulch 3.66 3.03 0.63 Required
12 Water the sucker or seedling if land is
dried
3.20 2.74 0.45 Required
Biii Competencies in plantain plantation
operation
X R X P X R- X P Remarks
13 Isolate mature and healthy suckers
according to size
3.45 2.53 0.91 Required
14 Trim off shoots that are too long to
stimulate growth
3.37 2.95 0.42 Required
107
15 Remove the polythene bag leaving the
ball of earth
3.69 1.99 1.69 Required
16 Place the seedling or sucker centrally in
the hole
3.44 2.61 0.82 Required
17 Cover first with topsoil containing organic
matter
3.33 3.27 0.06 Required
18 Press the base of the seedling firmly to
the ground
3.57 3.15 0.41 Required
Biv Competencies in Thinning Operation X R X P X R- X P Remarks
19 Identify sucker to be removed 3.44 1.92 1.51 Required
20 Cut off the sucker pseudo stem 3.30 2.69 0.60 Required
21 Thrust a chisel shaped crowbar and piece
through
3.57 2.40 1.16 Required
22 Pour in some of chemical such as
kerosene
3.10 2.77 0.33 Required
23 Apply a mixture or petrol oil and grease
on cut sucker
2.96 2.55 0.40 Required
The data in Table 6 revealed that the need gap value of 22 out of 23
competency items ranged from 0.05 – 1.69 and were positive. This indicates that the
Secondary School Graduates required improvement in twenty two (22) competency
items. One (1) out of the 23 had a need gap value of -0.03 which was negative,
indicating that the Secondary School Graduates did not require improvement in the
one (6) competency items.
Generally, the data in Table 6 revealed that the Secondary School Graduates
required improvement in all the twenty three (23) competency items in plantain
plantation establishment, planting operation and thinning operation in plantain
plantation management enterprise because the need gap value of one competency
108
item was too small and Secondary School Graduates cannot do without it during their
retraining.
Table 7 Need Gap Analysis of the Mean Ratings of Secondary School Graduates on Competency Items in Mulching, Fertilizer, Irrigation, and Weed control. N= 362
S/N Item Statement X R X P PG
X R- X P
Remarks
Bv Competency in Mulching Operation
1 Identify sources of mulching material 3.55 2.89 0.65 IN Rrd
2 Gather all grasses from cleared farm
land
3.25 3.36 -0.10 Not
Required
3 Chop the grasses or materials into bit 3.19 2.74 0.44 Required
4 Spread the chopped dried grasses
around the base plantain
3.04 2.89 0.15 Required
5 Water the plant 3.27 3.15 0.12 Required
Bvi Competencies in Fertilizer Application
X R X P X R- X P Remarks
6 Identify the fertilizer to apply or use 3.59 3.01 0.57 Required
7 Use band placement or ling method 3.39 2.84 0.54 Required
8 Make a circle roundabout the stem with
trowel
3.15 2.64 0.50 Required
9 Take a small tomato tin and measure out
fertilizer
3.66 2.78 0.87 Required
10 Apply it round along constructed circle 3.24 2.96 0.27 Required
11 Cover lightly with earth 3.30 2.51 0.79 Required
12 Place small tomato tin full of fertilizer on
top of the plant about 5cm away
2.93 3.39 -0.46 Not
Required
Bvii Competencies in Irrigation Application
X R X P X R- X P Remarks
13 Identify surges of water 3.42 2.31 1.11 Required
14 Fill the watering can with water 3.59 3.07 0.51 Required
109
15 Connect long plastic pipes to a tap
flowing
3.45 2.17 1.27 Required
16 Direct the pipe to the stem of each plant 3.37 2.66 0.70 Required
Bviii Competencies in Weed Controls Operation
X R X P X R- X P Remarks
17 Identify the herbicide to use 3.60 3.07 0.53 Required
18 Get a knapsack herbicide sprayer 3.47 1.96 1.50 Required
19 Measure 5ml and dilute with 10 litres of
water
3.36 2.80 0.55 Required
20 Carry the sprayer on back and apply
pressure with hand
3.34 2.90 0.43 Required
21 Direct the nozzle to the weeds and walk
round
3.53 3.03 0.49 Required
22 Weeding mechanically with hoe 3.36 2.65 0.70 Required
23 Handpicking 3.22 2.56 0.66 Required
24 Brush or slash with cutlasses 3.10 2.74 0.36 Required
25 Use tractor pulled mower 3.14 3.28 -0.14 Not
Required
26 Herbivorous animal driven into plantation 3.46 2.51 0.95 Required
27 Planting of leguminous cover crop 3.51 2.85 0.65 Required
The data in Table 7 revealed that the need gap value of 24 out of 27
competency items ranged from 0.12 – 1.50 and were positive. This indicated that
Secondary School Graduates required improvement in the 24 competency items.
Three (3) out of the 27 competency items had their need gap value ranged from -
0.46 to -0.10 and were negative. This indicated that the Secondary School Graduates
did not require improvement in the three (2, 12, and 28) competency items.
110
Generally, the data in Table 7 revealed that Secondary School Graduates
required improvement in all the 27 competency items in plantain mulching, fertilizer
application, irrigation and weed control operations in plantain plantation
management enterprise because the need gap of the 3 competency items were too
small and Secondary School Graduates cannot do without them during their
retraining.
Table 8 Need Gap Analysis of the Mean Ratings of Secondary School Graduates in Propping, Harvesting and Marketing. N= 362
S/N Item Statement X R X P PG
X R- X P
Remarks
Bix Competencies in Plantain Propping
1 Identify the plantain with mature bunch 3.23 2.86 0.36 IN Rrd
2 Carry two or three long Indian bamboo 3.37 3.17 0.19 Required
3 Tie rope to the lateral pole against the
two
3.51 2.30 1.21 Required
4 Placed the bamboo on the side where
branch leans
3.15 2.95 0.20 Required
5 Ensure that the poles are placed properly
so that it cannot be blown away by storm
3.42 2.93 0.49 Required
Bx Competencies in Plantain
Harvesting
X R X P X R- X P Remarks
6 Identify the plantain plant with mature
bunch
3.47 3.05 0.42 Required
7 Place a forked stick or a helper to receive
it
3.51 2.71 0.79 Required
8 Take a machete and make a cut or
pseudo stem
3.40 1.94 1.46 Required
9 Shake the stem slightly by pushing at
direction of force
3.27 2.92 0.34 Required
111
10 Cut the bunch off with a machete 3.59 2.84 0.75 Required
11 Carry bunch on stretchers to store house
or market
3.37 3.14 0.22 Required
Bxi Competencies in Plantain Marketing X R X P X R- X P Remarks
12 Assemble and record number of plantain
harvested
3.57 2.90 0.67 Required
13 Keep harvested bunch of plantain secure
for market
3.46 1.32 2.14 Required
14 Grade the products according to quality 3.48 2.99 0.48 Required
15 Fix prices for the bunches 3.33 2.54 0.79 Required
16 Advertise the plantain bunch to attract
buyers
3.69 2.02 1.67 Required
17 Find buyers and search for market 3.50 3.07 0.42 Required
18 Identify suitable wholesaler and retail
agents
3.55 3.45 0.10 Required
19 Inform customers on the arrival of
plantain bunches
3.56 2.40 1.15 Required
20 Distribute and transport plantation
bunches
3.63 3.34 0.29 Required
21 Record sales and store carefully the
unsold bunch
3.59 2.57 1.01 Required
KEY: X R = Mean Required
X P = Mean Performance, IN Rqd = Improvement Required PG = Performance gap
The data in Table 8 revealed that the need gap value of 21 competency items
ranged from 0.10 – 2.14 and were positive. This indicated that the Secondary School
Graduates required improvement in all the twenty one competency items in
propping, harvesting, and marketing of plantain in plantain plantation management
enterprise.
112
The data in Tables 5, 6, 7 and 8 showed the need gap values of 85
competency items. Eighty (80) of the competency items ranged from 0-.01 – 2.14
were positive. This indicated that the Secondary School Graduates required
improvement in the eighty competency items. Five (5) out of the 85 competency
items ranged from -0.46 to -0.03 were negative. This indicated that the Secondary
School Graduates did not require improvement in the five (5) competency items.
Generally, the data in Tables 5,6,7 and 8 indicated that the Secondary School
Graduates required improvement in all the eighty five competency items in plantain
plantation establishment and management enterprise because the need gap value of
the five (5) competency items were small and the Secondary School Graduates
cannot do without the five competency items during their retraining.
113
Research Question 4
What are the competencies in plantain processing enterprise where secondary school
graduates require improvement for employment?
The data for answering research question 4 were presented in Tables 9, 10,
11, and 12 respectively.
Table 9 Need Gap Analysis of the Mean Ratings of Secondary School Graduates on Competencies in Plantain Plantation Processing Enterprise in Cross River State. N= 314 MODULE C
S/N Competency Item X R X P PG
X R- X P
Remarks
Ci Competency in Planning for Plantain
Processing
1 Formulate specific objective for plantain
plantation processing enterprise
3.56 2.29 1.27 IN Rrd
2 Review the formulated objectives in
processing plantation processing
enterprise
3.49 1.97 1.51 Required
3 Identify site for plantation processing
enterprise
3.62 3.42 0.19 Required
4 Identify sources of credit for processing
enterprise
3.55 2.43 1.12 Required
5 Specify variety of type of plantation
processing enterprise to adopt
3.49 3.07 0.42 Required
6 Draw program for plantain processing
enterprise
3.33 2.45 0.88 Required
7 Identify materials needed for plantation
processing enterprise
3.46 2.97 0.48 Required
8 Identify the equipment needed for
specific plantation processing enterprise
3.56 3.10 0.46 Required
9 Identify qualified personnel required for
each operation
3.50 2.91 0.58 Required
10 Implement the activities on plantation
processing enterprise
3.40 3.29 0.11 Required
11 Identify suitable markets for the
plantation processing enterprise
3.54 2.20 1.34 Required
114
12 Make budget for the plantation
processing enterprise
3.25 3.38 -0.13 Not
Required
13 Draw u the evaluation techniques to be
used in processing
3.40 3.00 0.39 Required
14 Make room for any contingency needed
in plantation processing enterprise
3.39 1.96 1.42 Required
The data in table 9 revealed that the need gap value of 13 out of 14
competency items ranged from 0.11 – 1.51 and were positive. This indicated that the
Secondary School Graduates required improvement in the 13 competency items. One
(1) out of the 14 competency items had a need gap of -0.13 which was negative,
indicating that the secondary school graduates did not require improvement in one
(12) competency item.
Generally, the data in Table 9 indicated that the Secondary School Graduates
required improvement in all the 14 competency items in planning for plantain
processing enterprise because the need gap value of one item was too small and the
Secondary School Graduate cannot do without it during their retraining.
115
Table 10 Need Gap Analysis of the Mean Ratings of Secondary School Graduates on Competencies in Processing of Plantain into Chips and into Flour
N= 314
S/N Competency Item X R X P PG
X R- X P
Remarks
Cii Companies in Processing Plantation
into Chips
1 Identify mature unripe plantain bunch 3.63 3.69 -0.05 Not
Required
2 Separate bunch into individual fingers 3.50 3.66 -0.15 Not
Required
3 Wash the fingers and peel with knife 3.35 3.15 0.19 Required
4 Slice to shape with knife or slicer 3.23 3.63 0.40 Not Required
5 Mix the slices with salt 3.43 3.05 0.38 Required
6 Put sliced plantain into frying pot
containing oil and heat
3.20 2.89 0.31 Required
7 Remove fried slice into a container with
drainage
3.60 3.59 0.01 Required
8 Grade the slices according to sizes 3.59 2.54 1.04 Required
9 Package chips into cellophane bags
according to sizes
3.38 3.11 0.26 Required
10 Label and fix prices 3.25 2.28 0.96 Required
11 Supply to stores or market 3.18 3.34 -0.16 Not Required
Ciii Processing of Plantain into Flour
12 Harvest or purchase unripe plantain
bunch
3.28 2.75 0.53 Required
13 Separate the bunch into individual fingers 3.55 3.64 -0.08 Not
Required
14 Wash the fingers and peel with knife 3.09 2.58 0.50 Required
15 Immerse the pulp into water to prevent 3.49 2.26 1.22 Required
116
browning
16 Slice to shape with knife or automatic
slicing machine
2.96 2.88 0.08 Required
17 Treat the slice with antioxidant 3.55 2.88 0.66 Required
18 Dehydrate the slice in a cabinet dryer or
sun dry
3.61 3.24 0.37 Required
19 Mill dried slice using runner mill, hammer
mill or pound in mortar
3.03 2.88 0.14 Required
20 Sieve to produce flour 3.48 2.98 0.50 Required
21 Package or bag the flour according to
sizes
3.51 3.00 0.51 Required
22 Fix prices and market 3.36 2.91 0.44 Required
The data in Table 10 revealed that the need gap value of 17 out of 22
competency items ranged from 0.01 to 1.22 and were positive. This indicated that
the Secondary School Graduate required improvement in the 17 competency items.
Five (5) out of the 22 competency items ranged from -0.40 to -0.05 and were
negative. This indicated that the Secondary School Graduates did not require
improvement in the five (1, 2, 4, 11, and 13) competency items.
Generally, the data in Table 10 indicated that the Secondary School Graduates
required improvement in all the 22 competency items in processing of plantain into
chips and flour enterprise because the need gap value of 5 (1, 2, 4, 11, and 13) were
small and the Secondary School Graduates cannot do without it during their
retraining.
117
Table 11 Need Gap Analysis of the Mean Ratings of Secondary School Graduates on Competency Items in Processing of Plantain into Pudding and Dodo (ikire) Enterprise. N= 314
S/N Competency Item X R X P PG
X R- X P
Remarks
Civ Processing Planning into Pudding
1 Obtain unripe and ripe plantain for
processing into pudding
3.41 3.59 -0.18 Not
Required
2 Peel both plantain with knife 3.26 3.55 -0.28 Not
Required
3 Wash the pulp 3.55 1.95 1.59 Required
4 Slice the pulp into sheet with knife 3.35 3.46 -0.11 Not
Required
5 Sun dry for3-5 days or use forced air
moisture extraction oven
3.57 2.27 1.30 Required
6 Mill the unripe and ripe separately 3.48 2.54 0.93 Required
7 Mix water to the milled slice to form
slurry
3.27 2.84 0.43 Required
8 Mix the ripe paste with the unripe paste 3.10 3.26 -0.15 Not
Required
9 Take two cooking spoon of palm oil and
mix with other ingredients and stir
3.48 2.54 0.94 Required
10 Wrap the paste with sterilized plantain
leaves and cook
3.58 2.03 1.55 Required
11 Allow to cool and market 3.63 3.68 -0.04 Not
Required
Cv Processing of Plantain into Dodo
(Ikire)
12 Purchase or harvest ripe plantain 3.41 2.99 0.41 Required
13 Separate the bunch into individual fingers 3.61 3.58 0.02 Required
14 Take a knife and peel the plantain 3.36 2.84 0.51 Required
15 Put pulp in a mortar and mash with 3.45 2.28 1.16 Required
118
pestle
16 Mix partially grinded pepper with mashed
pulp
3.50 2.14 1.36 Required
17 Cut paste into slurry and fry in palm oil 3.47 3.62 -0.15 Not
Required
18 Remove fried paste into a drainage and
allow to drain
3.32 2.99 0.32 Required
19 Wrap the product in musa leaves and
sale
3.29 2.55 0.74 Required
The data in Table 11 revealed that the need gap value of 13 out of 19
competency items ranged from 0.02 – 1.55 and were positive. This indicated that the
Secondary School Graduate required improvement by the 13 competency items. Six
(6) out of 19 competency items ranged from -0.18 to -0.04 and were negative,
indicating that the Secondary School Graduates did not require improvement in the 6
(1, 2, 4, 8, 11, and 17) competency items.
Generally, the data in Table 11 indicated that the Secondary School Graduates
required improvement in all the 19 competency items in processing of plantain into
pudding and dodo ikire in plantain processing enterprise.
119
Table 12 Need Gap Analysis of the Mean Ratings of Secondary School Graduates on Competencies in Processing of Plantain into Wine and Marketing of Processed Plantain Products. N= 314
S/N Competency Item X R X P PG
X R- X P
Remarks
Cvi Processing Planning into Wine
1 Harvest or purchase green unripe
plantain
3.34 3.35 -0.00 Not
Required
2 Accelerate ripening by burying in pits or
by heating over fire
3.51 3.57 -0.05 Not
Required
3 Peel the ripped plantain with a knife 3.48 2.87 0.61 Required
4 Put the pulp in a large wooden mortar 3.41 2.70 0.70 Required
5 Press underfoot or worked by land to
extract juice
3.34 2.58 0.75 Required
6 Apply selected grasses to assist
extraction
3.39 3.54 -0.14 Not
Required
7 Strain juice and ferment with ingredients
such as water, sorghum or honey using
culture saccharomyce
3.31 1.96 1.34 Required
8 Sieve out wine after fermentation 3.35 2.85 0.49 Required
9 Bottle the sieved out liquid 3.54 2.91 0.63 Required
10 Pasteurize by immersing filed bottle into
water bath
3.54 3.01 0.53 Required
11 Package bottle wine and market 3.22 3.61 -0.38 Not Required
Cvii Marketing of Plantain Products
12 Assemble and record products produced 3.65 2.89 0.76 Required
13 Keep products produced secured 3.36 2.30 1.06 Required
14 Grade the products according to quality 3.41 1.96 1.45 Required
15 Fix prices for the products 3.23 2.02 1.21 Required
16 Advertise the products to attract buyers 3.47 2.54 0.92 Required
17 Find buyers and search for market 3.56 2.07 1.48 Required
120
18 Identify suitable wholesaler and retail
agents
3.31 3.16 0.15 Required
19 Inform customers on the arrival of
products
3.63 2.62 1.01 Required
20 Distribution and transportation of
processed products
3.23 3.36 -0.13 Not
Required
21 Record sales and store unsold item 3.45 2.55 0.89 Required
KEY: X R = Mean Required
X P = Mean Performance, NR = Not Required PG = Performance gap Rmks = Remarks
The data in Table 12 revealed that the need gap value of 16 out of 21
competency items ranged from 0.15 – 1.48 and were positive indicating that
Secondary School Graduates require improvement in the 16 competency items. Five
(5) out of 21 competency items had their need gap value ranged from -0.38 to -0.00
and were negative. This indicated that the Secondary School Graduates did not
require improvement in the 5 (1, 2, 6, 11, and 20) competency items.
Generally, the data in Tables 9, 10, 11 and 12 indicated that the Secondary
School Graduates required improvement in all the 21 competency items in processing
of plantain into wine and marketing of processed plantain products.
The data in Tables 9,10,11 and 12 revealed that the need gap analysis values
of 59 competency item out of 76 competency item ranged from 0.01 – 1.55 were
positive. This indicated that the Secondary School Graduates required improvement
in the 59 competency items. Seventeen (17) competency items out of the 76
competency items ranged from -0.38 to -0.00 and were negative indicating that the
121
Secondary School Graduates did not require improvement in the 17 competency
item.
Generally, the data in Tables 9, 10, 11 and 12 indicated that the Secondary
School Graduates required improvement in all the 76 competency item in processing
and marketing of plantain products because the need gap value of the 17 items were
insignificant and the Secondary School Graduates cannot do without the 17
competency items during their retraining.
Hypotheses Tested
The following hypotheses were tested in the study.
Hypothesis 1
There is no significance difference in the mean ratings of the responses of
Teachers of Agricultural Science, Plantain Nursery Farmers and Secondary School
Graduates on Competencies Needed by Secondary School Graduates for Employment
in plantain Nursery Enterprise.
The data for testing hypothesis one were presented in table 13.
122
Table 13 Analysis of Variance (ANOVA) of the Mean Ratings of Teachers of
Agricultural Science, Plantain Nursery Farmers, and Secondary School Graduates on Competencies in Plantain Nursery Enterprise in Cross River State.
A. Plantain Nursery Enterprise N = 261 S/N Module Statement Total Sum
Square Mean survey of square
F-cal
P-Value
F-tab
Rmks
Ai Planning for plantain
nursery (14 items)
191.136 0.177
0.739
0.239 0.789 3.00 NS
Aii Plantain nursery
production (24 items)
206.974 0.061
0.802
0.076 0.927 3.00 NS
Aiii Marketing of plantain
nursery (10 items)
106.334 0.027
0.412
0.065 0.937 3.00 NS
The analysis of variance (ANOVA) data presented in table 13 reveal that
modules (Ai – Aiii) had their F-calculated (F-cal) values ranged from 0.065 – 0.239,
which were less than the F-critical (F-tab) value of 3.00 and their P-value ranged
from 0.787 – 0.937, which were greater than ≤ρ 0.05 level of significance. This
indicated that there was no significance difference in the mean ratings of the three
groups of respondents on the three modules (Ai – Aiii) required by Secondary School
Graduates for employment in plantSain nursery enterprises in Cross River State. The
null hypothesis of no significant difference was accepted for the three modules.
The three modules (Ai – Aiii) had 48 corresponding competency items of
which 43 had their F-calculated (F-cal) value ranged from 0.002 – 2.238 which were
less than the F-critical (F-tab) value of 3.00 and their P-values ranged from 0.192 –
0.998 which were greater than ≤ρ 0.05 level of significance. This indicated that
there was no significant difference in the mean ratings of Teachers of Agricultural
123
Science, Plantain Nursery Farmers, and Secondary School Graduates on 43 out of 48
competency items required by Secondary School Graduates for employment in
plantain nursery enterprises. Therefore, the null hypothesis of no significant
difference was accepted for the 43 items required by Secondary School Graduates for
employment in plantain nursery enterprise (see Appendix XI page 251).
Five (5) competency items out of the 48, with their F-calculated (F-cal) values
ranged from 3.131 – 5.147, which were greater than the F-critical (F-tab) value of
3.00 and their P-value ranged from 0.009 – 0.045 which were less than ≤ρ 0.05
level of significance. This indicated that there was a significant difference in the
mean ratings of the three respondents of each of the 5 (items 9, 20, 21, 25 and 28)
competency items; the hypothesis of no significant difference was rejected for the 5
items (see Appendix XI page 251).
Hypothesis 2
There is no significance difference in the mean ratings of the responses of
Teachers in Agricultural Science, Plantain Plantation Management Farmers and
Secondary School Graduates on competencies needed by secondary school
graduates for employment in plantain plantation management enterprises.
The data for testing hypothesis two were presented in Table 14.
124
Table 14 Analysis of Variance (ANOVA) of the Mean Ratings of Teachers of
Agricultural Science, Plantain Plantation Management Farmers and Secondary School Graduates on Competencies in Plantain Plantation Management Enterprises. B. Plantain Plantation Enterprise N = 362
S/N Module Statement Total
Sum
Square
Mean
Sum of
Square
F-Cal
P-
Value
F-
Tab
RMK
Bi Planning for plantain
plantation management
enterprise (14 items)
225.789 0.082
0.629
0.130 0.878 3.00 NS
Bii Plantain plantation
establishment (12 items)
164.602 0.108
0.458
0.237 0.789 3.00 NS
Biii Plantain planting operation
(6 items)
147.749 0.126
0.411
0.306 0.737 3.00 NS
Biv Thinning operation (5 items) 257.904 1.290
0.711
1.814 0.164 3.00 NS
Bv Mulching operation (5 items) 174.265 0.485
0.483
1.004 0.367 3.00 NS
Bvi Irrigation operation (4 items) 192.789 0.153
0.536
0.285 0.752 3.00 NS
Bvii Fertilizer operation (7 items) 203.497 0.256
0.565
0.454 0.636 3.00 NS
Bviii Weed control operation (11
items)
223.577 0.451
0.620
0.728 0.484 3.00 NS
Bix Propping operation (5 items) 183.320 0.400
0.508
0,787 0.456 3.00 NS
Bx Harvesting operation (6
items)
168.378 0.061
0.469
0.130 0.878 3.00 NS
Bxi Marketing of plantain (10
items)
120.076 0.028
0.334
0.085 0.918 3.00 NS
The analysis of variance (ANOVA) presented in Table 14 revealed that
modules (Bi – Bxi) had their F-calculated (F-cal) value ranged from 0.085 – 1.814
125
which were less than the F-critical (F-tab) value of 3.00 and their P-value ranged
from 0.164 – 0.918 which were greater than ≤ρ 0.05 level of significance. This
indicated that there was no significance difference in the mean ratings of Teachers of
Agricultural Science, Plantain Plantation Management Farmers and Secondary School
Graduates on the eleven modules (Bi–Bxi) required by Secondary School Graduates
for employment in plantain plantation management enterprise. The null hypothesis of
no significant difference was accepted for the eleven modules.
The eleven modules (Bi–Bxi) had 85 corresponding competency items of
which 79 had their F-calculated (F-cal) values ranged from 0.016 – 2.621 which
were less than the F-critical (F-tab) value of 3.00 and their P-value ranged from
0.067 – 0.984 which were greater than ≤ρ 0.05 level of significance. This indicated
that there was no significant difference in the mean ratings of the three groups of
respondents on 79 out of 85 competency items required by the Secondary School
Graduates for employment in plantain plantation management enterprise. Therefore,
the null hypothesis of no significant difference was accepted for the 79 competency
items in plantain plantation management enterprise (see Appendix XI page 255).
The data also revealed that 6 out of the 85 competency items with their F-
calculated (F-cal) values ranged from 3.458 – 6.401 which were greater than F-
critical (F-tab) value of 3.00 and were less than ≤ρ 0.05 level of significance. This
indicated that there was a significant difference in the mean ratings of the three
groups of respondents on each of the (2, 9, 36, 45, 52 and 68) competency items.
Therefore, the hypothesis of no significant difference was rejected for the 6 items
(see Appendix XI page 255).
126
Hypothesis 3
There is no significance difference in the mean ratings of the responses of
Teachers of Agricultural Science, Plantain Processors and Marketers and Secondary
School Graduates on competencies needed by secondary school graduates for
employment in plantain processing enterprises.
The data for testing hypothesis three were presented in Table 15.
Table 15 Analysis of Variance (ANOVA) of the Mean Ratings of Teachers of
Agricultural Science, Plantain Processors and Marketers and Secondary School Graduates on Competencies Needed by Secondary School Graduates for Employment in Plantain Processing Enterprises. C. Plantain Processing/Marketing Enterprise N = 314
S/N Module Statement Total Sum Square
Mean Survey of Square
F-Cal
P-Value
F-Tab
RMK
Ci Planning for plantain
processing enterprise (14
items)
212.106 0.099
0.681
0.145 0.865 3.00 NS
Cii Processing of plantain into
chips (11 items)
171.856 0.063
0.552
0.114 0.893 3.00 NS
Ciii Processing of plantain into
flour (11 items)
167.910 0.046
0.540
0.085 0.918 3.00 NS
Civ Processing of plantain into
pudding (11 items)
162.622 0.136
0.522
0.260 0.771 3.00 NS
Cv Processing of plantain into
dodo (11 items)
174.049 0.097
0.559
0.174 0.840 3.00 NS
Cvi Processing of plantain into
wine (11 items)
165.552 0.103
0.532
0.193 0.824 3.00 NS
cvii Marketing of processed
plantain products (10 items)
115.853 0.026
0.372
0.070 0.932 3.00 NS
127
The data presented in Table 15 revealed that modules (Ci – Cvii) had their F-
calculated (F-cal) values ranged from 0.070 – 0.260 which were less than the F-
critical (F-tab) value of 3.00, and their P-value ranged from 0.824 – 0.932 which
were greater than ≤ρ 0.05 level of significance. This indicated that there was no
significance difference in the mean ratings of Agricultural Science Teachers, Plantain
Processors and Marketers and Secondary School Graduates on the seven modules
(Ci–Cvii) required by Secondary School Graduates for employment in plantain
processing and marketing enterprise. Therefore, the null hypothesis of no significant
difference was accepted for the seven modules.
The seven modules (Ci–Cvii) had the 76 corresponding competency items of
which 65 had their F-calculated (F-cal) value ranged from 0.008 – 0.804 which were
less than the F-critical (F-tab) value of 3.00 and their P-value ranged from 0.438 –
0.992 which were greater than ≤ρ 0.05 level of significance. This indicated that
there was no significant difference in the mean ratings of the three groups of
respondents on 65 out of 76 competency items required by secondary school
graduates for employment in plantain processing and marketing enterprises.
Therefore, the null hypothesis of no significant difference was accepted for the 65
items in plantain processing and marketing (see Appendix XI page 265).
Eleven(11) competency items out of 76 had their F-calculated (F-cal) values
ranged from 3.07 – 9.54 which were greater than F-critical (F-cal) value of 3.00 and
their P-value ranged from 0.001 – 0.047 which were less than ≤ρ 0.05 level of
significance. This indicated that there was a significant difference in the mean ratings
of the three groups of respondents on each of the eleven (9, 13, 17, 24, 38, 40, 43,
128
55, 60, and 65) competencies. Therefore, the hypothesis of no significant difference
was rejected for the eleven items (see Appendix XI page 265).
Major Findings of the Study
The following findings emerged from the study based on the research
questions answered and the hypotheses tested.
Competencies required by secondary school graduates in plantain nursery,
plantain plantation management, and plantain processing and marketing enterprises
in Cross River State.
It was found out from the study that 209 competencies were required by
Secondary School Graduates in plantain nursery, plantain plantation management
and plantain processing and marketing enterprises in Cross River State. The
competency items were arranged under the following modules (A – C):
Ai: Planning for Plantain Nursery Enterprise
Competency Elements;
1. Formulate specific objectives for plantain nursery enterprise;
2. Review formulated objective with change in market demand;
3. Identify site for plantain nursery enterprise ;
4. Identify sources of credit for plantain nursery enterprise;
5. Specify variety of plantain sucker suitable for the soil;
6. Draw program for plantain nursery enterprise ;
7. Identify materials needed for plantain nursery production;
8. Identify the equipment needed for plantain nursery;
129
9. Identify qualified personnel required for various operations;
10. Implement activities in plantain nursery production;
11. Identify suitable markets for the plantain nursery enterprise;
12. Make budget for the plantain nursery enterprise;
13. Draw up the evaluation techniques to be used in plantain nursery; and
14. Make room for any contingency needed in plantain nursery;
Aii: Plantain Nursery Production
Competency Elements;
1. Identify the sword sucker for production ;
2. Dig round the sucker to remove it from mother plant;
3. Wash out excess soil and prune dead dried leaves;
4. Dip the corm in a nematicide;
5. Identify the level of sucker attachment to soil and peel from top downward;
6. Locate the “V” point of leave sheat with a knife;
7. At the edge of the “V” formed, detach other attachment to the sucker and
make a cut around the stem;
8. Repeat step 7 above until it becomes difficult to see the “V” point;
9. Reduce the pseudostem to 1-2cm;
10. Place the sucker in a location that it will receive sun for 48 hours;
11. Take up the sucker again and reduce the height;
12. Make a crosswise incision 3cm deep across the sucker;
13. make a second incision perpendicular to the first to damage the apical
meristem to break dominance;
130
14. Set the explant aside for 2-3 hours in a shade;
15. Place the explants in a germination bed for plantain plantlets to develop and
make a shade above the bed;
16. Cover germination bed with plastic or saw dust;
17. Make a shade above the bed;
18. Water the germination bed periodically to maintain constant moisture;
19. Remove the explant from germination bed within 6-8 weeks and gently wash
the substrate;
20. Cut off plantlet with 2-5 leaves with sharp knife and put into a polythene bag;
21. Return the explant back to germination bed after removing the plantlet with 2-
5 leaves;
22. Continue harvesting plantlets until explant deteriorate;
23. Keep harvested plantlets in a shade house; and
24. Care for plantlets to avoid nematodes infesting it.
131
Aiii: Marketing of Plantain Nursery
Competency Elements;
1. Assemble and record the number of nursery produced;
2. Keep nursery produced secured and ventilated for marketing;
3. Grade the nursery seedling according to quality and size;
4. Fix prices for the nursery seedling produced;
5. Advertise the nursery seedling to attract buyers;
6. Identify appropriate market for plantain nursery;
7. Identify suitable buyers for plantain nursery seedlings;
8. Identify the locations of the buyers of plantain nursery seedlings;
9. Distribute and transport plantain nursery seedlings to buyers; and
10. Record sales and store carefully the unsold nursery seedlings.
Bi: Planning for Plantain Management Enterprise
Competency Elements;
1. Formulate specific objectives for plantain plantation management;
2. Review formulated objectives with change in market demand;
3. Identify site for plantain plantation;
4. Identify sources of Credit for plantain plantation enterprise;
5. Specify variety of plantain suitable for soil in the plantation;
6. Draw program for plantain plantation enterprise;
7. Identify materials needed for plantain plantation management;
8. Identify equipment needed for each specific plantain management enterprise;
132
9. Identify qualified personnel required for each operation in plantain plantation
management;
10. Implement activities in plantain plantation management;
11. Identify suitable markets for the plantain;
12. Make budget for the plantain plantation management;
13. Draw up the evaluation technique to be used; and
14. Make room for any contingency needed in plantain plantation enterprise.
Bii: Establishing Plantain Plantation
Competency Elements;
1. Identify a suitable site for plantain plantation establishment;
2. Clear the bush identified with machete or tractor;
3. Cut the threes and shrubs with appropriate implements;
4. Stump the tree stem with hoe and pick axe;
5. Pack and burn trash;
6. Carry out field layout for plantain establishment;
7. Dig holes for the measured spacing;
8. Transfer mature seedlings and healthy suckers to the plantation site for
planting;
9. Place seedlings or suckers each per hole centrally;
10. Fill first with top soil containing organic matter;
11. Press the base of the seedling and mulch; and
12. Water the plant if land is dried.
133
Biii: Planting Operation
Competency Elements;
1. Isolate mature and healthy plantain seedlings or suckers according to sizes;
2. Trim off shoots that are too long to stimulate growth;
3. Remove the polythene bag leaving the ball of earth to the roots;
4. Place the seedlings centrally in the hole at 7m apart;
5. Fill the hole first with top soil then with bottom soil; and
6. Press the base of the plantain seedling firmly to the ground.
Biv: Thinning Operation
Competency Elements;
1. Identify the weak sucker to be remove;
2. Remove or cut off the weak sucker with appropriate implements or tools;
3. Thrust a chisel-shaped crowbar and pierce through the growing tip and twist
many times;
4. Pour in some chemical such as kerosene on the cut sucker; and
5. Apply a mixture of petrol, oil, and grease on the cut sucker and allow to die.
Bv: Mulching Operation
Competency Elements ;
1. Identify sources of mulching material;
2. Collect grasses from cleared farm lands;
3. Chop the grasses or materials into bits with appropriate implement; and
4. Spread the chopped dried grasses around the base of the plantain plant.
134
Bvi: Fertilizer Application
Competency Elements;
1. Obtain the fertilizer to apply (urea, muriate, or patash, potassium, NPK, farm
yard manure);
2. Get a trowel and make a circile of about 4 to 8ft apart from the trunk;
3. Apply 300kg/ha/yr of nitrogen (as urea) and 550kg/ha/yr of potassium (a
muriate of potash) in six (6) split application;
4. Apply 450gm of urea, 225gm 1/2b of triple super phosphate, 225gm muriate
of potash per plant of plantain around the constructed circle;
5. Cover lightly with earth;
6. Take a small tomato tin of fertilizer (nitrogen phosphate, potassium); and
7. Apply the quantity in 6 above 5cm away from each stand of plantain for band
placement.
Bvii: Irrigation Application
Competency Elements;
1. Identify sources of water;
2. Determine the quantity of water required per plant or hectare;
3. Identify the method of irrigation to use (watering can, pipe channel, drip or
sprinkler); and
4. Supply water to the base of plantain plants using the selected method.
135
Bviii: Weed Control
Competency Elements:
a. Chemical Control -
1. Identify the type of herbicide to use to control weed (contact non selective
herbicide, long lasting systemic and total herbicides);
2. Get a knapsack herbicide sprayer;
3. measure 5ml of the identified herbicide in (1) above and dilute with 10 litres
of water;
4. Apply herbicide on weeds two to three months after planting; and
5. Repeat the application after four months of first application.
b. Mechanical Control -
6. Weeding with hoe;
7. Hand pulling or picking of weeds;
8. Brushing or slashing with cutlasses; and
9. Use tractor pulled mower.
c. Biological Control -
10. Drive herbivores animal into plantation to feed on weed; and
11. Plant leguminious cover crops such as centrosema pueraria and calapogonium
to suppress weed.
Bix: Plantain Propping
Competency Elements:
1. Identify the plantain stem with bunches that requires propping;
2. Carry two or three long Indian bamboo;
136
3. Tie a rope to the lateral pole against the two bamboo;
4. Place the bamboo on the side where the bunch leans over; and
5. Ensure that the poles are placed properly so that it may not be blow away by
storm.
Bx: Harvesting of Plantain
Competency Elements:
1. Identify matured bunch of plantain to be harvested;
2. Place a forked stick or a helper to receive the bunch as it comes down;
3. Take a machete and cut about 6-8cm on the pseudostem;
4. Shake the pseudostem slightly by pushing at direction of force;
5. Cut the bunch off the pseudostem with a machete; and
6. Carry bunch on stretcher to store house or market.
Bxi: Marketing of Plantain
Competency Elements:
1. Assemble and record the number of plantain bunches harvested from
plantation;
2. Keep harvested bunches of plantain secured and ventilated for market;
3. Grade the produce according to quality;
4. Fix prices for the plantain bunches;
5. Advertise the plantain bunches to attract buyers;
6. Identify appropriate market for sales of plantain bunches;
7. Identify suitable buyers for plantain bunches;
8. Identify the location of the buyers of plantain bunches;
137
9. Distribute and transport plantain bunches to buyers; and
10. Record sales and store carefully the unsold plantain bunches.
Ci: Planning for Plantain Processing/Marketing Enterprise
Competency Elements:
1. Formulate specific objectives for plantain processing enterprise;
2. Review formulated objectives with changes in market demand;
3. Identify site for plantain processing enterprise;
4. Identify sources of credit for plantain processing enterprise;
5. Specify variety of plantain processing enterprise to adopt;
6. Draw program for plantain processing enterprise;
7. Identify materials needed for plantain processing enterprise;
8. Identify the equipment needed for each plantain processing enterprise;
9. Identify qualified personnel required for operation in each plantain processing
enterprise;
10. Implement activities on plantain processing enterprises;
11. Identify suitable market for the plantain processed products;
12. Make budget for the plantain processing enterprise;
13. Draw up the evaluation technique to be used; and
14. make room for any contingency needed in plantain processing enterprise.
Cii: Processing of Plantain into Chips
Competency Elements:
1. Identify mature unripe plantain bunch;
138
2. Separate the bunch into individual fingers;
3. Wash the fingers and peel with knife;
4. Slice to shape with knife or plantain slicer;
5. Mix slices with salt;
6. Put the sliced into a frying pot containing oil and heat;
7. Remove fried slices into a container with drainage and allow to cool;
8. Grade the chips according to sizes;
9. Package chips into cellophane or polythene bags according to sizes;
10. Label and fix prices; and
11. Supply to stores or sent to market.
Ciii: Processing of Plantain into flour
Competency Elements:-
1. Harvest or purchase unripe plantain bunch from farm or market;
2. Separate the bunch into individual fingers;
3. Wash fingers and peel with a knife;
4. Immerse the pulp into a bowl of water to prevent browning;
5. Slice to shape with a knife or automatic dicing machines;
6. Treat the slice with antioxidant;
7. Dehydrate the slice in a cabinet dryer or sun dryer;
8. Mill dry slice using runner mill, hammer mill or pound in a mortar;
9. Sieve to produce fine flour;
10. Package or bag the flour according to sizes; and
11. Fix prices and market.
139
Civ: Processing of Plantain into Pudding
Competency Elements:
1. Obtain unripe and ripe plantain;
2. Peel both plantain with knife;
3. Wash pulp with water;
4. Slice the pulp into sheet with knife;
5. Sun dry the sliced pulp for 3-5 days or use a forced air moisture extraction
oven;
6. Mill the unripe and ripe slice separately;
7. Mix water to the milled slice to form slurry;
8. Mix the ripe slurry with the unripe slurry;
9. Mix two cooking spoonful of palm oil with other ingredients and stir
vigorously;
10. Wrap the mix slurry with sterilized plantain leaves and cook for one hour; and
11. Air it to cool and market.
Cv: Processing of Plantain into Dodo (Ikire)
Competency Elements:
1. Purchase ripe plantain from market;
2. Separate the bunch into individual fingers;
3. Peel each finger with a knife to obtain pulp;
4. Put the pulp in a mortar and mash with a pestle;
5. Mix partially grinded pepper with the mashed pulp;
6. Cut paste into slurry and fry in palm oil;
140
7. Remove fried paste into a sieve to drain; and
8. Wrap products in musa leave and sale.
Cvi: Processing of Plantain into Wine
Competency Elements:
1. Purchase green unripe plantain;
2. Accelerate ripening either by burying in pits or by heating over kitchen fire;
3. Peel the ripped plantain with knife;
4. Put the pulp in a large wooden mortar;
5. Press underfoot or worked by hand to extract juice;
6. Apply selected grasses to aid extraction of juice;
7. Strain juice and ferment the wine with ingredient such as water, sorghum or
honey using culture scochorohnycee cervevisiae;
8. Sieve out wine after fermentation;
9. Bottle sieve out liquid;
10. Pasteurize by immersing filed bottles into water bath; and
11. Package bottle wine and market.
Cvii: Marketing of Processed Plantain Products
Competency Elements:
1. Assemble and record the number of processed products;
2. Keep processed products secured and ventilated for marketing;
3. Grade processed products according to quality;
4. Fix prices for processed products;
141
5. Advertise processed products to attract buyers;
6. Identify appropriate market for sales of processed products;
7. Identify suitable buyers for the processed products;
8. Identify the location of buyers of plantain processed products;
9. Transport and distribute processed products to buyers; and
10. Record sales and store carefully the unsold processed products.
Competencies Required by Secondary School Graduates in Plantain
Nursery Enterprise for Employment
It was found out from the study that 48 competencies were required by
Secondary School Graduates in plantain nursery enterprise in Cross River State. The
competency items were arranged from module Ai – Aiii as:
Ai: Planning for Plantain Nursery Enterprise
Competency Elements:
1. Formulate specific objectives for plantain nursery enterprise;
2. Review formulated objectives with change in market demand;
3. Identify site for plantain nursery enterprise;
4. Identify sources of credit for plantain nursery enterprise;
5. Specify variety of plantain sucker suitable for the soil;
6. Draw program for plantain nursery enterprise ;
7. Identify materials needed for plantain nursery production;
8. Identify the equipment needed for plantain nursery;
9. Identify the qualified personnel required for various operation;
142
10. Implement activities in plantain nursery production ;
11. Identify suitable markets for the plantain nursery enterprise;
12. Make budget for the plantain nursery enterprise ;
13. Draw up the evaluation techniques to be used in plantain nursery; and
14. Make room for any contingency needed in plantain nursery.
Aii: Plantain Nursery Production
Competency Elements :
1. Identify the sword sucker for production ;
2. Dig round the sucker to remove it from mother plant;
3. Wash out excess soil and prune dead dried leaves;
4. Dip the corm in a nematicide;
5. Identify the level of sucker attachment to soil and peal from top downward;
6. Locate the “V” point of leave sheat with a knife;
7. At the edge of the “V” formed, detach other attachment to the sucker and
make a cut around the stem;
8. Repeat step 7 above until it becomes difficult to see the “V” point;
9. Reduce the pseudostem to 1-2mcm;
10. Place the sucker in a location that it will receive sun for 48 hours;
11. Take up the sucker again and reduce the height;
12. Make a crosswise incision 3cm deep across the sucker;
13. make a second incision perpendicular to the first to damage the apical
meristem to break dominance;
143
14. Set the explant aside for 2-3 hours in a shade;
15. Place the explants in a germination bed for plantain plantlets to develop and
make a shade above the bed;
16. Cover germination bed with plastic or saw dust;
17. Make a shade above the bed;
18. Water the germination bed periodically to maintain constant moisture;
19. Remove the explant from germination bed within 6-8 weeks and gently wash
the substrate;
20. Cut off plantlet with 2-5 leaves with sharp knife and put into a polythene bag;
21. Return the explant back to germination bed after removing the plantlet with 2-
5 leaves;
22. Continue harvesting plantlets until explant deteriorate;
23. Keep harvested plantlets in a shade house. and
24. care for plantlets to avoid nematodes infesting it.
Aiii: Marketing of Plantain Nursery
Competency Elements:
1. Assemble and record the number of nursery produced ;
2. Keep nursery produced secured and ventilated for marketing;
3. Grade the nursery seedling according to quality and size;
4. Fix prices for the nursery seedling produced;
5. Advertise the nursery seedling to attract buyers;
6. Identify appropriate market for plantain nursery;
7. Identify suitable buyers for plantain nursery seedlings;
144
8. Identify the locations of the buyers or plantain nursery seedlings;
9. Distribute and transport plantain nursery seedlings to buyers; and
10. Record sales and store carefully the unsold nursery.
Competencies Required by Secondary School Graduates in Plantain
Plantation Establishment and Management Enterprise for Employment in
Cross River State
Bi: Planning for Plantain Management Enterprise
Competency Elements:
1. Formulate specific objectives for plantain plantation management enterprise;
2. Review formulated objectives with change in market demand;
3. Identify site for plantain plantation;
4. Identify sources of Credit for plantain plantation enterprise;
5. Specify variety of plantain suitable for soil in the plantation;
6. ]Draw program for plantain plantation enterprise;
7. Identify materials needed for plantain plantation management operation;
8. Identify equipment needed for each specific plantain management enterprise;
9. Identify qualified personnel required for each operation in plantain plantation
management;
10. Implement activities in plantain plantation management;
11. Identify suitable markets for the plantain;
12. Make budget for the plantain plantation management;
13. Draw up the evaluation technique to be used; and
145
14. Make room for any contingency needed in plantain plantation enterprise.
Bii: Establishing Plantain Plantation
Competency Elements:
1. Identify a suitable site for plantain plantation establishment;
2. Clear the bush identified with machete or tractor;
3. Cut the threes and shrubs with appropriate implements;
4. Stump the tree stem with hoe and pick axe;
5. Pack and burn trash;
6. Carry out field layout for plantain establishment;
7. Dig holes for the measured spacing;
8. Transfer mature seedlings and healthy suckers to the plantation for planting;
9. Place seedlings or suckers each per hole centrally;
10. Cover first with top soil containing organic matter;
11. Press the base of the seedling and mulch; and
12. Water the plant if land is dried.
Biii: Planting Operation
Competency Elements:
1. Isolate mature and healthy plantain seedlings or suckers according to sizes;
2. Trim off shoots that are too long to stimulate growth;
3. Remove the polythene bag leaving the ball of earth to the roots;
4. Place the seedlings centrally in the hole at 7m apart;
5. Fill the hole first with top soil then with bottom soil; and
6. Press the base of the plantain seedling firmly to the ground.
146
Biv: Thinning Operation
Competency Elements:
1. Identify the weak sucker to be removed;
2. Remove or cut off the weak sucker with appropriate implements or tools;
3. Thrust a chisel-shaped crowbar and pierce through the growing tip and twist
many times;
4. Pour in some chemical such as kerosene on the cut sucker; and
5. Apply a mixture of petrol, oil, and grease on the cut sucker and allow to die.
Bv: Mulching Operation
Competency Elements:
1. Identify sources of mulching material;
2. Collect grasses from cleared farm lands;
3. Chop the grasses or materials into bits with appropriate implement; and
4. Spread the chopped dried grasses around the base of the plantain plant.
Bvi: Fertilizer Application
Competency Elements:
1. Obtain the fertilizer to apply (urea, muriate of potash, potassium, NPK, farm
yard manure);
2. Get a trowel and make a circle of about 4 to 8ft apart from the trunk;
3. Apply 300kg/ha/yr of nitrogen (as urea) and 550kg/ha/yr of potassium (a
muriate of potash) in six (6) split application;
147
4. Apply 450gm of urea, 225gm 1/2b of triple super phosphate, 225gm muriate
of potash per plant of plantain around the constructed circle;
5. Cover lightly with earth;
6. Take a small tomato tin of fertilizer (nitrogen phosphate, potassium); and
7. Apply the quantity in 6 above 5cm away from each stand of plantain for band
placement.
Bvii: Irrigation Application
Competency Elements:
1. Identify sources of water;
2. Determine the quantity of water required per plant or hectare;
3. Identify the method of irrigation to use (watering can, pipe or channel); and
4. Supply water to the base of plantain plants using the selected method.
Bviii: Weed Control
Competency Elements:
a. Chemical Control:-
1. Identify the type of herbicide to use to control weed (contact non selective
herbicide, long lasting systemic and total herbicides);
2. Get a knapsack herbicide sprayer;
3. measure 5ml of the identified herbicide in (1) above and dilute with 10 litres
of water;
4. Apply herbicide on weeds two to three months after planting; and
5. Repeat the application after four months of first application.
b. Mechanical Control:-
148
6. Weeding with hoe;
7. Hand pulling or picking of weeds;
8. Brushing or slashing with cutlasses; and
9. Use tractor pulled mower.
c. Biological Control:-
10 Drive herbivores animal into plantation to feed on weed;
11 Plant leguminious cover crops such as centrosema pueraria and calapogonium
to suppress weed.
Bix: Plantain Propping
Competency Elements:
1. Identify the plantain stem with bunches that requires propping;
2. Carry two or three long Indian bamboo;
3. Tie a rope to the lateral pole against the two bamboo;
4. Place the bamboo on the side where the bunch leans over; and
5. Ensure that the poles are placed properly so that it may not be blown away by
storm.
Bx: Harvesting of Plantain
Competency Elements:
1. Identify matured bunch of plantain to be harvested;
2. Place a forked stick or a helper to receive the bunch as it comes down;
3. Take a machete and cut about 6-8cm on the pseudostem;
4. Shake the pseudostem slightly by pushing at direction of force;
5. Cut the bunch off the pseudostem with a machete; and
149
6. Carry bunch on stretcher to store house or market.
Bxi: Marketing of Plantain
Competency Elements:
1. Assemble and record the number of plantain bunches harvested from
plantation;
2. Keep harvested bunches of plantain secured and ventilated for market;
3. Grade the produce according to quality;
4. Fix prices for the plantain bunches;
5. Advertise the plantain bunches to attract buyers;
6. Identify appropriate market for sales of plantain bunches;
7. Identify suitable buyers for plantain bunches;
8. Identify the location of the buyers of plantain bunches;
9. Distribute and transport plantain bunches to buyers; and
10. Record sales and store carefully the unsold bunches.
Competencies Required by Secondary School Graduates in Plantain
Processing and Marketing Enterprise for Employment in Cross River State
It was found out from the study that 76 competency items were required by
secondary school graduates in plantain processing and marketing enterprise. The
competency items were arranged from Ci–Cvii as:
Ci: Planning for Plantain Processing and Marketing Enterprise
Competency Elements:
150
1. Formulate specific objectives for plantain processing enterprise;
2. Review formulated objectives with changes in market demand;
3. Identify site for plantain processing enterprise;
4. Identify sources of credit for plantain processing enterprise;
5. Specify variety of plantain processing enterprise to adopt;
6. Draw program for plantain processing enterprise;
7. Identify materials needed for plantain processing enterprise;
8. Identify the equipment needed for each plantain processing enterprise;
9. Identify qualified personnel required for operation in each plantain processing
enterprise;
10. Implement activities on plantain processing enterprises;
11. Identify suitable market for the plantain processed products;
12. Make budget for the plantain processing enterprise;
13. Draw up the evaluation technique to be used; and
14. make room for any contingency needed in plantain processing enterprise.
Cii: Processing of Plantain into Chips
Competency Elements:
1. Identify mature unripe plantain bunch;
2. Separate the bunch into individual fingers;
3. Wash the fingers and peel with knife;
4. Slice to shape with knife or plantain slicer;
5. Mix slices with salt;
6. Put the sliced into a frying pot containing oil and heat;
151
7. Remove fried slices into a container with drainage and allow to cool;
8. Grade the chips according to sizes;
9. Package chips into cellophane or polythene bags according to sizes;
10. Label and fix prices; and
11. Supply to stores or sent to market.
Ciii: Processing of Plantain into flour
Competency Elements:
1. Harvest or purchase unripe plantain bunch from farm or market;
2. Separate the bunch into individual fingers;
3. Wash fingers and peel with a knife;
4. Immerse the pulp into a bowl of water to prevent browning;
5. Slice to shape with a knife or automatic dicing machines;
6. Treat the slice with antioxidant;
7. Dehydrate the slice in a cabinet dryer or sun dryer;
8. Mill dry slice using runner mill, hammer mill or pound in a mortar;
9. Sieve to produce fine flour;
10. Package or bag the flour according to sizes; and
11. Fix prices and market.
Civ: Processing of Plantain into Pudding
Competency Elements:
1. Obtain unripe and ripe plantain;
2. Peel both plantain with knife;
152
3. Wash pulp with water;
4. Slice the pulp into sheet with knife;
5. Sun dry the sliced pulp for 3-5 days or use a forced air moisture extraction
oven;
6. Mill the unripe and ripe slice separately;
7. Mix water to the milled slice to form slurry;
8. Mix the ripe slurry with the unripe slurry;
9. Mix two cooking spoonful of palm oil with other ingredients and stir
vigorously;
10. Wrap the mix slurry with sterilized plantain leaves and cook for one hour; and
11. Air it to cool and market.
Cv: Processing of Plantain into Dodo (Ikire)
Competency Elements:
1. Purchase ripe plantain from market;
2. Separate the bunch into individual fingers;
3. Peel each finger with a knife to obtain pulp;
4. Put the pulp in a mortar and mash with a pestle;
5. Mix partially grinded pepper with the mashed pulp;
6. Cut paste into slurry and fry in palm oil;
7. Remove fried paste into a sieve to drain; and
8. Wrap products in musa leave and sale.
Cvi: Processing of Plantain into Wine
Competency Elements:
1. Purchase green unripe plantain;
153
2. Accelerate ripening either by burying in pits r by heating over kitchen fire;
3. Peel the ripped plantain with knife;
4. Put the pulp in a large wooden mortar;
5. Press underfoot or worked by hand to extract juice;
6. Apply selected grasses to aid extraction of juice;
7. Strain juice and ferment the wine with ingredient such as water, sorghum or
honey using culture scocharomycee cervevisice;
8. Sieve out wine after fermentation;
9. Bottle sieve out liquid;
10. Pasteurize by immersing filed bottles into water bath; and
11. Package bottle wine and market.
Cvii: Marketing of Processed Plantain Products
Competency Elements:
1. Assemble and record the number of processed products;
2. Keep processed products secured and ventilated for marketing;
3. Grade processed products according to quality;
4. Fix prices for processed products;
5. Advertise processed products to attract buyers;
6. Identify appropriate market for sales of processed products;
7. Identify suitable buyers for the processed products;
8. Identify the location of buyers of plantain processed products;
9. Transport and distribute processed products to buyers; and
10. Record sales and store carefully the unsold processed products.
154
Major Findings on the Hypotheses
The following findings emerged from the hypotheses tested
HO1: It was found out from the hypothesis tested that there was no significant
difference in the mean ratings of Teachers of Agricultural Science, plantain
nursery farmers, and secondary school graduates on the three modules (Ai –
Aiiii) and 43 out of the 48 competency items were required by secondary
school graduates for employment in plantain nursery enterprise. It was also
found out that there was significant difference in five (5) competency items
required by secondary school graduates for improvement in plantain nursery
enterprises.
HO2: It was found out from the hypothesis tested that there was no significant
difference in the mean ratings of Teachers of Agricultural Science, plantain
plantation management farmers and secondary school graduates on the
eleven (11) modules (Bi – Bxi) and 79 out of 85 competency items were
required by secondary school graduates for employment in plantain plantation
managements enterprise. It was also found out that there was significant
difference in six (6) competency items required by secondary school graduates
for improvement in plantain plantation management enterprise.
HO3: It was found out from the hypothesis tested that there was no significant
difference in the mean ratings of Teachers of Agricultural Science, plantain
processors and marketers and secondary school graduates on the seven
modules (Ci – Cvii) and 65 out of 76 competency items were required by
secondary school graduates for employment in plantain processing and
155
marketing enterprises. It was also found out that there was significant
difference in eleven (11) competency items required by secondary school
graduates for improvement in plantain processing/marketing enterprises.
Discussion of Findings
Enterprise I: Plantain Nursery Enterprise
The study found out that the competencies required by secondary school
graduates in plantain nursery enterprises were:
Ai: Competencies in planning for plantain nursery (14 items)
Aii: Competencies in plantain nursery production (24 items)
Aiii: Competencies in marketing of plantain nursery (10 items)
In summary, it was found out that 48 competency were required by secondary
school graduates for employment in plantain nursery enterprise.
The findings on competencies in planning for nursery were in agreement with
the view of Olaitan and Mama (2001) that steps in planning school farm are as
follows: formulate specific objectives for the farm, revise the objectives periodically,
and draw up programme plan for the farm operation among others. The findings also
agreed with the submission of Nkoli in Asogwa (2009) that steps in planning are as
follows: choose a farm of sufficient size to support the objectives of the farm, draw
programme for the farm as long as possible, outline farming strategies around the
existing market, allow enough space in the plan for changes among others.
The findings on competencies in nursery production were in consonance with
the view of Faturoti and Tenkonono (2006) that steps in nursery production as:
156
obtain sword sucker from an actively growing plant, locate the level of sucker
attachment to the soil then peel from top downward, locate the “V” junction, reduce
the pseudostem to 1-2cm among others. The findings were also in conformity with
the views of Darven (2007) who stated steps in nursery production as follows:
identify a swird sucker for production, dig round the sucker to remove it from mother
plant, wash excess soil, remove any dead dried leaves, reduce the length of corm to
10cm, identify the transition zone of the outermost sheath, locate “V” form of the
corm among others.
The findings on competencies in marketing of plantain nursery were in
consonance with the opinion of Ehiametalor (1999) who outline steps in marketing of
agricultural products as: assembling of the product, grading of products according to
quality, identifying customers using sales promotion as a tool, fixing prices among
others. The findings of the study was also in agreement with the opinion of George
and Robert (2007) who stated steps in marketing as: processing of products to
attract customers, assembling and packaging of products, grading, fixing prices on
products among others.
The views and submissions of the authors cited above on nursery production
helped to increase the reliability of the findings of this study on plantain production
enterprise.
157
Enterprise II: Plantain Plantation Establishment and Management Enterprise
The study found out as follows:
Bi: Competencies in planning for plantain plantation management (14 items)
Bii: Competencies in plantain plantation establishment (12 items)
Biii: Competencies in planting operation (6 items)
Biv: Competencies in thinning operation (5 items)
Bv: Competencies in mulching operation (5 items)
Bvi: Competencies in fertilizer application (7 items)
Bvii: Competencies in irrigation application (4 items)
Bviii: Competencies in weed control (11 items)
Bix: Competencies in propping operation (5 items)
Bx: Competencies in harvesting of plantain (6 items)
Bxi: Competencies in marketing of plantain bunches (10 items)
In summary, it was found from the study that 85 competency items were
required by Secondary School Graduates for employment in plantain plantation
establishment and management enterprise.
The findings on competencies in planning for plantain plantation management
were in conformity with the opinion of Yalokwu (2002) that steps in planning for an
enterprise are as follows: identification of farming opportunities, determination of
goals, mission and objectives of the farm, evaluation of the plan, reviewing the plan
with new planning activities among others.
The findings on competencies in plantain plantation establishment were in
agreement with the opinion of Udo et al in Uko (2010) that steps in plantation
158
establishment are as follows: selecting a suitable site for plantation, clear the bush
with appropriate implements, fell and pack trash, burn trash to pave way for pegging
among others. The findings also conformed with the view of Philip and Lordbanjo
(1995) that steps in plantain establishment involves: identifying site for the plantain,
clear the bush with machete, pack and burn forest residue among others.
The findings on competencies in plantain operation were in conformity with
the opinion of Alvarado-ortiz et al (2005) that steps in plantain operation are as
follows: isolate seedlings according to size (large, medium, and small), dig hole
according to size of seedling, place seedlings centrally in the hole according to size
among others. The findings were also inline with the views of Fatuorti et al (2006)
that steps in plantain operation are as follows: dig plantain holes with a minimum
size of 30cm x 30cm x 30cm with appropriate implement, isolate mature and healthy
seedling, place seedling centrally in the hole, fill the hole first with top soil containing
organic matter among others.
The findings on competency items in thinning operation were in agreement
with the opinion of Philip and Lordbanjo (1995) that steps in thinning are as follows:
identify the sucker to be thinned, cut off the sucker pseudostem with a machete, use
the tip of the machete to piece through the growing tip and twist many times among
others.
The findings of the study was also in conformity with the views of Madhava
Rao (2010) that steps in thinning are as follows: identify the sucker to thinned, cut
off the seedling pseudostem, pour in some quantity of kerosene or a mixture of 2.4D
159
fuel, oil and grease on the cut seedling, thrust a crowbar between the sucker and
parent with a twisting motion among others.
The findings on competencies in mulching operation were in consonance with
the view of Robinson (1995) that steps in mulching are as follows: identify the
source of mulching material (which may come from elephant grass, dried weed from
cleared farm land, kitchen refuse, etc), chop the grasses identified into bits, spread
chopped grasses around the base of each stem among others. The findings of the
study were also in agreement with the views of INIBAP (2003) that steps in mulching
are as follows: harvest grasses such as panicum maximum, elephant grass etc,
gather all dried grasses from cleared farm land, chop the grasses into bits using
appropriate implement among others.
The findings on competencies in fertilizer application corresponded with the
opinion of Madhava Rao (2010) that steps in fertilizer application are as follows:
identify the type of fertilizer to apply (NPK, urea, farm yard manure), get a trowel
and make a circle of about 4-8 feet apart, measure a small tomato tin of fertilizer
and pour round along constructed circle, cover lightly with soil among others. The
findings were in agreement with the view of Steward (2006) that steps in fertilizer
application are as follows: identify the type of fertilizer to apply, apply 300kg/ha/yr of
nitrogen (as urea), 550kg/ha/yr of potassium (as muriate of potash), apply 450gm of
urea, 225gm ½b of triple super phosphate, 225gm muraite of potash per plant,
cover lightly with soil among others. The findings also agreed with the opinion of
Mighty Garden (2010) that steps in fertilizer application as: obtain the fertilizer to be
used, measure two palms of your fingers away from the track, use hand trowel and
160
construct a circle round the plant. Apply a small tomato tin full of fertilizer among
others.
The findings on competencies in irrigation application were in agreement with
the opinion of Alvarado et al (2005) steps for irrigation are: identify sources of water,
choice of irrigation system to adopt, size of the farm among others. The findings
were also in agreement with the opinion of Softech (2010) that steps in irrigation
are: choose irrigating system to use, supply water to the plant, through the selected
method such as surface, irrigation, furrow irrigation, border irrigation, sprinkle
irrigation, pipe system, watering can among others.
The findings on competencies in weed control were in consonance with the
opinion of Tenkoueno et al (2006) that steps in weed control are: identify herbicide
to use, get a knapsack sprayer, dilute 5ml of herbicide with 20 litres of water, and
apply diluted solution on weeds among others. The findings of the study were also in
conformity with the report of FAO (2006) that outline steps in weed control as: fow
weed with hoe, apply herbicides in plantain field, ring weed around the base of each
seedling, total weeding with cutlass among others.
The findings on competencies in propping were in agreement with the views
of Udosen (1996) that steps in propping are: identify the plantain plant with bunch to
propped, carry two or three long Indian bamboo, place the bamboo against the
plantain stem on the side where the bunch leans over among others. The findings of
the study also agreed with the opinion of Adewole and Duniji (2010) that steps in
propping are as follows: identify the plant to be propped, get two long poles of
161
Indian bamboo with lateral branch at the top, tie the lateral branch to the poles,
place the poles along the side of the plant bearing the bunch among others.
The findings on competencies in harvesting of plantain were in agreement
with the view of Adopo (2010) that steps in harvesting: identify matured bunch to
harvest, cut the pseudostem 6-8cm, shake slightly by pushing, place a fork under to
monitor the bunch as it falls, carry bunch on stretchers to store house among others.
The findings of the study were also in line with the report of FAO (2006) that steps in
harvesting include: take a cutlass or machete, identify matured bunch to harvest,
hack the pseudostem until the top comes down among others.
The findings on competencies in marketing of plantain bunch were in
conformity with the opinion of Onuka (2003) that steps in marketing are as follows:
record the number of product harvested, keep products harvested secured and
ventilated, fix prices for products harvested, keep record of products sold and care
for the unsold products among others. The findings of the study also agreed with the
opinion of Adiene (1999) that steps in marketing are as follows: finding buyers and
searching for markets, grading and standardization of product, distribute and
transport products to buyers among others. The views and opinion of the authors
cited above helped to affirm and strengthened the reliability of the findings of the
study on plantain plantation management enterprise.
Enterprise III: Plantain Processing and Marketing Enterprise
The study found that competencies required by Secondary School Graduates
in plantain processing and marketing were as follows:
Ci: Competencies in planning for plantain processing (14 items)
162
Cii: Competencies in processing plantain into chips (11 items)
Ciii: Competencies in processing plantain into flour (11 items)
Civ: Competencies in processing plantain into pudding (11 items)
Cv: Competencies in processing plantain into dodo (8 items)
Cvi: Competencies in processing plantain into wine (11 items)
Cvii: Competencies in marketing of processed plantain products (10 items)
In summary, it with found out from the study that 76 competency items were
required by secondary school graduates for employment in plantain processing
marketing enterprises.
The findings on competencies in planning for plantain processing were in
agreement with the opinion of Nkoli in Asogwa (2009) that steps in planning for an
enterprise are: choose a farm of sufficient size to support the objective of the
enterprise, fit in the capabilities interest and knowledge of the processor to the type
of enterprise operation, draw programmes for the farm as long as possible, keep a
complete set of farm record necessary to make sound improvement and high profit
among others. The findings were also in conformity with the opinion of Yalokwu
(2002) that steps in planning are: identify farming opportunities, formulate policy
plan, implement the plan, identify alternative cause of action, and evaluate the plan
among others.
The findings on competencies in processing of plantain into chips, flour,
pudding, dodo ikire and wine were in consonance with the views of onyejegbu and
Olorundo in Tchango et al (2010) that steps in processing are as follows: identify
mature unripe plantain bunches, separate the bunch into individual fingers, wash and
163
carry out manual peeling with knife, slice pulp into piece of about 2cm thick among
others. The findings were also in agreement with the opinion of Ekunwe and Ajayi
(2010) that steps in processing are as follows: purchase gren/semi-ripe plantain, peel
with knife, wash pulp water, slice pulp to shape with knife, apply salt and try with
vegetable oil for about 10 minutes among others.
The findings were in consonance with the opinion of Ogazi (1996) that steps
in processing are: purchase unripe plantain bunch from market, peel with sharp
knife, slice the pulp and sun dry for 1-2 days, soak pulp in water for 2-3 days,
ground dried chips to powder with power mill or pound in a mortar to produce flour
among others.
The findings were in agreement with the opinion of Ohenhen et al (2006) that
steps in processing are as follows: purchase raw unripe and ripe plantain from
market, peel the ripe and unripe plantain separately, wash the pulp, slice into flat
sheet with knife, sun dry for 3-5 days, mill, mixed water to form slurry among others.
The findings were inline with the submission of Akinyemi (2005) that steps in
processing are as follows: purchase raw ripe plantain from the market, peel the ripe
plantain with knife, smash the pulp with mortar and pestle among others.
The findings also agreed with the opinion of Champion in Ohiokpeha (2001)
that steps in processing are as follows: purchase green plantain, allow to ripe
naturally or induce ripening, hand peel with knife, smash with hand and mix grasses
to extract juice, add honey to the juice and allow to ferment for 1-2 days among
others.
164
The findings on competence in marketing of processed plantain products were
in agreement with the report of NARI (2003) that steps in marketing are as follows:
assessing of products, grading, sorting, storing, transportation, fixing prices among
others. The views and opinion of the authors cited above helped to give credence to
the findings of the study on plantain processing and marketing enterprise.
Discussion of the Hypotheses
HO1: It was found from the study that there was no significant difference in the
mean ratings of Teachers of Agricultural Science, plantain nursery farmers and
secondary school graduates on 43 out of 48 competency items required by
secondary school graduates for employment in plantain nursery enterprise.
The implication of the findings is that the occupational experience of the
three groups of respondents did not significantly influence the opinion of the
respondents in the 43 competency items.
It was also revealed that there was a significant difference in the mean ratings
of the 3 groups of respondents on 5 out of 48 competency items in plantain nursery
enterprise. This showed that the occupational experience of the three groups of
respondents significantly influenced the responses on the 5 competency items.
HO2: It was found out from the study that there was no significant difference in the
mean ratings of Teachers of Agricultural Science, Plantain Plantation
Management Farmers and Secondary School Graduates on 79 out of 85
165
competency items required by secondary school graduates for employment in
plantain plantation management enterprise.
The implication of the finding is that the occupational experience of the 3
groups of respondents did not significantly influence the opinion of the respondents
in the 79 competency items.
It was found out that there was significant difference in 6 out of the 85
competency items in plantain plantation management enterprise. The implication is
that the occupational experience of the 3 groups of respondents significantly
influenced the opinions of the respondents on the 6 competency items.
HO3: It was found from the study that there was no significant difference in the
mean ratings of Teachers of Agricultural Science, Plantain Processors and
Marketers and Secondary School graduates on 65 out of 76 competency items
required by secondary school Graduates for employment in plantain
processing and marketing enterprise.
The implication of the finding is that the occupational experience of the 3
groups of respondents did not significantly influence the opinion of the respondents
in the 65 competency items.
It was also revealed that there was significant difference in the mean ratings
of the 3 groups of respondents in the mean ratings of the 3 groups of respondents
on 11 out of 76 competency items required by Teachers of Agricultural Science,
166
Plantain Processors and Marketers and Secondary School Graduates for employment
in plantain processing and marketing enterprise. The implication is that the
knowledge level and occupational experience of the 3 groups of respondents affected
significantly the opinion of the respondents on the 11 competency items.
167
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presented the summary of the problem, purpose of the study,
procedure used for the study, major findings of the study, conclusion based on the
findings, implications of the study, limitations of the study, recommendation and
suggestion for further study.
Restatement of the Problem
In Cross River State, plantain is produced by farmers who are mostly peasant
in nature, through intercrop; which results to low yields of production. Despite
plantain delicacy, medicinal function and steady flow of income, the production in the
State is still low due to lack of manpower, yet, many unemployed Secondary School
Graduates roam the streets looking for white collar jobs. When they fail to secure
jobs, they resorted into unacceptable behaviours like prostituting, drug addiction,
stealing and to some extent kidnapping. These unemployed Secondary School
Graduates could be helped to live a more meaningful and acceptable life through skill
development in plantain production enterprises and help increase the low level of
plantain production by farmers.
The investment practices where farmers favoured other crops to plantain
production calls for alternative way of production and Cross River State Government
considered involving secondary school graduates in plantain production and directed
skill acquisition centres to accommodate the training of interested secondary school
graduates with rudimentary knowledge in plantain production. The research
168
observed through a visit to some of the Skill Acquisition Centres in plantain
production areas of the State that there were no programmes in the step by step
skills in plantain production. Hence, this study was carried out to identify the
competencies required in each plantain production enterprises and to determine the
retraining needs of the unemployed Secondary School Graduates in Cross River
State.
Purpose of the Study
The study specifically sought to:
• Identify competency needed by Secondary School Graduates for employment
in plantain nursery, plantain plantation management and plantain processing
and marketing in plantain production.
• Identify competency in plantain nursery enterprise where Secondary School
Graduates required improvement for employment.
• Identify competency in plantain plantation management where Secondary
School Graduates required improvement for employment.
• Identify competency in plantain processing and marketing where Secondary
School Graduates required improvement for employment.
Summary of the Procedure used for the Study
In carrying out the study, the researcher adopted descriptive survey research
design. The study was carried out in Cross River State. The population for the study
was 619 made up of 159 Teachers of Agricultural Science, 365 Secondary School
169
Graduates and 95 Registered Plantain Farmers. There was no sampling since the
population was manageable. The entire population constitutes the sample. Three
sets of questionnaire were used to obtain data from respondents in the three
enterprises in plantain production for the study. Three experts validated the
questionnaire items, two lecturers from the Department of Vocational Teacher
Education, University of Nigeria, Nsukka and one lecturer from the Department of
Vocational Education, Federal College of Education, and Obudu. Cronbach alpha
method was used to determine reliability co-efficient of the questionnaire item. Co-
efficient of 0.90, 0.85 and 0.87 were obtained for the three enterprises respectively.
Six hundred and nineteen (619) copies of the questionnaire were administered to the
respondents by the researcher with the help of six (6) research assistant across the
three educational zones of the State. All the copies administered were retrieved for
analysis.
The data collected from the respondents were analyzed using weighted mean
to answer research question 1 and improvement needed index (INI) to answer
research questions 2-4, while analysis of variance (ANOVA) was used to test the
three hypothesis of no significance difference at 05.0≤ρ level of significance.
Major Findings of the Study
It was found from the study as follows:
A. 209 competence were required by Secondary School Graduates in the three
plantain enterprises, that is;
i. Plantain nursery enterprise (48 competency items).
170
ii. Plantain plantation management enterprise (85 competency items).
iii. Plantain processing and marketing enterprise (76 competency items).
B. 48 competencies were required by Secondary School Graduates for
improvement in plantain nursery enterprises.
C. 85 competencies were required by Secondary School Graduates for
improvement in plantain plantation management enterprises.
D. 76 competencies were required by Secondary School Graduates for
improvement in plantain processing and marketing enterprises.
(1) It was found from the study that there was no significant difference in the
mean ratings of Teachers of Agricultural Science, Plantain Nursery Farmers
and secondary school graduates on 43 out of 48 competency items required
by secondary school graduates for employment in plantain nursery
enterprises; while there was a significant difference in 5 out of the 48
competency items.
(2) It was found from the study that there was no significant difference in the
mean ratings of Teachers of Agricultural Science, Plantain Plantation
Management Farmers and Secondary School Graduates on 79 out of 85
competency items required by secondary school graduates for employment in
plantain plantation management enterprise, while there was a significant
difference in 6 out of the 85 competency items.
(3) It was found from the study that there was no significant difference in the
mean ratings of Teachers of Agricultural Science, Plantain Processors and
Marketers and Secondary School Graduates on 65 out of 76 competency items
171
required by secondary school graduates for employment in plantain processing
and marketing enterprises, while there was a significant difference in 11 out of
76 competency items.
Conclusion
The Government of Cross River State had the intention of expanding plantain
production and to create employment opportunities for the unemployed secondary
school graduates in plantain production in order to equip them occupationally to earn
a living and become self-reliant and to end their activities in prostitution, drug
addiction, political assistant and other vices in the State. The Government then
directed Skill Acquisition Centres to accommodate the training of interested
secondary school graduates in plantain production but the Skill Acquisition Centres
had no programme that could train the secondary school graduates in the step-by-
step skills in plantain production for employment. This led the researcher to identify
competencies required in plantain production for retraining of interested secondary
school graduates.
The study had therefore made the following contributions to knowledge and
competency improvement needs of Secondary School Graduates for employment in
plantain production enterprise:
(1) The study provided information to the Government of Cross River State on
competency needed in plantain production. The government could request the
curriculum planners to package the identified competency into production
programmes for training of Secondary School Graduates in Skill Acquisition
Centres in order to create employment opportunities.
172
(2) The study provided the administrators of Skill Acquisition Centres with
competency needed in plantain production by secondary school graduates.
These Centres could develop the competency into programme for training and
retraining of unemployed youths in plantain production enterprise.
(3) The study provided information to Secondary School Graduates on
competency needed by them for employment in plantain production
enterprise. They could use this information to select any of the enterprise in
plantain, seek for opportunities in Skill Acquisition Centres for retraining for
competency in plantain production enterprise.
(4) The study provided information to Teachers of Agricultural Science on
competency needed by Secondary Schools Graduates for employment in
plantain production enterprises. The Teachers of Agricultural Science could
use the information from the study in plantain production if packaged into
curriculum to train youth in and outside the school community.
(5) The study provided information to Plantain Farmers and Marketers on
competency needed by Secondary School Graduates for employment in
plantain production enterprises. The farmers could use this information as an
aid when employing secondary school graduates into the various enterprises
as workers.
Implications of the Study
The findings of the study have implications for the Government of Cross River
State, administrators of Skill Acquisition Centres, Secondary School Graduates and
Teachers of Agricultural Science. From the outcome of the study it implies that:
173
(1) If the competencies identified by this study were made available to the
government officials they could direct the skill acquisition centres to package
the identified competency into production programmes for retraining of
secondary school graduates.
(2) If the competencies identified by this study were made available to
administrators of skill acquisition centres, they could use the competencies in
developing programmes for training and retraining secondary school
graduates in plantain production for employment.
(3) If the competencies identified by this study were made available to secondary
school graduates they could use it to select an enterprise in plantain
production that will enable them to be self-employed and gainfully employed
in any plantain production enterprise after retraining.
(4) If the competencies identified by this study were made available to teachers
of Agricultural Science, they could use the information if packaged in training
students in the school who are members of young farmers club and retraining
of youths outside the school community in form of workshop.
Limitations of the Study
The study did not consider the following:
(1) The competency in training that could be used to prepare trainers for the
retraining of secondary school graduates in skill acquisition centres.
174
(2) It did not look into the attitudes of secondary school graduates towards
plantain production other than their experiences in secondary school
agricultural science.
(3) It did not look into the motivational strategies that could be used to sustain
the interest of secondary school graduates in plantain production enterprises.
The above were not considered because of time and financial constraint on
the researcher.
Recommendations
Based on the findings of this study, the following recommendations were
made by the researcher:
(1) The Cross River State Government officials should direct the skill acquisition
centres to integrate the identified competencies in plantain production into
their training programmes and use it to retrain secondary school graduates
and other interested individuals in plantain production enterprises.
(2) The administrators of Skill Acquisition Centres should develop the
competencies identified in plantain production enterprises into programmes in
retraining secondary school graduates in the skill acquisition centres.
(3) The Cross River State Government should direct Teachers of Agricultural
Science to use the identified competencies in training Secondary School
students through these young farmers club.
175
Suggestions for Further Study
The following were suggested for further research:
(1) Identification of competency in training that could be used to prepare trainers
in plantain production enterprises in skill acquisition centres in the state.
(2) Motivational strategies needed by secondary school graduates for
sustainability in plantain production enterprises.
176
REFERENCES
Abdulai, A. C and Binder, C. (2006) Slash and burn cultivation practice and
agricultural input supply: Journal of environment and development economic
11(2) 201-220.
Adeniji, T. A. and Tenkouano (2008) Effect of processing and storage on colour of plantain and banana products. Agro since 7 88-92. IITA Ibandan Nigeria. URC
http://www.agrosinjourn.ion/.
Adewole, M. B. and Duruji, R. W. (2010) Quality assessment of plantain (Musa para disiaca L) as affected by different ripening methods: African Journal of
Biotechnology Vol. 9 (38).
Retrieve on 11/10/2010 from http://www.academicjourna,.org
Adiene, F. D. (1997) Poultry health. Ames: Iowa State University Press.
Adopo, Achille N’Da (2010) Plantain case study post harvest operation. Retrieved
from INPhO homepage: httkp://www.foa.orglinphol.on 13/11/2010.
Akande, S. A. and Azike. J. A. (2002) Fundamental Principles of Economics for Senior Secondary School. Ibandan Evans Brothers (Nigeria Publishers) Limited.
Akinsami, O. (1999) Senior secondary agricultural science: Nigeria Ondo, Longman
Publishers.
Akinyemi, S. O. S, Starver C., Aiyeladegbe I. O. O, Kintomo, A. A. and Balalola, S. O.
(2008) Perspective of small scale musa processing firms in Nigeria: National
Horticultural Research institute Ibandan. Available from
ng.www.actahert.org/book,/879/87925.hh27/3/2011 at 2:15pm.
Akinyemi, S. O. S. (2005) Analysis of musa processing business and their support environment in Nigeria. Ibadan NIHORT).
Akwaji I. E. (2006) Work skills required by secondary school graduates for success in cassava processing enterprises in Cross River State. Unpublished M. Ed Thesis.
Deportment of vocational Teacher Education University of Nigeria Nsukka.
Almekindars, C. and Louwaars, N. (1999) Farmers seed production: New Approaches
and Practices. Intermediate Technology Publishers London.
177
Alvorado-Orhz, A. N., Diaz, M., Almodovar, W. and Cortes Wildred (2005). Crop profile for plantain and banana in Puerto Rico. Retrieve on 24/2/2011.from
www.musalit.org/byindex-result.php?lang=en&index=author&idselect=11489
Amusa, T. A., Ukonze, J. A. and Olaitan, S. O. (2010) Resource management skill improvement needs of instructors in oil palm nursery for training students of schools of agriculture for employment in oil palm nursery in southwestern Nigeria. Annual Conference of Nigeria Educational Research Association
(NERA).university of Nigeria Nsukka (unpublished).
Ande, C. E. (2005) Essential economics for senior secondary schools. Lagos Tonad
Publishers Limited.
Anderson, M. (2009) Survey Retrieved October 10 2010 from
http://www.statcom.ca/.
Andrew, C. (2006) Nursery management of agricultural crops. Retrieved on
20/01/2011 from http://ww.devilfinden.com/find.php?q=importantoft
nursery+tota+farmer:pdf+file.com
Angelo, T. A. and Cross, K. P. (1993) Classroom assessment techniques: A handbook
for college teachers (2nd ed.). San Francisco: Jossey Bass.
Anne, F. M., Janis and Michael, A. H. (2005) Strategies for developing competency models: Administration and poling in mental health, Vol. 32 No 55/6 New York
American Express.
Anyanwuocha, R. A. (2006) Fundamentals of economics for schools. Onitsha African
First Publishers Limited.
Asare, N. and Sohills (2010) An economic evaluation of a cropping system. The case
of cocoa. Retrieved on 22/10/2011 from
http://www.orton.catie.ac.cr/repdoc/A39321/A39321.pdf,
Asogwa, V. C. (2009). Development of entrepreneurial competency support in goat production for enhancing the income of teachers of agriculture in secondary school in Enugu State.Unpublished M.Ed thesis, Dept. of Voc. Teacher
Education, University of Nigeria Nsukka.
178
Aya, F.O. and Lucas, E. O. (1996) A critical assessment of cover crop policy in Oil Palm. Retrieved on 10/01/2011 from
http://www.seap.ipni.net/.../oil%20palm%20related%20articles-
by%20author%20.PN1.pdf.
Baiyeri, K. P and Ortiz, R. (2000) Agronomic evaluation of plantain and other triphoid musa. In K. creasan, R orhz, E.B. Koramara and D.R. Vuylsteke (eds)
Proceeding Of First International Conference of Banana and Plantain in Africa
Kampala Uganda 12-18 October 1996. International society for Horticulture,
540; 125-135.
Baiyeri, K. P. and Tenkouano, A. (2006). Manure placement effects on root and shoot growth and nutrient uptake of PITA 14 Plantain hybrid. Retrieved from
Baker, R. A. (1996) Curriculum for the world of work. The agricultural education
magazine. New York P.8.
Barbara, A. W. (2003) Planning in a 21st century knowledge management environment. Utah: http://www.usu.edu.cio.
Bardes, B. and Denton, J. (2001). Using the grading process for departmental and program assessment, Paper Presented at the American Association for Higher
Education Conference Denver co.
Belalcazar . and Espinosa J. (2000) Effect of plant density and nutrient management on plantain yield. Better Crops Internationa,l Vol. 14, No. 1
Biddle, D. A. (2009), A job analysis process for selection procedure development and validation. Folsom, California Biddle consulting Group Inc.
Blomme, G. and Ortiz, R. (2000) Preliminary assessment of root system morphology in musa. In: Craenen K. Ortiz, R, Karomura, E.B. and Vuglsteke (Eds)
Proceedings of the International Conference on Banana and Plantain for Africa.
Acta Hlorticurae No. 540 pp.259-266, international society for Horticultural
science (ISHS) Leaven, Belgrium.
Brophy, S. P. (2000) Guideline for modular design. U.S: Vanderbilt University
URL:http://www.vanth.org/docs/.modular design.pdf.
Retrieved on 04/10/2010
Bruno, S. (2003) Economics: An empirical inquiry.
http://links.jstor.org/sici?sici=0002-8282
179
Burton, G. and Thakur, M. (2007) Management today, Principles and Practice (1st
ed.). Tata McGraw Hill.
Claudia, O., Mihaela, H. and Lucian, B. (2009) Competency-based management and global competencies -challenges for firm strategic management, Vol. 5 No.4 pp
114-122 International Review of Business Research Papers.
Cooper, A. W. and Graham, D. L. (2001) Competencies needed to be Successful country agents and country supervisors. Extension Journal Inc. Website:
http//joe.orglbrzhtml.
Crane, J. H., Balerdi, C. F. and Maguire, I. (2005) Banana growing in the Florida home landscape. Retrieved on January 20,2011,from http://edis.ifas.ull.ed.
Dadzie, B. K. and Orchard, J. E. (1997) Routine post harvest screening of banana/plantain hybrids criteria and methods. INIBAP (technical guidelines 2).
International plant genetic resource Institute Rome, Italy, International network
for the improvement of banana and plantain Montpellier, France.
Daniells, J., Englberger, L. and Lovens, A. (2010). Farm and foresty production and marketing profile for banana and plantain: In Elevich, C.R. (ed). Specialty crops
for Pacific Island. Resources (PAK) Holualoa, Hawii, Retrieved on March 18,
2011 from http: // www.agrofroestry.net/scps.
Darren, B. (2007) Rapid multiplication of plantain plants. Retrieved on March 24,
2011 from www.carna/africa.org/index.php.
Davis.G (2009) Domestic plantain beer production in Mpigi district Uganda. Banana
biodiversity international. Retrieved from http://unjobs.org/duty-
station/uganda/mpigi. on18/11/2010.
Dick, R. (2000). Economics is not natural science. Retrieved February 17, 2011 from
http://www.sbs.utexas.edu/resource/onlinetext/definitio/economicsNoTsc.htm.
Dimelu, I. M. (2010) Competency improvement needs of teachers of home economics in the use of ICT for effective teaching in Colleges of Education in South Eastern Nigeria Vocational Journal, Vol. 14 No. 2.
Drechsel, P., Graefe, S., Sonou, M. and Cofie, O. O. (2006) Informal immigration in urban West Africa: An overview Colombo, Sri Lanka: International Water
management institute (IWMI Research Report 102).
180
Dumbiri, D. N. (2009) Professional and entrepreneurship skill training modules required for capacity building of teachers and youths in fish industry in Niger Delta states of Nigeria. Unpublished PhD thesis, Vocational teacher education,
University of Nigeria Nsukka.
Eboh, E.C. (2009) Developing conceptual framework for empirical research. In
Anyakoha, E.U. (ed.) Developing research skills, concept and conceptual
frameworks. Nsukka: Great AP Express Publishers Ltd.
Ehinametalor, E. I. (1999) The business enterprise in Nigeria. Ikeja: Longman Nigeria
Plc.
Ekunwe, P.A. and Ajayi, H. I. (2010). Economics of plantain production in Edo State Nigeria. Research journal of agriculture and biological sciences 6 (6): 902-905,
INSI net publication.
Elizabeth(2008) Competeny needs of scondary school graduates in clothing and textile in colleges of education. Journal of teacher education 9(1&2).
Eneogwe, U. N. (1996). The curriculum process. In Ogwo, B.A, (Ed) Curriculum
Development and educational technology. Makurdi: Onaivi Printing and
Publishing.
Enome, E. O. (2003) Agricultural terms A-Z. Onitsha, Jenison Publishing Company.
Essang A. M. and Olayide, E. (1994) Intermediate economics analysis. Ibadan.
Aromoloran Publishing Co. Ltd
Essang, A.M &Olayide E(1994),Intermediate economic analysis,Ibadan. Aromolaran
publishing Co. Ltd.
FAO AGROSTAT Database (2004) Food and Agriculture Organization of the United Nations. Production Year Book FAO Rome.
FAO (2006) FAO Statistical Year Book 2005.6. Food and Agriculture Organization of the United Nation Rome. Retrieve on 10/10/2010 from
http://www.fao.org/statistical/yearbook./
FAO(2006) How to maintain a plantain field. A reference manual: Author.
181
Faturoti, B. A. and Tankouano, J. L. (2006) Rapid multiplication of plantain and banana: Nursery techniques. Retrieved on November 27, 2010 from
http:cari.res.in/pdf%20files/Nursery.Book.pdf./Nursery management of
horticultural crops.
Ferris, R. S. B. (1997) Post harvest physiology of plantain and banana IITA research guide 64. Training program. International Institute of Tropical Agriculture (IITA)
Ibandan Nigeria.
File: //:/production%20.farm%20htm. Retrieved on 08/10/2010
Fixten, P.E. and Reetz, H. F (2006) Fertilizer best management practice making the best better. Better Crops 90/2/.3.
Food and Agricultural Organisation FAO (2002) Diet, Nutrition and the prevention of chronic diseases. Retrieved on 18/11/2010 from whqlibdoc.who.int/trs/who-
trs916pdf
FOX, R. L. (2009) Banana :In Plueknett. D.: Sprague, H.B. (Eds) Detecting Mineral
Nutrient deficiencies in Tropical and Temperate Crops Westview, Bouder Co.
USA.
Fred, W.W. Pommerchne, F. Schneider, F. and Gilbert G. (2006) American economics. Review Vol. 74 No 5 accessed 20/12/2010 File: 11A:
1Economics%20%20wikipedia, %20Free%20encyclopedia.htm.
Frison, E. and Shamrock, S. (1999). The Economic, Social and nutritional importance of banana in the world. In Picq C. Fourc E. Frison E.A (Eds) Banana and food
society international symposium, Donalo Comcriosn
George, A. A and Robert, J. S. (2007) Essentials of economics. Seventh Edition
McGraw – Hill. Retrieved December 12,2010 from
http://www.luj.ax.jp/gsir/syllabus/11/dcc-5480.pdf
Giwa (2010) Irrigation system. Retrieved January 8,2011 from
http://www.wordir.comm/definition/irrigation system
Handbook for College Teachers (2nd Ed) San Francisco: Jossey-Bass
Hanson J.L. (1996) Economics for students. London McGraw – Hill Inc.
182
Hauser, S. (2006) Plantain (Musa Spp. AAB) bunch yield and root health response to combinations of physical, Thermal and chemical sucker sanitation measures. Proceedings of conference on international agricultural research for
development German: University of Bonn.
Hayton, J.C and Kelley, D.J. (2005) A competency- based framework for promoting corporate entrepreneurship.
Hernandez, D. (2009) Job analysis: An important return to work. Retrieved on the
4/6/10 from http://www.hr-ginde.com/date 1025.htm.
Hornb, A. S. (2005) Oxford advanced learner’s dictionary of current English. New
York. Oxford University, Press.
Hornby, A. S. (2001) Oxford advanced learners dictionary. New York Oxford
University Press.
Human Resource Partnership Directorate HRPD (2000) Occupational standards development process. Canada minister of public work and government Services.
Ibrahim, M. D. (2007) Entrepreneurial skills of secondary school graduates for success in rice production enterprises in Kwara State. Unpublished M.Ed. Thesis,
Department of Vocational Teacher Education, University of Nigeria Nsukka.
IfeanyiEze, F.O.and Ukonze,J.U(2007) The state of implementation of secondary school Agricultural science programme that calls for reform.Paper presented at
the National conference of the institute of Education, University of Nigeria
Nsukka.
IITA(2008) plantain cultivation under west african condition. A reference manual
Ibadan pp 1-17.
INIBAP (2006) Adding value to bananas. The results of a study and workshop on the
contribution on musa processing business to rural development.
International Institute for Tropical Agric IITA (1998) Plantain and banana improvement program. Annual report for 1997 international institute for tropic
agriculture, Onne Nigeria.
183
International Labour Organization (ILO) and World Health Organization (WHO)
(2003) Thirteenth Session of the Joint ILO/WHO Committee on Occupational
Health. Geneva. Retrieved on 13/01/2011 from
International Labour Organization ILO (2003) Preventing discrimination, Exploitation and abuse of women migrant workers: An information guide booklet 1: Why the
Focus on Women International Migrant Worker.
International Labour Organization ILO(2002) Decent work and the informal economy. Geneva ILO Office. Retrieved on 24/10/2010 from
http://www.ilo.org/public/english/standard/reum/ilc90/pdf/rep.vi pdf/
International Labour Organization ILO(2002) Decent work and the informal economy,
Geneva ILO office retrieved on 12/10/2010 from
http://www.ilo.org/public/english/standard/reum/ilc90/pdf/rep-vipdf.
International Network for the Improvement of Banana and Plantain INIBAP (2003) Conservation through utilization of bananas and plantains in the great lakes region of East Africa. Final Report. INIBAP, Montpellier France.
Iwena, O. A. (2008) Essential agricultural science for senior secondary schools. Lagos
Tonad Publishers Limited.
Jaafari, A. (2007) Competencies changing corporation fortunes PM world today, August. Retrieved from www.thinwiseinc.com/file/competency-based-approach-
white paper.pdf. on 20/01/2011.
Kalu, N.K. (2006) Profitability of “Egusi’ melon production under sole and mixed cropping. Retrieved on 18/02/2011 from
http://www.arpnjournal.com/jabs/research-papers/rp.../jabs-0308-70.pdf.
Koontz H, and Beizz W. (2007) Essential of management. 7th Edition Tata McGraw
Hill.
Lagat, J.K,, Wangia, S.M, Njehis, B.K. and Itinji, G.K (2007) Environmental hazards in African agriculture: Factors influencing application of agrochemicals in Nakuru
district Kcoye. Netherland Springer.
184
Lemchi, J.I., Tshiunza, M., Tenkouano and Faturoti, B. O. (2005) Agronomic evaluation of black sigatoka resistant hybrid plantain under smallholder management systems. African journal of biotechnology Vol 4(10) pp 1045-
1053.retrieved on 20/01/2011 from
http://www.academicjournals.org/AJB/abstracts/abs2005/oct/Lemchietalhtm.
Madhava, Rao V.N. (2010) Banana. New Delhi. Directorate of information and
publication of agriculture. Press.
Mbadiwe, B.S. (1992) Development of Skills Required by School Graduates for Success in Poultry Occupation in Abia State. Unpublished M. Ed. Thesis,
Vocational teacher education. University of Nigeria Nsukka.
Medupin, G. (2008) Plantain chips. Retrieved 28-02-2011 8:20 from
http://google.com.ng/search?hl=en&client=firefox-
a&rls=org.mozilla%3Aofficial&channel=s&b/w=
Michael, A. M and Andrea, F. S. (1999). Holland’s theory and occupational information. Journal of vocational behaviour 55, 74-85 (1999). Retrieved on
20/12/2010 from http://www.idealibrory.com on.
Mighty Garden: How to grow plantain. Retrieved on 8/01/2011 from
http://www.mightygarden.com/perennial/howtogrowplantain.html
Miller, R.L. and Stafford A.D. (1997) Economic issues for consumers. Bonn
wadsworth Publishing Company.
Morxano R.J. (1998) A theory based meta – analysis on instruction. Colorado
regional educational laboratory. Retrieved on 04/10/2010 from
www.pathfinderusa.com/pdf/marzano-vita.pdf.
Munoz, G.R, Kelling, K. A, Powell, J.M. and Spett, P.E. (2004) Comparison of estimate of first year dairy manure nitrogen availability or recovery using nitrogen – 15 and other techniques .J environ. Qual 33, 719 – 227.
National Agricultural Research Institute NARI (2003) Plantain post harvest care and market preparation. Retrieved on March 31, 2011 from
http://www.agrinetguyara.org.gy.
Nelson, S.C., Plocts, R.C. and Keple,r A.K. (2006) Musa Species (banana and plantain) species profiles for pacific island agroforesty www.tradotopma;.tree/prog.
185
Norman, F. D. (2000) Planning function in the business enterprises. Retrieved on
16/02/2011 from
http://books.google.com.ng/books?id=n14EAAAAMBAJ&pg=PA92&dq=planning
+function+in+business.
Obi, E. (2003). Educational management theory and practice. Enugu Jamoe Ent.
Ogazi P.O. (1996) Plantain production processing and utilization. Paman and
association publishers Okigwe Nigeria.
Ogbuanya, T.C. and Fakorede, S.O.A (2009) Technical skill improvement needs of metal work technology teachers for entrepreneurship in response to MDG for quality assurance. A Journal of Nigeria Vocational Association Vol. 13 No. 1
Ogiehor, S.I., Ekundayo, A.O, Okwu, G.I. (2005) Shelf stability of agidi produced from maize (zea mays) and the effects of Sodium benzoate treatment in combination with low temperature storage. African journal of biotechnology 4
(7) 743-748.
Ogiehor, S.I., Ikenebomeh, M. J. and Momodu, I. O. (2004) Quality characteristics of market garri destined for consumption in ten selected status: Baseline for
industrialization: Advances in natural and applied science Reserved 2(1) 17:25.
Ogwo, B.A and Oranu, R.N. (2006) Methodology in formal and non-formal technical/vocational education. Enugu: University of Nigeria Press Ltd.
Ogwo, B.A. (2002) (ed). Curriculum Development and Educational Technology.
Makurdi: Onavi Printing and publishing Co. Ltd.
Ohenhen, R.B., Enweani, I.B., Ogiehor, S.I. and Uwabor, K (2006) Micro organisms associated with the preparation of plantain pudding in Western Nigeria. African
journal of biotechnology Vol. 5 (22) pp. 2077-2080.
Okafor, Okere and Oketoobo(2010) Competency needs of secondary school graduates in mailo production in Enugu state: journal of teacher educational
teaching 8(1&2).
Oke, O.C., Red. Head J .and Hussain, M.A. (1998) Roots tubers, Plantain and banana in human nutrition. Retrieved on January 15,2011 from
http://www.fao.org/docrep/To2078/To207Eoo.HTM.
186
Okorie, J.U. (2000) Developing Nigeria’s workforce. Calabar: Menky environs
publishers.
Olaitan, S.O. (2001). Lecture notes on V.T.E 521. Curriculum planning in agriculture
Dept. of V.T.E UNN. Unpublished,
Olaitan, S.O. (2003) Understanding curriculum, Nsukka: Ndudim Printing and
Publishing Company.
Olaitan, S.O. (2005) Strategic planning and national development. Nsukka: Ndudim
Press.
Olaitan, S.O. and Ali A (1997). The making of curriculum (Theory, process, product and evaluation) Onitsha: Cope Publishers Int. Ltd.
Olaitan, S.O. and Ekong, A.O. (2002) Research models. In Olaltan S.O. (Ed).
Research skills education and social sciences. Owerri: Cap Publisher Int. Ltd.
Olaitan, S.O. and Mama, R.O. (2001) Principles and practices of school farm management. Enugu, Nigeria Cape Publishers Int’I Ltd.
Olaitan, S.O. and Omomia, O.A. (2006) Round up agricultural science for schools. A
complete guide. Ikeja, Longman Nigeria Plc.
Olaitan, S.O. Nwachukwu, C. E. Igbo C.A. Onyemachi, G. A. and Ekong, A.Q. (1999)
Curriculum development and management in vocational technical education. Onitsha: Cape Publishers Int. Ltd
Olaitan, S.O., Alaribe M.O. and Ellah, B. L. (2010) Performance improvement needs of instructors in teaching soil testing and analysis to students of crop production in schools of agriculture in South Eastern States of Nigeria. Unpublished,A
paper presented at the 2010 Annual Conference of Curriculum Organization of
Nigeria,University of Nigeria Nsukka
Olaitan, S.O., Amusa, T.A. and Ellah, B.L. (2010) Competency improvement needs of instructors for effective teaching of cocoa. Plantation establishment and management to students of schools of agriculture in South Western Nigeria. A
Paper Presented at the 2010 Annual National Conference of Institute of
Education, University of Nigeria Nsukka.
187
Olaitan, S.O., Lawal, O.I. and Onipde, O. (2010) Performance improvement needs of teachers of agricultural education in teaching fish production to their students in colleges of education South West Nigeria. Unpublished annual national
conference of Nigeria educational research association University of Nigeria
Nsukka.
Olukunmi, O. (2007) Easy to understand economics for schools and colleges. Ibandan: Rasmed Publication Limited.
Omo, Ohiokpelai (2010) Plantain as food in Nigeria. Retrieve on February 12,2011
from http://www.musalit.org/byindex-
result.php?lang=es&index=mocle&idselect=155&page=3.
Omoruyi, S.A., Orhu, U.X, Akerobo, A.A. and Aghimenin, C.I. (1999) Prescribed agricultural science for senior secondary schools. Lagos Longman Publishers.
Onuka, A.U. (2003) Skill Modular for improving the employment opportunity of secondary school graduates in poultry occupations in Abia State. Unpublished
M. Ed. thesis, Department of Vocational Teacher Education University of Nigeria
Nsukka.
Onwere, G.O. and Umoh, Mac (1995) Practical agriculture for Schools. Kaduna:
Sameka Publishers.
Oristian, K. (2007) Online learning modules. In Hoffman B (Ed) Encyclopedia of
Educational Technology. New York McGraw, Hill Inc.
Osinem, E.C. and Nwoji, V.C. (2005) Students industrial work experiences in Nigeria, Concepts, Principles and Practice. Enugu, Cheston Agency
Osuala, E.C. (1999) Foundations of vocational education. Awka: Mek, Publishers.
Palomba, C.A. and Banta, T.W. (1999) Assessment essentials: Planning,
implementing and improving assessment in higher education San Francisco:
Jossey –Bass
Philip, O.A. and Lordbanjon, D. (1995) Plantains and bananas production in Nigeria.
188
Reisdofer V.K. Koschewska S.K and Salla N.G. (2000) Financial planning its importance and contribution for the management of cooperative enterprises. Santo Angelo. Retrieved on January 17,2011 from
http://hubpeges.com/hub/impotance of planning.
Richardson J.S. (2000). Farm production in the tropics. File://:/production%20.farm%20htm. Retrieved on 08/10/2010.
Robinson, J.C. (1995) System of cultivation and management. In Gowen, S.R. (ed)
bananas and plantains, pp. 15-65. Chapman and Hall London.
Robinson, J.C. (1996). Bananas and plantains. CABI Publishing, CAB International,
Oxon UK.
Robinson, J.C. and Sanco, V.G. (2010) Plantain plantation management. Retrieved from
http://books.google.com.ng/books?id=oGXOPqRuvYC&pg=pA194&dq=concept
+of+management+in+plantin+plamtation&source=b1&oE.
Robinson, M. (1999). Chambers century dictionary. U.K. Chambers Harrap
Publishers.
Rony, S. (2010) Plantain cultivation under West African condition: A reference
manual. Retrieved on 23/2/2011 from htt://www.banana-plant.com/
Rosales, F.E., Alvarez, J.M. and Vargasm A. (2010) Practical guide for plantain production using high-density plantain. Experience from Latin America and the
Caribbean. Bioversity International Montpellier, France.
Rowe (2007) Rapid plantain multiplication in the field. Educational Concerns for
Hunger Organization ECHO
Samuelson, P. (1995) Foundations of economic analysis, London: Macmillan
Publisher
Shamrock, S.C., Horry, J.P. and Frison, E.A. (2001). The State of the use of Musa diversity. In. Cooper, H.D, Spillane C and Hodgkin T (Eds) Broadening the
genetic base of crop production CABI UK.
Sidney, A., Cronshow, Steven F. (2009) Functional job analysis. A Foundation for
human resources management Erlloaum: Mahwah, NJ.
189
Simmonds, N.W. (1987) Classification and breeding of bananas. In Persley G. and
Delanghe E. (Eds) Banana and plantain breeding strategies pp. 69-73 AGAR
Proceedings.
SOFTTECH (2010). Irrigation and water resources, Definition of irrigation, Irrigation
Purpose and Irrigation Types. File: //c:/Documents and
settings/Duke/Desktop/Irrigation and water resources. Html. Retrieve
2/24/2011.
Ssebuliba, R. (2002) Fertility in east african bananas. Ph.D Thesis Submitted to the
Department of Crop Science, Makerere University Uganda.
Steward, B. A. (2006) Farmyard manure as alternative nutrient source in production of plantain. Retrieved on 20/12/2010 from
http:www.docsdrive.com/pdfs/ansinet/ja/2006/201-204.pdf.
Swennen, R. (1990) Plantain cultivation under West African conditions. A Reference
Manual IITA Ibandan Nigeria.
Tasbulatova, C. (2000) Encouraging skills and entrepreneurship within the tactis region. London: European Training Foundation.
Tchango.J.T, Bikoi,A.R,Achard,J.V,Escalant& Ngalani,J.A(2010) Plantain postharvest operation. Retrieved on 22/4/2011 from http:// www.fao.org/inpho/.
Tenkouano, A., Hauser s, Coyne, D and Coulibaly, O. (2006) Clean planting materials and management practices for sustained production of banana and plantain in Africa. Chronica Horticulture. 46(2),14-18.
Thompson, J.F. (1997) Foundation of vocational education. New York: Thomas
Crowell Co. Ltd.
Thoreau, H.D. (2005) Enterprise definition. Retrieved on 15/06/2011 from
http://www.businessdictionary.com/definition/enterprise.html.
Udosen,N.A (1996) Lecture Notes on AGE215 Tree crop production FCE OBUDU
Unpublished.
Uko, E.O. (2010) Research management education needs of secondary school graduates for their economic success in oil palm production occupation in Akwa Ibom State. Unpublished Ph.D thesis,Vocational teacher education, University of
Nigeria Nsukka.
190
UNCST (2007) The biology of bananas and plantain. Retrieved on 8/01/2011 from
http://www.biovisioneastafrica.com/publication/biology&plantain.
Vander, Veer G. and Van, Welie M. (2000) Task Based Groupware Design: Putting
Theory into Practice in Proceedings of Dis 2000 New York, United State.
Watkins, R. (2007) Performance by design: The selection, Design and development of performances technologist that achieve results. Amherst, MA: JRD Press 1.
Watson, J.L. and Caldwell, M.L, (1995) The cultural politics of food and eating. Retrieved
on February 4,2011 from http://boks.google.com.ng/books?id=2k1xQu
payc&pg=pA233&1pg=pa233&dg=marketing+by+Norton1995&siyarce=bi&o+s=
World Health Organization (2005) Task analysis. The basis for development of training in management of tuberculosis.
Yalokwu, P.O. (2002). Fundamentals of management. Lagos. Peak Publishers.
Zae, R., Cale, B., Aaron, P. and Tom, V. (2006) Gardening and plants, Landscaping, interior design, Home improvement. Retrieved on 12/11/2010 from
http://www.ehow.c om/info-8574187broadleafgarden-weeds.htm.
Zake, Y.K,, Bwaniki ,D.P. and Nkwiine, C. (2000) Soil management requirements for banana production on the heavy soils around lake Victoria in Uganda. In:
Craenen, K, Ortiz R, Karamara E.B and Cuglstelle. Proceedings of the
International Conference on Banana and Plantain for Africa. Acts Horticulture
No. 540 pg 285-292, International Society for Horticultural Science (ISHS)
Leaven Belgium.
191
APPENDICES
APPENDIX I
Distribution of Secondary School Graduates in Plantain Production Areas of
Cross River State from a Pilot Study
S/N Name of L.G.A No. interested in plantain nursery
No. interested Plantain plantation
No. interested in plantain Processing
Total
1 Akamkpa 15 30 18 63
2 Ikom 14 32 24 70
3 Biase 13 27 16 56
4 Obudu 12 24 18 54
5 Ogoja 10 17 20 47
6 Boki 18 32 24 75
Total 82 163 120 365
192
APPENDIX II
The Distribution of Teachers of Agricultural Science in Cross River State
Educational
Zones
Number of
Schools
Number of Agric.
Teachers
No. of Rep.
Used
Calabar 97 60 60
Ikom 91 54 54
Ogoja 77 45 45
Total 265 159 159
193
APPENDIX III
(a). Distribution of Plantain Farmers in Cross River State
Agric Zones No. of Plantain Farmers No. Used
1. Obudu 16 16
2. Ogoja 15 15
3. Ikom 20 20
4. Obubra 15 15
5. Akamkpa 15 15
6. Calabar 13 13
Total 95 95
(b). Distribution of Plantain Farmers on Enterprise Basis
A. Plantain Nursery Enterprise. 20
B. Plantation Mgmt Enterprise. 40
C. Plantain Processing Enterprise. 35
Total 95
194
APPENDIX IV
The Cronbach Alpha Reliability Co-Efficient Formula
∑=
1
2
1
1
1S
S
K
Kα
α = Cronbach Alpha Coefficient
K = Individual number of items in the instrument
K1 = Total number of items in the instrument
2
1S = Variance of each item in the instrument
S1 = Variance of the entire population
Σ = Summation sign
195
APPENDIX V
Results of Reliability Test
A. Plantain Nursery Enterprise
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha N of Items
.903 48
B. Plantain Plantation Management Enterprise.
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha N of Items
.856 85
C. Plantain Processing Enterprise
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha N of Items
.870 76
196
APPENDIX VI
Department of vocational Teacher Education University of Nigeria Nsukka.
_____________________ _____________________ _____________________ Dear Sir/Madam
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
I am a postgraduate student of the above department and university currently
undertaken a research project entitled competency improvement needs of secondary
school graduates for employment in plantain production enterprise in cross river state.
The study aim at identifying competencies that could be used in improving and
equipping secondary school graduates with knowledge and skills in relevant plantain
production enterprise such as: plantain nursery, plantation establishment and
management, processing and marketing for the purpose of self employment towards
alleviating poverty among youth in Cross River state.
The research question to be answer by this questionnaire is: what are the
competencies required by secondary school graduates in plantain nursery, plantation
management, processing and marketing enterprise. The hypothesis to be tested is; there
is no significance difference in the mean rating of the responses of teachers of
agricultural science and plantain farmers on competencies needed by secondary school
graduates for employment in nursery, plantation, processing and marketing.
Please help validate the instrument for content, clarity and suitability for use in
collecting data for the study. You are also requested to proffer suggestions for improving
the quality of the instrument.
Thanks for your co-operation
Yours faithfully
Ugbem, Emmanuel Agiopu
PG/M.ED/08/49004
(Researcher)
197
APPENDIX VII
Department of vocational Teacher Education University of Nigeria Nsukka.
_____________________
_____________________
_____________________
Dear Sir/Madam
REQUEST TO RESPOND TO QUESTIONNAIRE
I am a postgraduate student of the above department and university currently
undertaking a research project on competency improvement needs of secondary
school graduate for employment in plantain production enterprise in Cross River
State.
The attached questionnaire schedule is designed to elicit the necessary
information for the study. You are please requested to respond to the questionnaire
items as objectively as possible. The information supplied will be used strictly for the
study and will be treated confidentially.
Thanks
Yours faithfully Professor S. O. Olaitan
Ugbem, Emmanuel Agiopu Supervisor
PG/M.ED/08/49004
(Researcher)
198
APPENDIX VIII
SECTION A: QUESTIONNAIRE ITEMS ON
COMPETENCY IN PLANNING FOR PLANTAIN NURSERY ENTERPRISE
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Formulate specific objectives for plantain
nursery enterprise
2 Review the formulated objective with change
in market demand for plantain nursery
enterprise
3 Identify site for plantain nursery enterprise
4 Identify sources of credit for plantain nursery
enterprise
5 Specify variety of plantain sucker suitable for
the soil.
6 Draw program for plantain nursery enterprise
7 Identify materials needed for plantain nursery
production
8 Identify the equipment needed for plantain
nursery enterprise.
9 Identify qualified personnel required for
operation in plantain nursery enterprise
10. 10 Implement activities in plantain nursery
production
11. 11 Identify suitable markets for the plantain
nursery enterprise.
12. 12 Make budget for the plantain nursery
enterprise
13. 13 Draw up the evaluation technique to be used
in the plantain nursery enterprise
14. 14 Make room for any contingency needed in
plantain nursery enterprise
Teachers and Farmers Secondary School
Graduates Only
199
ACTIVITIES IN PLANTAIN NURSERY PRODUCTION ENTERPRISE
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify the sword sucker for production
2 Dig round the sucker to remove it from
mother plant.
3 Wash out excess soil and prune dead dried
leaves and roots.
4 Dip the corm in a nematicide
5 Identify the level of sucker attachment to soil
and peel from top down ward.
6 Locate the “v” point of leave sheath with a
knife at a point 2mm.
7 At the edge the “v” formed detach other
attachment to the sucker and make a cut
around the circumference of the stem at 2mm
8 Carry out step 7 above until it becomes
difficult to see “v” point formed leaf.
9 Reduce the pseudo stem to 1-2cm.
10 Place the sucker in a location that it will
receive filtered sun for 48hours.
11 Take up the sucker again and reduce the
height to 2mm.
12 Make a crosswise incision 3cm deep across the
width of the sucker.
13 Make a second incision perpendicular to the
first to damage the apical meristem which will
break dominance.
14 Set the ex-plant aside for 2-3 hrs in a shade.
15 Place the explants in a germination bed for
plantain plantlets to develop, make a shade
above the bed
16 Cover germination bed with plastic or saw
dust.
17 Make a shade above the bed
Teachers and Farmers Secondary School
Graduates Only
200
18 Water the germination bed periodically to
maintain constant moisture
19 Remove the explants from germination bed
within 6-8 weeks and gently wash substrate
attracted
20 Cut off plant lets with 2-5 leaves with sharp
knife and ensure that the corm is attached.
Put the cut off plantlet into a polythene bag.
21 Return the explants back to germination bed
after removing the plantlet with 2-5 leaves.
22 Continue harvesting plantlets until explants
deteriorate
23 Keep harvested plantlets in a shade house
with light and sun rays to wean or harden for
4-5 weeks before planting on the field.
24 Care for the plantlet to avoid nematodes and
other pathogens from infesting the plantlets.
SKILLS IN MARKETING OF PLANTAIN NURSERY
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Assemble and record the number of nursery
produced.
2 Keep nursery produced secured and ventilated
for marketing
3 Grade the nursery seedling according to
quality
4 Fix prices for the nursery seedling produced
5 Advertise the nursery seedling to attract
buyers
6 Identify appropriate market for plantain
Teachers and Farmers Secondary School
Graduates Only
201
nursery
7 Identify suitable buyers for plantain nursery
seedling
8 Identify the locations of the buyers of plantain
nursery products.
9 Distribute and transport plantain nursery
seedlings to buyers or site..
10 Record sales and store carefully the unsold
nursery.
202
APPENDIX IX
SECTION B: QUESTIONNAIRE ITEMS ON
PLANNING FOR PLANTAIN PLANTATION MANAGEMENT ENTERPRISE
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Formulate specific objectives for plantain
plantation management enterprise.
2 Review the formulated objective with change
in market demand for plantain plantation
management enterprise.
3 Identify site for plantain plantation
4 Identify sources of credit for plantain
plantation enterprise
5 Specify variety of plantain suitable for the soil
in the plantation.
6 Draw program for plantain plantation
enterprise
7 Identify materials needed for plantain
plantation management
8 Identify the equipment needed for each
specific plantain plantation management
enterprise.
9 Identify qualified personnel required for each
operation in plantain plantation management
enterprise
10 Implement activités in plantain plantation
management.
11 Identify suitable markets for the plantain.
12 Make budget for the plantain plantation
management
13 Draw up the evaluation technique to be used
in the plantain plantation enterprise
14 Make room for any contingency needed in
plantain plantation enterprise
Teachers and Farmers Secondary School
Graduates Only
203
ESTABLISHING PLANTAIN PLANTATION
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify a suitable site for plantain plantation
establishment
2 Clear the bush identified with machete or
tractor
3 Cut the trees and shrubs with appropriate
implement
4 Stump the tree stem with hoe and pick axe.
5 Pack and burn trash
6 Carry out field layout for plantain
establishment
7 Dig holes for the measured spacing
8 Transfer mature seedlings and healthy suckers
to the plantation for planting
9 Place the seedling or sucker each per hole
centrally
10 Fill first with top soil containing organic matter
and humus and then later with bottom soil
11 Press the base of the seeding and mulch
12 Water the plant if land is tried.
SKILLS IN PLANTING OPERATION
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Isolate mature and healthy suckers according
to their sizes in the nursery.
2 Trim off shoots that are too long to stimulate
the growth of new ones.
Teachers and Farmers Secondary School Graduates Only
Teachers and Farmers Secondary School
Graduates Only
204
3 Remove the polythene bag leaving the ball of
earth on the roots.
4 Place the seedling or sucker centrally in the
role at a planting distance of 7m apart.
5 Fill first with topsoil containing organic matter
and humus and then with bottom soil
6 Press the base of the seedling firmly to the
ground.
SKILLS IN THINNING PLANTAIN
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify the weak sucker to be removed
2 Remove the weak seedling with appropriate
implement or tool
3 Thrust a chisel shaped crobar and pierce
through the growing tip and twist many times
4 Pour in some of chemical such a kerosene on
the cut pseudo stem above
5 Apply a mixture of petrol, oil and grease on
the cut sucker and allow to die.
SKILLS IN MULCHING PLANTAIN
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify sources of mulching material
2 Gather all grasses from cleared farm land
3 Chop the grasses or materials into bit
4 Spread the chopped dried grasses around the
base of the plantain plant
5 Water the plant
Teachers and Farmers Secondary School
Graduates Only
Teachers and Farmers Secondary School
Graduates Only
205
SKILLS IN PLANTAIN FERTILIZER APPLICATION
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify the fertilizer to apply :urea,muriate of
potash,NPK,farm yard manure
2 Get a trowel and make a circle of about 4 to
8ft apart from the plantain trunck.
3 Apply 300jg/ha/yr of nitrogen (as urea) and
550kg/ha/yrs of potassium (a muriate of
potash in six split application
4 Apply 450gm of urea, 225gm 1/2b of triple
super phosphate,225gm muriate of potash per
plant of plantain around the constructed circle
5 Cover lightly with earth
6 Take a small tomato tin of fertilizer(NPK)
7 Apply the quantity measured in step 6 above
5cm away from each stand of plantain for
band placement method
SKILLS IN PLANTAIN PLANTATION IRRIGATION APPLICATION
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify sources of water
2 Determine the quantity of water required per
plant or hectre
3 Identify the method of irrigation to
use(watering can, pipe, channel, drip or
sprinkler)
4 Supply water to the base of plant using
selected method.
Teachers and Farmers Secondary School Graduates Only
Teachers and Farmers Secondary School
Graduates Only
206
SKILLS IN PLANTAIN PLANTATION WEED CONTROL
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 CHEMICAL CONTROL:
Identify the herbicide to use to control
weed(contact non selective herbicide, long
lasting systemic and total herbicide
2 Get a knapsack herbicide sprayer.
3 Measure 5ml of the identified herbicide and
dilute with 10 liters of water
4 Apply herbicide on weeds two or three months
after planting
5 Repeat the application after four months of
first application
6 MECHANICAL CONTROL :
Weeding with hoe
7 Hand picking or pulling of weed
8 Brushing or slashing with cutlasses
9 Tractor pulled mower
10 BIOLOGICAL CONTROL:
Drive Herbivores animal into plantation to
feed on weed
11 Planting of leguminous cover crop such as
centrosema, pueraria and calopogonium
SKILLS IN PLANTAIN PROPPING
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify the plantain stem with bunch that required propping
2 Carry two or three long Indian bamboo 3 Tie rope to the lateral pole against the two
bamboo
4 Placed the bamboo on the side where the bunch leans over.
5 Ensure that the poles are placed properly so that it may not be blow away by storm.
Teachers and Farmers Secondary School Graduates Only
Teachers and Farmers Secondary School Graduates Only
207
SKILLS IN PLANTAIN HARVESTING
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify matured bunch of plantain
2 Place a forked stick or a helper to receive the
bunch as it comes down
3 Take a machete and make a cut about 6-8cm
on the pseudo stem
4 Shake the pseudo stem slightly by pushing at
direction of the force.
5 Cut the bunch off the pseudo stem with a
machete
6 Carry bunch on stretchers to store house or
market.
SKILLS IN MARKETING OF PLANTAIN
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Assemble and record the number of plantain
bunch harvested from plantation
2 Keep harvested bunch of plantain secured and
ventilated for marketing
3 Grade the products according to quality
4 Fix prices for the bunches
5 Advertise the plantain bunch to attract buyers
6 Identify appropriate market for plantain
bunches
7 Identify suitable buyers for plantain bunch
8 Identify the location of the buyers of plantain
bunches
9 Distribute and transport plantain bunches to
buyers
10 Record sales and store carefully the unsold
bunches.
Teachers and Farmers Secondary School Graduates Only
Teachers and Farmers Secondary School
Graduates Only
208
APPENDIX X
SECTION C: QUESTIONNAIRE ITEMS ON
COMPETENCY IN PLANNING FOR PLANTAIN PROCESSING/MARKETING
ENTERPRISE
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Formulate specific objectives for plantain
processing enterprise
2 Review the formulated objective with change
in market demand for plantain processed
products enterprise
3 Identify site for plantain processing enterprise
4 Identify sources of credit for plantain
processing enterprise
5 Specify variety of plantain processing
enterprise to adopt
6 Draw program for plantain processing
enterprise
7 Identify materials needed for plantain
processing enterprise
8 Identify the equipment needed for each
specific plantain processing enterprise.
9 Identify qualified personnel required for
operation in each plantain processing
enterprise
10 Implement activités on plantain processing
enterprise production
11 Identify suitable markets for the plantain
processed products.
12 Make budget for the plantain processing
enterprise
13 Draw up the evaluation technique to be used
in the plantain processing enterprise
14 Make room for any contingency needed in
plantain processing enterprise
Teachers and Farmers Secondary School Graduates Only
209
SKILLS IN PROCESSING OF PLANTAIN INTO CHIPS
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Identify mature unripe plantain bunch.
2 Separate the bunch into individual finger
3 Wash the fingers and peel with knife.
4 Slice to shape with knife or plantain slicer
5 Mix the slices with salt
6 Put the sliced into a frying pot containing
vegetable oil or refined palm oil and heat to
about 2 to 3 minutes.
7 Remove field slices into a container with
drainage and allow draining, and cooling.
8 Grade the chips according to sizes
9 Package chips into cellophane or polyethylene
bags according to their size
10 Label and fix prices
11 Supply to stores or sent to market
SKILLS IN PROCESSING OF PLANTAIN INTO FLOUR
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Harvest or purchase unripe plantain bunch
from the farm or sellers
2 Separate the bunch into individual finger
3 Wash the fingers and peel with a knife
4 Immersed the pulp into a bowl water to
prevent browning
5 Slice to shape with a knife or automatic dicing
machine
6 Treat the slice with antioxidant
Teachers and Farmers Secondary School Graduates Only
Teachers and Farmers Secondary School
Graduates Only
210
7 Dehydrate the slice in a cabinet dryer or sun
dry for some days
8 Mill dried slice using runner mill, hammer mill
or pound in a mortar with pestle
9 Sieve to produce fine flour
10 Package or bag the flour according to sizes
11 Fix prices and market
SKILLS IN PROCESSING OF PLANTAIN INTO PUDDING
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Obtain unripe and ripe plantain
2 Peel both plantain with knife
3 Wash the pulp with water
4 Slice the pulp into sheet with knife
5 Sun dry the slice pulp for 3-5 days or use a
forced air moisture extraction plus II oven or
Sango Galenkamp Plc at 65˚C for about 48
hours
6 Mill the unripe and ripe slice separately
7 Mix water to the milled slice to form slurry
8 Mix the ripe slurry with the unripe slurry
9 Mix two cooking spoon of palm oil with other
ingredients and stir vigorously
10 Wrap the slurry with sterilized plantain leaves
and cook for 2-3 hours
11 Air it to cool and market
Teachers and Farmers Secondary School Graduates Only
211
SKILLS IN PROCESSING PLANTAIN INTO DODO (IKIRE)
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Purchase ripe plantain from market.
2 Separate the bunch into individual fingers
3 Peel each finger with a knife to obtain the pulp
4 Put the pulp in a mortar and mash with a
pestle
5 Mix partially grinded pepper with the mashed
pulp
6 Cut paste into slurry and fry in palm oil.
7 Remove fried paste into a sieve and allow to
drain.
8 Wrap the product in musa leaves and sale.
SKILLS IN PROCESSING PLANTAIN INTO WINE
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Harvest or purchase green unripe plantain
2 Accelerate ripening either burying in pits or by
heating over kitchen fire.
3 Peel the ripped plantain with a knife
4 Put the pulp in a large wooden mortar.
5 Press under foot or worked by hand to extract
juice
6 Apply selected grasses to assist extraction of
juice
7 Strain juice and ferment the wine with
ingredients such as water, sorghum or honey
using culture saccharomyce cevevisiae
8 Sieve out wine after fermentation
9 Bottle the sieved out liquid
Teachers and Farmers Secondary School Graduates Only
Teachers and Farmers Secondary School Graduates Only
212
10 Pasteurize by immersing filed bottles into
water bath
11 Package bottle wine and market
SKILLS IN MARKETING OF PROCESSED PLANTAIN PRODUCTS
S/N ITEM STATEMENT HR AR SR NR HP AP LP NP
1 Assemble and record the number of processed
products
2 Keep processed products secured and
ventilated for marketing
3 Grade the processed products according to
quality
4 Fix prices for the processed product
5 Advertise the processed products to attract
buyers
6 Identify appropriate market for the processed
products
7 Identify suitable buyers for the processed
plantain products
8 Identify the locations of the buyers of
processed plantain product
9 Distribute and transport processed plantain
products to buyers.
10 Record sales and store carefully the unsold
processed products
Teachers and Farmers Secondary School
Graduates Only
213
Department of vocational Teacher Education University of Nigeria Nsukka.
_____________________ _____________________ _____________________ Dear Sir/Madam
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
I am a postgraduate student of the above department and university currently
undertaken a research project entitled competency improvement needs of secondary
school graduates for employment in plantain production enterprise in cross river state.
The study aim at identifying competencies that could be used in improving and
equipping secondary school graduates with knowledge and skills in relevant plantain
production enterprise such as: plantain nursery, plantation establishment and
management, processing and marketing for the purpose of self employment towards
alleviating poverty among youth in Cross River state.
The research question to be answer by this questionnaire is: what are the
competencies required by secondary school graduates in plantain nursery, plantation
management, processing and marketing enterprise. The hypothesis to be tested is; there
is no significance difference in the mean rating of the responses of teachers of
agricultural science and plantain farmers on competencies needed by secondary school
graduates for employment in nursery, plantation, processing and marketing.
Please help validate the instrument for content, clarity and suitability for use in
collecting data for the study. You are also requested to proffer suggestions for improving
the quality of the instrument.
Thanks for your co-operation
Yours faithfully
Ugbem, Emmanuel Agiopu
PG/M.ED/08/49004
(Researcher)
214
Department of vocational Teacher Education University of Nigeria Nsukka.
_____________________
_____________________
_____________________
Dear Sir/Madam
REQUEST TO RESPOND TO QUESTIONNAIRE
I am a postgraduate student of the above department and university currently
undertaking a research project on competency improvement needs of secondary
school graduate for employment in plantain production enterprise in Cross River
State.
The attached questionnaire schedule is designed to elicit the necessary
information for the study. You are please requested to respond to the questionnaire
items as objectively as possible. The information supplied will be used strictly for the
study and will be treated confidentially.
Thanks
Yours faithfully Professor S. O. Olaitan
Ugbem, Emmanuel Agiopu Supervisor
PG/M.ED/08/49004
(Researcher)
215
SECTION A
COMPETENCY IN PLANNING FOR PLANTAIN NURSERY ENTERPRISE
S/N ITEM STATEMENT HR AR SR NR
15. Formulate specific objectives for plantain nursery enterprise
16. Review the formulated objective with change in market demand
for plantain nursery enterprise
17. Identify site for plantain nursery enterprise
18. Identify sources of credit for plantain nursery enterprise
19. Specify variety of plantain sucker suitable for the soil.
20. Draw program for plantain nursery enterprise
21. Identify materials needed for plantain nursery production
22. Identify the equipment needed for plantain nursery enterprise.
23. Identify qualified personnel required for operation in plantain
nursery enterprise
24. Implement activities in plantain nursery production
25. Identify suitable markets for the plantain nursery enterprise.
26. Make budget for the plantain nursery enterprise
27. Draw up the evaluation technique to be used in the plantain
nursery enterprise
28. Make room for any contingency needed in plantain nursery
enterprise
ACTIVITIES IN PLANTAIN NURSERY PRODUCTION ENTERPRISE
S/N ITEM STATEMENT HR AR SR NR
1 Identify the sword sucker for production
2 Dig round the sucker to remove it from mother plant.
3 Wash out excess soil and prune dead dried leaves and roots.
4 Dip the corm in a nematicide
5 Identify the level of sucker attachment to soil and peel from
top down ward.
Teachers and Farmers
Teachers and Farmers
216
6 Locate the “v” point of leave sheath with a knife at a point
2mm.
7 At the edge of the “v” formed detach other attachment to
the sucker and make a cut around the the stem at 2mm
above the transition zone.
8 Carry out step 7 above until it becomes difficult to see the “v”
point.
9 Reduce the pseudo stem to 1-2cm.
10 Place the sucker in a location that it will receive filtered sun
for 48hours.
11 Take up the sucker again and reduce the height to 2mm.
12 Make a crosswise incision 3cm deep across the width of the
sucker.
13 Make a second incision perpendicular to the first to damage
the apical meristem which will break dominance.
14 Set the ex-plant aside for 2-3 hrs in a shade.
15 Place the explants in a germination bed for plantain plan lets
to develop, make a shade above the bed
16 Cover germination bed with plastic or saw dust.
17 Make a shade above the bed
18 Water the germination bed periodically to maintain constant
moisture
19 Remove the explants from germination bed within 6-8 weeks
and gently wash substrate attracted
20 Cut off plant lets with 2-5 leaves with sharp knife and ensure
that the corm is attached. Put the cut off plantlet into a
polythene bag.
21 Return the explants back to germination bed after removing
the plantlet with 2-5 leaves.
22 Continue harvesting plantlets until explants deteriorate
23 Keep harvested plantlets in a shade house with light and sun
rays to wean or harden for 4-5 weeks before planting on the
field.
24 Care for the plantlet to avoid nematodes and other pathogens
from infesting the plantlets.
217
SKILLS IN MARKETING OF PLANTAIN NURSERY
S/N ITEM STATEMENT HR AR SR NR
1 Assemble and record the number of nursery produced.
2 Keep nursery produced secured and ventilated for marketing
3 Grade the nursery seedling according to quality
4 Fix prices for the nursery seedling produced
5 Advertise the nursery seedling to attract buyers
6 Identify appropriate market for plantain nursery
7 Identify suitable buyers for plantain nursery seedling
8 Identify the locations of the buyers of plantain nursery
products.
9 Distribute and transport plantain nursery seedling to buyers or
site.
10 Record sales and store carefully the unsold nursery.
Teachers and Farmers
218
SECTION B
PLANNING FOR PLANTAIN PLANTATION MANAGEMENT ENTERPRISE
S/N ITEM STATEMENT HR AR SR NR
1 Formulate specific objectives for plantain plantation management
enterprise.
2 Review the formulated objective with change in market demand
for plantain plantation management enterprise.
3 Identify site for plantain plantation
4 Identify sources of credit for plantain plantation enterprise
5 Specify variety of plantain suitable for the soil in the plantation.
6 Draw program for plantain plantation enterprise
7 Identify materials needed for plantain plantation management
8 Identify the equipment needed for each specific plantain
plantation management enterprise.
9 Identify qualified personnel required for each operation in
plantain plantation management enterprise
10 Implement activités in plantain plantation management.
11 Identify suitable markets for the plantain.
12 Make budget for the plantain plantation management
13 Draw up the evaluation technique to be used in the plantain
plantation enterprise
14 Make room for any contingency needed in plantain plantation
enterprise
ESTABLISHING PLANTAIN PLANTATION
S/N ITEM STATEMENT HR AR SR NR
1 Identify a suitable site for plantain plantation
establishment
2 Clear the bush identified with machete or tractor
3 Cut the trees and shrubs with appropriate implement
4 Stump the tree stem with hoe and pick axe.
Teachers and Farmers
Teachers and Farmers
219
SKILLS IN PLANTING OPERATION
5 Pack and burn trash
6 Carry out field layout for plantain establishment
7 Dig holes for the measured spacing
8 Transfer mature seedlings and healthy suckers to the
plantation for planting
9 Place the seedling or sucker each per hole centrally
10 Cover first with top soil containing organic matter
and humus and then later with bottom soil
11 Press the base of the seeding and mulch
12 Water the plant if land is tried.
S/N ITEM STATEMENT HR AR SR NR
1 Isolate mature and healthy suckers according to their
sizes in the nursery.
2 Trim off shoots that are too long to stimulate the
growth of new ones.
3 Remove the polythene bag leaving the ball of earth
on the roots.
4 Place the seedling or sucker centrally in the role at a
planting distance of 7m apart.
5 Fell first with topsoil containing organic matter and
humus and then with bottom soil
6 Press the base of the seedling firmly to the ground.
Teachers and Farmers
220
SKILLS IN THINNING PLANTAIN
SKILLS IN MULCHING PLANTAIN
S/N ITEM STATEMENT HR AR SR NR
1 Identify the weak sucker to be removed
2 Remove the weak seedling with appropriate implement or tool
3 Thrust a chisel shaped crowbar and pierce through the
growing tip and twist many times
4 Pour in some of chemical such a kerosene on the cut pseudo
stem
5 Apply a mixture of petrol, oil and grease on the cut sucker
and allow die.
S/N ITEM STATEMENT HR AR SR NR
1 Identify sources of mulching material
2 Gather all grasses from cleared farm land
3 Chop the grasses or materials into bit
4 Spread the chopped dried grasses around the base of the
plantain plant
5 Water the plant
Teachers and Farmers
Teachers and Farmers
221
SKILLS IN PLANTAIN FERTILIZER APPLICATION
SKILLS IN PLANTAIN PLANTATION IRRIGATION APPLICATION
S/N ITEM STATEMENT HR AR SR NR
1 Identify the fertilizer to apply:(urea,muriate of potash ,NPK,
farm yard manure)
2 Get a trowel and make a circle of about 4 to 8ft apart from
the plantain trunck.
3 Apply 300kg/ha/yr of nitrogen (as urea) and 550kg/ha/yrs of
potassium (a muriate of potash) in six split application
4 Apply 450gm of urea, 225gm 1/2b of triple super phosphate,
225gm muriate of potash per plant of plantain around the
constructed circle.
5 Cover lightly with earth
6 Take a small tomato tin of fertilizer(NPK)
7 Apply the quantity measured in step 6 above 5cm away from
each stand for band placement method
S/N ITEM STATEMENT HR AR SR NR
1 Identify sources of water
2 Determine the quantity of water required per plant or hectre
3 Identify the method of irrigation to use(watering
can,pipe,channel,drip or sprinkler).
4 Supply water to the base of the plant using selected method.
Teachers and Farmers
Teachers and Farmers
222
SKILLS IN PLANTAIN PLANTATION WEED CONTROL
S/N ITEM STATEMENT HR AR SR NR
1 CHEMICAL CONTROL:
Identify the herbicide to use to control weed(contact
non selective herbicide, long lasting systemic and total
herbicide)
2 Get a knapsack herbicide sprayer.
3 Measure 5ml of the identified herbicide and dilute with
10 liters of water
4 Apply herbicide on weed two or three months after
planting
5 Repeat the application after four months of first
application
6 MECHANICAL CONTROL:
Weeding with hoe
7 Hand picking or pulling of weeds
8 Brushing or slashing with cutlasses
9 Tractor pulled mower
10 BIOLOGICAL CONTROL:
Drive Herbivores animal into plantation to feed on
weed
11 Planting of leguminous cover crop such as
centrosema, pueraria and calopogonium
SKILLS IN PLANTAIN PROPPING
S/N ITEM STATEMENT HR AR SR NR
1 Identify the plantain plant with bunch that required propping
2 Carry two or three long Indian bamboo
3 Tie rope to the lateral pole against the two bamboo
4 Placed the bamboo on the side where the bunch leans over.
5 Ensure that the poles are placed properly so that it may not
be blow away by storm.
Teachers and Farmers
Teachers and Farmers
223
SKILLS IN PLANTAIN HARVESTING
S/N ITEM STATEMENT HR AR SR NR
1 Identify matured bunch of plantain
2 Place a forked stick or a helper to receive the bunch as it
comes down
3 Take a machete and make a cut about 6-8cm on the pseudo
stem
4 Shake the pseudo stem slightly by pushing at direction of the
force.
5 Cut the bunch off the pseudo stem with a machete
6 Carry bunch on stretchers to store house or market.
SKILLS IN MARKETING OF PLANTAIN
S/N ITEM STATEMENT HR AR SR NR
1 Assemble and record the number of plantain bunch harvested
from plantation
2 Keep harvested bunches of plantain secured and ventilated
for marketing
3 Grade the products according to quality
4 Fix prices for the plantain bunches
5 Advertise the plantain bunch to attract buyers
6 Identify appropriate market for plantain bunches
7 Identify suitable buyers for plantain bunches
8 Identify the locations of the buyers of plantain bunches
9 Distribute and transport of plantain bunches to buyers
10 Record sales and store carefully the unsold bunches.
Teachers and Farmers
Teachers and Farmers
224
SECTION C
COMPETENCY IN PLANNING FOR PLANTAIN PROCESSING/
MARKETING ENTERPRISE
S/N ITEM STATEMENT HR AR SR NR
1 Formulate specific objectives for plantain processing enterprise
2 Review the formulated objective with change in market demand
for plantain processed products enterprise
3 Identify site for plantain processing enterprise
4 Identify sources of credit for plantain processing enterprise
5 Specify variety of plantain processing enterprise to adopt
6 Draw program for plantain processing enterprise
7 Identify materials needed for plantain processing enterprise
8 Identify the equipment needed for each specific plantain
processing enterprise.
9 Identify qualified personnel required for operation in each
plantain processing enterprise
10 Implement activités in plantain processing Enterprise production
11 Identify suitable markets for the plantain processed products.
12 Make budget for the plantain processing enterprise
13 Draw up the evaluation technique to be used in the plantain
processing enterprise
14 Make room for any contingency needed in plantain processing
enterprise
SKILLS IN PROCESSING OF PLANTAIN INTO CHIPS
S/N ITEM STATEMENT HR AR SR NR
1 Identify mature unripe plantain bunch.
2 Separate the bunch into individual finger
3 Wash the fingers and peel with knife.
Teachers and Farmers
Teachers and Farmers
225
4 Slice to shape with knife or plantain slicer
5 Mix the slices with salt
6 Put the sliced into a frying pot containing vegetable oil or refined palm oil and heat to about 2 to 3 minutes.
7 Remove field slices into a container with drainage and allow
draining, and cooling.
8 Grade the chips according to sizes
9 Package chips into cellophane or polyethylene bags according
to their size
10 Label and fix prices
11 Supply to stores or sent to market
SKILLS IN PROCESSING OF PLANTAIN INTO FLOUR
S/N ITEM STATEMENT HR AR SR NR
1 Harvest or purchase unripe plantain bunch from the farm or
sellers
2 Separate the bunch into individual finger
3 Wash the fingers and peel with a knife
4 Immersed the pulp into a bowl water to prevent browning
5 Slice to shape with a knife or automatic dicing machine
6 Treat the slice with antioxidant
7 Dehydrate the slice in a cabinet dryer or sun dry for some
days
8 Mill dried slice using runner mill, hammer mill or pound in a
mortar with pestle
9 Sieve to produce fine flour
10 Package or bag the flour according to sizes
11 Fix prices and market
Teachers and Farmers
226
SKILLS IN PROCESSING OF PLANTAIN INTO PUDDING
S/N ITEM STATEMENT HR AR SR NR
1 Obtain unripe and ripe plantain
2 Peel both plantain with knife
3 Wash the pulp
4 Slice the pulp into sheet with knife
5 Sun dry the slice pulp for 3-5 days or use a forced air moisture extraction plus II oven or Sango Galenkamp Plc at 65˚C for about 48 hours
6 Mill the unripe and ripe slice separately
7 Mix water to the milled slice to form slurry
8 Mix the ripe slurry with the unripe slurry
9 Mix two cooking spoon of palm oil and with other ingredients and stir vigorously
10 Wrap the mix slurry with sterilized plantain leaves and cook for 2-3 hours
11 Air it to cool and market
SKILLS IN PROCESSING PLANTAIN INTO DODO (IKIRE)
S/N ITEM STATEMENT HR AR SR NR
1 Purchase ripe plantain from market.
2 Separate the bunch into individual fingers
3 Peel each finger with knife to obtain pulp
4 Put the pulp in a mortar and mash with a pestle
5 Mix partially grinded pepper with the mashed pulp
6 Cut paste into slurry and fry in palm oil.
7 Remove fried paste into a seive to drain.
8 Wrap the product in musa leaves and sale.
Teachers and Farmers
Teachers and Farmers
227
SKILLS IN PROCESSING PLANTAIN INTO WINE
S/N ITEM STATEMENT HR AR SR NR
1 purchase green unripe plantain
2 Accelerate ripening either burying in pits or by heating over
kitchen fire.
3 Peel the ripped plantain with a knife
4 Put the pulp in a large wooden mortar.
5 Press under foot or worked by hand to extract juice
6 Apply selected grasses to assist extraction of juice
7 Strain juice and ferment the wine with ingredients such as
water, sorghum or honey using culture saccharomyce
cevevisiae
8 Sieve out wine after fermentation
9 Bottle the sieved out liquid
10 Pasteurize by immersing filed bottles into water bath
11 Package bottle wine and market
SKILLS IN MARKETING OF PROCESSED PLANTAIN PRODUCTS
S/N ITEM STATEMENT HR AR SR NR
1 Assemble and record the number of processed products
2 Keep processed products secured and ventilated for
marketing
3 Grade the processed products according to quality
4 Fix prices for the processed product
5 Advertise the processed products to attract buyers
6 Identify appropriate for market for the processed products
7 Identify suitable buyers for the processed plantain products
8 Identify the location of the buyers of processed plantain
product
9 Distribute and transport processed plantain products to
buyers
10 Record sales and store carefully the unsold processed
products
Teachers and Farmers
Teachers and Farmers
228
APPENDIX XI
Results of Data Analyzed
(A): Plantain Nursery Enterprise
(A)i: Competencies Required by Sec Sch Grads in Planning Plantain Nursery
enterprise
Descriptive Statistics
N Mean Std. Deviation
SecAiItem1 261 3.6529 .63998
SecAiItem2 261 3.6270 .70675
SecAiItem3 261 3.5526 .82580
SecAiItem4 261 3.4554 .86228
SecAiItem5 261 3.4518 .72047
SecAiItem6 261 3.2920 .88737
SecAiItem7 261 3.3893 .84851
SecAiItem8 261 3.5251 .84035
SecAiItem9 261 3.4022 .69584
SecAiItem10 261 3.6388 .86574
SecAiItem11 261 3.3030 .92639
SecAiItem12 261 3.4270 .80540
SecAiItem13 261 3.5077 .75006
SecAiItem14 261 3.4416 .85340
SummaryAi 261 3.4762 .77047
Valid N (listwise) 261
229
(A)ii: Competencies Required by Sec Sch Grads in Plantain Nursery Production
Descriptive Statistics
N Mean Std. Deviation
SecAiiItem1 261 3.5647 .69970
SecAiiItem2 261 3.3554 .78866
SecAiiItem3 261 3.4132 .77248
SecAiiItem4 261 3.4711 .72151
SecAiiItem5 261 3.5620 .66348
SecAiiItem6 261 3.5647 .62461
SecAiiItem7 261 3.6226 .60681
SecAiiItem8 261 3.3691 .64056
SecAiiItem9 261 3.3471 .60901
SecAiiItem10 261 3.3939 .82212
SecAiiItem11 261 3.1570 .88581
SecAiiItem12 261 3.2479 .98003
SecAiiItem13 261 3.6226 .79933
SecAiiItem14 261 3.4545 .81424
SecAiiItem15 261 3.3196 .91176
SecAiiItem16 261 3.5427 .88275
SecAiiItem17 261 3.4077 1.02410
SecAiiItem18 261 3.5234 .69041
SecAiiItem19 261 3.5653 .80414
SecAiiItem20 261 3.2700 .88502
SecAiiItem21 261 3.4132 .78666
SecAiiItem22 261 3.3416 .89449
SecAiiItem23 261 3.5928 .92016
SecAiiItem24 261 3.3333 .77721
SummaryAii 261 3.5023 .74255
Valid N (listwise) 261
230
iii: Competencies Required by Sec Sch Grads in Plantain Nursery Marketing
Descriptive Statistics
N Mean Std. Deviation
SecAiiiItem1 261 3.5529 .68773
SecAiiiItem2 261 3.5691 .68608
SecAiiiItem3 261 3.7187 .86875
SecAiiiItem4 261 3.5342 .78745
SecAiiiItem5 261 3.4981 .70036
SecAiiiItem6 261 3.5620 .65763
SecAiiiItem7 261 3.3468 .70839
SecAiiiItem8 261 3.6336 .60756
SecAiiiItem9 261 3.4342 .80897
SecAiiiItem10 261 3.5518 .73068
SummaryAiii 261 3.5434 .72447
Valid N (listwise) 261
231
(B): Plantain Management Enterprise
(B)i: Competencies Required by Sec Sch Grads in Planning Plantain Plantation
Mgmt Enterprise Descriptive Statistics
N Mean Std. Deviation
SecBiItem1 362 3.6200 .63398
SecBiItem2 362 3.5270 .85475
SecBiItem3 362 3.6526 .78980
SecBiItem4 362 3.5554 .76228
SecBiItem5 362 3.4518 .86047
SecBiItem6 362 3.6943 .82737
SecBiItem7 362 3.5893 .78451
SecBiItem8 362 3.6251 .87635
SecBiItem9 362 3.4762 .79864
SecBiItem10 362 3.5328 .87764
SecBiItem11 362 3.5030 .89709
SecBiItem12 362 3.5876 .80540
SecBiItem13 362 3.5077 .79806
SecBiItem14 362 3.4416 .79842
SummaryBi 362 3.5576 .87647
Valid N (listwise) 362
(B)ii: Competencies Required by Sec Sch Grads in Plantain Plantation
Establishment Descriptive Statistics
N Mean Std. Deviation
SecBiiItem1 362 3.6171 .65176
SecBiiItem2 362 3.4416 .71996
SecBiiItem3 362 3.2755 .83839
SecBiiItem4 362 3.4132 .78666
SecBiiItem5 362 3.0977 .79208
SecBiiItem6 362 3.1515 .79825
SecBiiItem7 362 3.4545 .89813
SecBiiItem8 362 3.2066 .94241
SecBiiItem9 362 3.5160 .73992
232
SecCiiItem10 362 3.3003 .75119
SecBiiItem11 362 3.6612 .65080
SecBiiItem12 362 3.2039 .93566
SummaryBii 362 3.4483 .74421
Valid N (listwise) 362
(B) iii: Competencies Required by Sec Sch Grads in plantain planting operation
Descriptive Statistics
N Mean Std. Deviation
SecBiiiItem1 362 3.4573 .63960
SecBiiiItem2 362 3.3747 .75992
SecBiiiItem3 362 3.6915 .75334
SecBiiiItem4 362 3.4463 .72008
SecBiiiItem5 362 3.3361 .84585
SecBiiiItem6 362 3.5727 .87948
SummaryBiii 362 3.5298 .73030
Valid N (listwise) 362
(B) iv: Competencies Required by Sec Sch Grads in plantain thinning operation
Descriptive Statistics
N Mean Std. Deviation
SecBivItem1 362 3.4435 .77885
SecBivItem2 362 3.3003 .81130
SecBivItem3 362 3.5727 .87948
SecBivItem4 362 3.1047 1.15632
SecBivItem5 362 2.9614 1.23201
SummaryBiv 362 3.2765 .92489
Valid N (listwise) 362
233
(B) v: Competencies Required by Sec Sch Grads in plantain mulching operation
Descriptive Statistics
N Mean Std. Deviation
SecBvItem1 362 3.5565 .65560
SecBvItem2 362 3.2562 .89067
SecBvItem3 362 3.1928 .84830
SecBvItem4 362 3.0468 1.04881
SecBvItem5 362 3.2782 .82919
SummaryBv 362 3.2661 .82223
Valid N (listwise) 362
(B) vi: Competencies Required by Sec Sch Grads in plantain irrigation operation
Descriptive Statistics
N Mean Std. Deviation
SecBviItem1 362 3.5923 .69262
SecBviItem2 362 3.3939 .75192
SecBviItem3 362 3.1543 .86261
SecBviItem4 362 3.6606 1.02546
SecBviItem5 362 3.2433 .89281
SecBviItem6 362 3.3085 .86594
SecBviItem7 362 2.9366 1.08422
SummaryBvi 362 3.3271 .84221
Valid N (listwise) 362
(B) vii: Competencies Required by Sec Sch Grads in plantain fertilizer application
Descriptive Statistics
N Mean Std. Deviation
SecBviiItem1 362 3.4215 .78753
SecBviiItem2 362 3.5983 .85028
SecBviiItem3 362 3.4545 1.00276
SecBviiItem4 362 3.3700 1.07655
SummaryBvii 362 3.4611 .88846
Valid N (listwise) 362
234
(B) viii: Competencies Required by Sec Sch Grads in plantain weed control
Descriptive Statistics
N Mean Std. Deviation
SecBviiiItem1 362 3.6033 .74120
SecBviiiItem2 362 3.4793 .84192
SecBviiiItem3 362 3.3609 .78262
SecBviiiItem4 362 3.3444 .82428
SecBviiiItem5 362 3.5317 .79776
SecBviiiItem6 362 3.3609 .79662
SecBviiiItem7 362 3.2259 .91561
SecBviiiItem8 362 3.1047 .91944
SecBviiiItem9 362 3.1433 .96421
SecBviiiItem10 362 3.4683 .92597
SecBviiiItem11 362 3.5152 .74081
SummaryBviii 362 3.3762 .79994
Valid N (listwise) 362
(B) ix: Competencies Required by Sec Sch Grads in plantain propping
Descriptive Statistics
N Mean Std. Deviation
SecBixItem1 362 3.2369 .87258
SecBixItem2 362 3.3719 .90851
SecBixItem3 362 3.5152 .95285
SecBixItem4 362 3.1543 .82663
SecBixItem5 362 3.4298 .77059
SummaryBix 362 3.3416 .82281
Valid N (listwise) 362
235
(B) x: Competencies Required by Sec Sch Grads in plantain harvesting
Descriptive Statistics
N Mean Std. Deviation
SecBxItem1 362 3.4793 .74810
SecBxItem2 362 3.5160 .72863
SecBxItem3 362 3.4050 .74231
SecBxItem4 362 3.2727 .87000
SecBxItem5 362 3.5948 .84005
SecBxItem6 362 3.3747 .79196
SummaryBx 362 3.3404 .76490
Valid N (listwise) 362
(A) xi: Competencies Required by Sec Sch Grads in Plantain Marketing
Descriptive Statistics
N Mean Std. Deviation
SecBxiItem1 362 3.5769 .67653
SecBxiItem2 362 3.4691 .78078
SecBxiItem3 362 3.4809 .75540
SecBxiItem4 362 3.3342 .87745
SecBxiItem5 362 3.6981 .76544
SecBxiItem6 362 3.5040 .68763
SecBxiItem7 362 3.5550 .86539
SecBxiItem8 362 3.5646 .80056
SecBxiItem9 362 3.6363 .84897
SecBxiItem10 362 3.5918 .56868
SummaryBxi 362 3.5434 .80687
Valid N (listwise) 362
236
(C): Plantain Processing Enterprise
(C) i: Competencies Required by Sec Sch Grads in Planning Plantain Processing
Enterprise Descriptive Statistics
N Mean Std. Deviation
SecCiItem1 314 3.5669 .87098
SecCiItem2 314 3.4980 .70875
SecCiItem3 314 3.6226 .87680
SecCiItem4 314 3.5554 .70228
SecCiItem5 314 3.4987 .77707
SecCiItem6 314 3.3398 .76837
SecCiItem7 314 3.4653 .84851
SecCiItem8 314 3.5652 .70965
SecCiItem9 314 3.5022 .79809
SecCiItem10 314 3.4098 .86574
SecCiItem11 314 3.5473 .80639
SecCiItem12 314 3.2540 .70090
SecCiItem13 314 3.4077 .69786
SecCiItem14 314 3.3987 .78965
SummaryCi 314 3.4737 .78007
Valid N (listwise) 314
237
(C) ii: Competencies Required by Sec SchlGrads in Processing Plantain into chips
Descriptive Statistics
N Mean Std. Deviation
SecCiiItem1 314 3.6391 .60322
SecCiiItem2 314 3.5096 .85190
SecCiiItem3 314 3.3554 .86866
SecCiiItem4 314 3.2314 .87090
SecCiiItem5 314 3.4380 .90937
SecCiiItem6 314 3.2094 .95491
SecCiiItem7 314 3.6088 .74041
SecCiiItem8 314 3.5923 .77184
SecCiiItem9 314 3.3857 .81763
SecCiiItem10 314 3.2562 .85910
SecCiiItem11 314 3.1818 .96914
SummaryCii 314 3.4007 .79537
Valid N (listwise) 314
(C) iii: Competencies Required by Sec Sch Grads in Processing Plantain into flour Descriptive Statistics
N Mean Std. Deviation
SecCiiiItem1 314 3.2893 .67026
SecCiiiItem2 314 3.5570 .83111
SecCiiiItem3 314 3.0909 1.05380
SecCiiiItem4 314 3.4904 .70655
SecCiiiItem5 314 2.9673 1.0259
SecCiiiItem6 314 3.5534 .87741
SecCiiiItem7 314 3.6149 .62003
SecCiiiItem8 314 3.0322 .89759
SecCiiiItem9 314 3.4857 .84095
SecCiiiItem10 314 3.5160 .89224
SecCiiiItem11 314 3.3664 .83148
SummaryCiii 314 3.3603 .81171
Valid N (listwise) 314
238
(C) iv: Competencies Required by Sec Sch Grads in Processing Plantain into pudding Descriptive Statistics
N Mean Std. Deviation
SecCivItem1 314 3.5116 .67356
SecCivItem2 314 3.2672 .80927
SecCivItem3 314 3.5543 .85618
SecCivItem4 314 3.3581 .77859
SecCivItem5 314 3.5755 .77683
SecCivItem6 314 3.4821 .90522
SecCivItem7 314 3.2782 .77762
SecCivItem8 314 3.1074 .91157
SecCivItem9 314 3.4893 .84525
SecCivItem10 314 3.5895 .86657
SecCivItem11 314 3.6369 .91583
SummaryCiv 314 3.4318 .78291
Valid N (listwise) 314
(C) v: Competencies Required by Sec Sch Grads in Processing Plantain into dodo Descriptive Statistics
N Mean Std. Deviation
SecCvItem1 314 3.4132 .77960
SecCvItem2 314 3.6170 .88269
SecCvItem3 314 3.3617 .81447
SecCvItem4 314 3.4534 .78431
SecCvItem5 314 3.5096 .66215
SecCvItem6 314 3.4711 .94671
SecCvItem7 314 3.3251 .78600
SecCvItem8 314 3.2975 .91620
SummaryCv 314 3.4310 .78134
Valid N (listwise) 314
239
(C) vi: Competencies Required by Sec Sch Grads in Processing Plantain into wine
Descriptive Statistics
N Mean Std. Deviation
SecCviItem1 314 3.3471 .91075
SecCviItem2 314 3.5179 .84852
SecCviItem3 314 3.4876 .80175
SecCviItem4 314 3.4105 .99701
SecCviItem5 314 3.3424 .69859
SecCviItem6 314 3.3912 .98392
SecCviItem7 314 3.3140 .84454
SecCviItem8 314 3.3526 .78463
SecCviItem9 314 3.5408 .77865
SecCviItem10 314 3.5499 .91121
SecCviItem11 314 3.2287 .89199
SummaryCvi 314 3.4075 .81176
Valid N (listwise) 314
(C) vii: Competencies Required by Sec Sch Grads in Marketing Processed Plantain
Descriptive Statistics
N Mean Std. Deviation
SecCviiItem1 314 3.6529 .61353
SecCviiItem2 314 3.3691 .67418
SecCviiItem3 314 3.4187 .96105
SecCviiItem4 314 3.2342 .88745
SecCviiItem5 314 3.4711 .78036
SecCviiItem6 314 3.5620 .66763
SecCviiItem7 314 3.3168 .80839
SecCviiItem8 314 3.6336 .79756
SecCviiItem9 314 3.2342 .90897
SecCviiItem10 314 3.4518 .81068
SummaryCvii 314 3.4344 .74087
Valid N (listwise) 314
240
Performance of Sec Sch Graduates in Plantain Production Enterprises
(A) . Plantain Nursery Enterprise (A)i: Performance of graduates in planning plantain nursery enterprise
Descriptive Statistics
N Mean Std. Deviation
SecAiItem1 82 3.1129 .79773
SecAiItem2 82 3.0964 .86941
SecAiItem3 82 1.9284 .95498
SecAiItem4 82 2.1019 .86240
SecAiItem5 82 3.1570 .90738
SecAiItem6 82 2.2121 1.04150
SecAiItem7 82 2.2617 1.01934
SecAiItem8 82 2.9614 1.03457
SecAiItem9 82 3.0138 .94450
SecAiItem10 82 3.3322 .91888
SecAiItem11 82 2.2039 1.06283
SecAiItem12 82 2.9433 1.01719
SecAiItem13 82 3.1680 1.06780
SecAiItem14 82 2.3636 1.07714
SummaryAi 82 2.6717 .91850
Valid N (listwise) 82
(A)ii: Performance of graduates in plantain nursery prodduction
Descriptive Statistics
N Mean Std. Deviation
SecAiiItem1 82 3.2945 .93133
SecAiiItem2 82 2.9229 .96605
SecAiiItem3 82 2.3719 1.03635
SecAiiItem4 82 2.3609 1.15835
SecAiiItem5 82 2.2810 .96819
SecAiiItem6 82 2.4904 1.13303
SecAiiItem7 82 2.2176 .94285
SecAiiItem8 82 2.5730 1.25352
241
SecAiiItem9 82 3.0755 .98952
SecAiiItem10 82 2.3030 1.03083
SecAiiItem11 82 3.2124 1.19008
SecAiiItem12 82 2.3113 1.11224
SecAiiItem13 82 2.3499 1.07273
SecAiiItem14 82 3.1259 .97408
SecAiiItem15 82 2.4683 1.00604
SecAiiItem16 82 2.9353 1.07871
SecAiiItem17 82 2.3030 1.05467
SecAiiItem18 82 2.2314 1.00902
SecAiiItem19 82 2.2066 .99099
SecAiiItem20 82 1.8928 1.15450
SecAiiItem21 82 2.3554 1.03949
SecAiiItem22 82 2.1598 1.03627
SecAiiItem23 82 2.7796 .98940
SecAiiItem24 82 2.0964 1.08687
SummaryAii 82 2.4841 1.01213
Valid N (listwise) 82
(A) iii: Performance of Sec Sch Grads in Plantain Nursery Marketing
Descriptive Statistics
N Mean Std. Deviation
SecAiiiItem1 82 2.1835 .91759
SecAiiiItem2 82 2.0065 .90499
SecAiiiItem3 82 1.9669 1.95710
SecAiiiItem4 82 2.0220 .92811
SecAiiiItem5 82 2.5427 .65781
SecAiiiItem6 82 2.0771 .99701
SecAiiiItem7 82 3.4525 .92377
SecAiiiItem8 82 2.6220 .71075
SecAiiiItem9 82 3.2679 .93974
SecAiiiItem10 82 1.5786 1.05904
SummaryAiii 82 2.3719 .63299
Valid N (listwise) 82
242
(B). Plantain Establishment and Management Enterprise
(B)i: Performance of graduates in planning plantain estab and mgmt enterprise
Descriptive Statistics
N Mean Std. Deviation
SecBiItem1 163 3.5029 .79773
SecBiItem2 163 3.0964 .86941
SecBiItem3 163 1.5684 1.05498
SecBiItem4 163 2.9819 .86240
SecBiItem5 163 3.5470 .90738
SecBiItem6 163 2.2387 .94150
SecBiItem7 163 2.3317 .91934
SecBiItem8 163 2.9614 .93457
SecBiItem9 163 3.0138 .74450
SecBiItem10 163 3.4005 .71888
SecBiItem11 163 2.2201 .96283
SecBiItem12 163 2.9509 .81719
SecBiItem13 163 3.0574 .66780
SecBiItem14 163 2.3896 1.07714
SummaryBi 163 2.8043 .91850
Valid N (listwise) 163
(B)ii: Performance of Sec Sch Grads in Plantain Plantation Establishment Descriptive Statistics
N Mean Std. Deviation
SecBiiItem1 163 1.9752 .93250
SecBiiItem2 163 2.9295 1.00677
SecBiiItem3 163 1.9752 .92357
SecBiiItem4 163 2.8760 .96259
SecBiiItem5 163 2.5121 1.02815
SecBiiItem6 163 3.1846 .94698
SecBiiItem7 163 2.4937 .98723
SecBiiItem8 163 2.8322 1.06118
SecBiiItem9 163 2.8579 1.00796
SecBiiItem10 163 2.9708 1.11669
SecBiiItem11 163 3.0303 .96151
243
SecBiiItem12 163 2.7488 1.14425
SummaryBii 163 2.6988 .97613
Valid N (listwise) 163
(B) iii: Performance of Sec Sch Grads in plantain planting operation
Descriptive Statistics
N Mean Std. Deviation
SecBiiiItem1 163 2.5377 .95349
SecBiiiItem2 163 2.9543 1.09161
SecBiiiItem3 163 1.9917 .93575
SecBiiiItem4 163 2.6193 1.04441
SecBiiiItem5 163 3.2744 .99584
SecBiiiItem6 163 3.1541 .88804
SummaryBiii 163 2.7553 .95400
Valid N (listwise) 163
(B) iv: Performance of Sec Sch Grads in plantain thinning operation
Descriptive Statistics
N Mean Std. Deviation
SecBivItem1 163 1.9256 .81592
SecBivItem2 163 2.6956 1.16239
SecBivItem3 163 2.4050 1.04521
SecBivItem4 163 2.7719 1.14041
SecBivItem5 163 2.5537 1.16546
SummaryBiv 163 2.4704 1.02854
Valid N (listwise) 163
244
(B) v: Performance of Sec Sch Grads in plantain mulching operation Descriptive Statistics
N Mean Std. Deviation
SecBvItem1 163 2.8981 1.01811
SecBvItem2 163 3.3606 1.02276
SecBvItem3 163 2.7460 1.03963
SecBvItem4 163 2.8948 1.06353
SecBvItem5 163 3.1515 1.08819
SummaryBv 163 2.9502 1.01882
Valid N (listwise) 163
(B) vi: Performance of Sec Sch Grads in plantain irrigation operation
Descriptive Statistics
N Mean Std. Deviation
SecBviItem1 163 3.0146 .97532
SecBviItem2 163 2.8441 .97382
SecBviItem3 163 2.6496 1.08621
SecBviItem4 163 2.7846 1.01185
SecBviItem5 163 2.9669 1.04538
SecBviItem6 163 2.5102 1.01043
SecBviItem7 163 3.3994 1.06564
SummaryBvi 163 2.8813 .97708
Valid N (listwise) 163
(B) vii: Performance of Sec Sch Grads in plantain fertilizer application Descriptive Statistics
N Mean Std. Deviation
SecBviiItem1 163 2.3110 .92234
SecBviiItem2 163 3.0799 1.03620
SecBviiItem3 163 2.1763 1.05736
SecBviiItem4 163 2.6606 1.06250
SummaryBvii 163 2.5569 1.00069
Valid N (listwise) 163
245
(B) viii: Performance of Sec Sch Grads in plantain weed control
Descriptive Statistics
N Mean Std. Deviation
SecBviiiItem1 163 3.0705 .86509
SecBviiiItem2 163 1.9697 1.18072
SecBviiiItem3 163 2.8017 .85353
SecBviiiItem4 163 2.9074 1.00662
SecBviiiItem5 163 3.0358 1.05712
SecBviiiItem6 163 2.6556 1.18689
SecBviiiItem7 163 2.5636 1.05642
SecBviiiItem8 163 2.7410 1.01598
SecBviiiItem9 163 3.2884 1.12754
SecBviiiItem10 163 2.5152 1.23783
SecBviiiItem11 163 2.8592 1.16282
SummaryBviii 163 2.7643 1.02087
Valid N (listwise) 163
(B) ix: Performance of Sec Sch Grads in plantain propping
Descriptive Statistics
N Mean Std. Deviation
SecBxiItem1 163 2.8680 .93246
SecBxiItem2 163 3.1791 .91543
SecBxiItem3 163 2.3030 1.02276
SecBxiItem4 163 2.9507 1.14451
SecBxiItem5 163 2.9311 1.04231
SummaryBxi 163 2.8463 .97588
Valid N (listwise) 163
246
(B) x: Performance of Sec Sch Grads in plantain harvesting Descriptive Statistics
N Mean Std. Deviation
SecBxItem1 163 3.0559 .90318
SecBxItem2 163 2.7165 .95752
SecBxItem3 163 1.9449 .95608
SecBxItem4 163 2.9256 .91789
SecBxItem5 163 2.8402 1.07551
SecBxItem6 163 3.1466 1.08057
SummaryBx 163 2.7716 .94269
Valid N (listwise) 163
(B) xi: Performance of Sec Sch Grads in Plantain Marketing
Descriptive Statistics
N Mean Std. Deviation
SecBxiItem1 163 2.9005 .91759
SecBxiItem2 163 1.3265 .80499
SecBxiItem3 163 2.9987 .95710
SecBxiItem4 163 2.5420 .92811
SecBxiItem5 163 2.0217 .65781
SecBxiItem6 163 3.0774 .89431
SecBxiItem7 163 3.4525 .92377
SecBxiItem8 163 2.4090 .75545
SecBxiItem9 163 3.3439 .93974
SecBxiItem10 163 2.5786 .65904
SummaryBxi 163 2.6650 .83299
Valid N (listwise) 163
247
(C). Plantain Processing Enterprise
(D)i: Performance of sec sch graduates in planning plantain processing enterprise Descriptive Statistics
N Mean Std. Deviation
SecDiItem1 120 2.2969 .86773
SecDiItem2 120 1.9784 1.14561
SecDiItem3 120 3.4294 .70987
SecDiItem4 120 2.4319 .89240
SecDiItem5 120 3.0765 .67738
SecDiItem6 120 2.4521 .84150
SecDiItem7 120 2.9798 .99769
SecDiItem8 120 3.1004 .73457
SecDiItem9 120 2.9138 .94450
SecDiItem10 120 3.2987 .61888
SecDiItem11 120 2.2039 .96283
SecDiItem12 120 3.3876 .81719
SecDiItem13 120 3.0084 .76780
SecDiItem14 120 1.9688 1.07714
SummaryDi 120 2.7519 .86107
Valid N (listwise) 120
(D)ii: Performance of sec schl graduates in processing plantain into chips
Descriptive Statistics
N Mean Std. Deviation
SecDiiItem1 120 3.6908 .86751
SecDiiItem2 120 3.6654 .89250
SecDiiItem3 120 3.1570 1.08232
SecDiiItem4 120 3.6350 1.05168
SecDiiItem5 120 3.0523 .90731
SecDiiItem6 120 2.8981 .96518
SecDiiItem7 120 3.5941 1.01548
SecDiiItem8 120 2.5479 .95143
SecDiiItem9 120 3.1185 1.02713
SecDiiItem10 120 2.2893 1.05200
248
SecDiiItem11 120 3.3441 1.03167
SummaryDii 120 3.1811 .94902
Valid N (listwise) 120
(D)iii: Performance of sec schl graduates in processing plantain into flour
Descriptive Statistics
N Mean Std. Deviation
SecDiiiItem1 120 2.7534 1.22439
SecDiiiItem2 120 3.6428 .88729
SecDiiiItem3 120 2.5826 .90962
SecDiiiItem4 120 2.2625 1.16748
SecDiiiItem5 120 2.8818 .99168
SecDiiiItem6 120 2.8893 .78417
SecDiiiItem7 120 3.2405 .97742
SecDiiiItem8 120 2.8898 .86630
SecDiiiItem9 120 2.9814 .73809
SecDiiiItem10 120 3.0055 .99166
SecDiiiItem11 120 2.9174 .88811
SummaryDiii 120 2.9134 .95862
Valid N (listwise) 120
(D)iv: Performance of sec schl graduates in processing plantain into pudding
Descriptive Statistics
N Mean Std. Deviation
SecDivItem1 120 3.5974 .91868
SecDivItem2 120 3.5504 .91505
SecDivItem3 120 1.9559 1.00179
SecDivItem4 120 3.4697 .92639
SecDivItem5 120 2.2755 .99509
SecDivItem6 120 2.5460 .98786
SecDivItem7 120 2.8433 .91118
SecDivItem8 120 3.2606 1.12317
SecDivItem9 120 2.5455 1.00825
SecDivItem10 120 2.0358 .90812
249
SecDivItem11 120 3.6844 1.02859
SummaryDiv 120 2.8877 .93656
Valid N (listwise) 120
(D)v: Performance of sec schl graduates in processing plantain into dodo (ikire) Descriptive Statistics
N Mean Std. Deviation
SecDvItem1 120 2.9945 .91033
SecDvItem2 120 3.5888 1.04757
SecDvItem3 120 2.8457 .84317
SecDvItem4 120 2.2837 1.02695
SecDvItem5 120 2.1405 .91009
SecDvItem6 120 3.6270 1.20406
SecDvItem7 120 2.9972 .94751
SecDvItem8 120 2.5543 1.08144
SummaryDv 120 2.8789 .95171
Valid N (listwise) 120
(D)vi: Performance of sec schl graduates in processing plantain into wine Descriptive Statistics
N Mean Std. Deviation
SecDviItem1 120 3.3525 1.02419
SecDviItem2 120 3.5736 .99177
SecDviItem3 120 2.8716 .95787
SecDviItem4 120 2.7052 .95400
SecDviItem5 120 2.5868 .92243
SecDviItem6 120 3.5402 1.12816
SecDviItem7 120 1.9669 .94548
SecDviItem8 120 2.8567 .93216
SecDviItem9 120 2.9102 .90669
SecDviItem10 120 3.0193 .90252
SecDviItem11 120 3.6107 1.04145
SummaryDvi 120 2.9994 .92757
Valid N (listwise) 120
250
(D)vii: Performance of sec schl graduates in marketing processed plantain products
Descriptive Statistics
N Mean Std. Deviation
SecviiItem1 120 2.8926 .90854
SecviiItem2 120 2.3058 .92099
SecviiItem3 120 1.9669 .95710
SecviiItem4 120 2.0220 .92811
SecviiItem5 120 2.5427 1.20781
SecviiItem6 120 2.0771 .99701
SecviiItem7 120 3.1625 1.02377
SecviiItem8 120 2.6220 1.01075
SecviiItem9 120 3.3679 .93974
SecviiItem10 120 2.5523 1.05904
Summaryvii 120 2.5512 .93299
Valid N (listwise) 120
251
Hypothesis Testing
Hypothesis One: A. (Plantain Nursery Enterprise)
Ai. Planning Plantain Nursery enterprise
ANOVA
Sum of Squares df Mean Square F Sig.
SecAiItem1 Between Groups .122 2 .061 .103 .902
Within Groups 153.050 258 .593
Total 153.172 260
SecAiItem2 Between Groups .434 2 .217 .253 .777
Within Groups 221.803 258 .860
Total 222.238 260
SecAiItem3 Between Groups .416 2 .208 .287 .751
Within Groups 186.810 258 .724
Total 187.226 260
SecAiItem4 Between Groups .427 2 .214 .263 .769
Within Groups 209.780 258 .813
Total 210.207 260
SecAiItem5 Between Groups .293 2 .146 .167 .846
Within Groups 225.991 258 .876
Total 226.284 260
SecAiItem6 Between Groups .285 2 .143 .161 .852
Within Groups 228.956 258 .887
Total 229.241 260
SecAiItem7 Between Groups 1.094 2 .547 .970 .213
Within Groups 210.768 258 .817
Total 211.862 260
SecAiItem8 Between Groups .551 2 .275 .283 .754
Within Groups 250.859 258 .972
Total 251.410 260
SecAiItem9 Between Groups 7.793 2 1.197 3.277 .018
Within Groups 230.858 258 .918
Total 238.651 260
SecAiItem10 Between Groups .333 2 .166 .213 .808
Within Groups 201.468 258 .781
Total 201.801 260
SecAiItem11 Between Groups .291 2 .145 .178 .837
Within Groups 210.675 258 .817
Total 210.966 260
252
SecAiItem12 Between Groups .474 2 .237 .317 .729
Within Groups 192.844 258 .747
Total 193.318 260
SecAiItem13 Between Groups .422 2 .211 .300 .741
Within Groups 181.264 258 .703
Total 181.686 260
SecAiItem14 Between Groups .085 2 .042 .049 .952
Within Groups 223.157 258 .865
Total 223.241 260
SummaryAi Between Groups .354 2 .177 .239 .787
Within Groups 190.782 258 .739
Total 191.136 260
Aii. Plantain Nursery Production ANOVA
Sum of Squares df Mean Square F Sig.
SecAiiItem1 Between Groups .241 2 .120 .261 .770
Within Groups 118.794 258 .460
Total 119.034 260
SecAiiItem2 Between Groups .309 2 .154 .200 .819
Within Groups 199.002 258 .771
Total 199.310 260
SecAiiItem3 Between Groups .383 2 .192 .161 .851
Within Groups 307.280 258 1.191
Total 307.663 260
SecAiiItem4 Between Groups .044 2 .022 .023 .978
Within Groups 252.492 258 .979
Total 252.536 260
SecAiiItem5 Between Groups .377 2 .188 .184 .832
Within Groups 264.619 258 1.026
Total 264.996 260
SecAiiItem6 Between Groups 11.010 2 1.175 3.816 .034
Within Groups 200.231 258 .819
Total 211.241 260
SecAiiItem7 Between Groups 9.306 2 .853 4.185 .011
Within Groups 204.311 258 .527
Total 213.617 260
253
SecAiiItem8 Between Groups .340 2 .170 .167 .847
Within Groups 263.277 258 1.020
Total 263.617 260
SecAiiItem9 Between Groups .306 2 .153 .178 .837
Within Groups 221.311 258 .858
Total 221.617 260
SecAiiItem10 Between Groups .178 2 .089 .095 .909
Within Groups 241.967 258 .938
Total 242.146 260
SecAiiItem11 Between Groups 5.061 2 .031 3.131 .045
Within Groups 247.015 258 .977
Total 252.077 260
SecAiiItem12 Between Groups 7.004 2 .882 .002 .998
Within Groups 222.445 258 .839
Total 229.448 260
SecAiiItem13 Between Groups .133 2 .066 .062 .940
Within Groups 275.177 258 1.067
Total 275.310 260
SecAiiItem14 Between Groups 9.243 2 .821 5.147 .009
Within Groups 203.661 258 .724
Total 212.904 260
SecAiiItem15 Between Groups .414 2 .207 .217 .805
Within Groups 246.398 258 .955
Total 246.812 260
SecAiiItem16 Between Groups .028 2 .014 .014 .986
Within Groups 248.938 258 .965
Total 248.966 260
SecAiiItem17 Between Groups 2.081 2 1.040 .957 .385
Within Groups 280.387 258 1.087
Total 282.467 260
SecAiiItem18 Between Groups .316 2 .158 .257 .773
Within Groups 158.244 258 .613
Total 158.559 260
SecAiiItem19 Between Groups .415 2 .208 .279 .757
Within Groups 191.891 258 .744
Total 192.307 260
SecAiiItem20 Between Groups .026 2 .013 .013 .987
Within Groups 254.993 258 .988
Total 255.019 260
SecAiiItem21 Between Groups 1.283 2 .642 .625 .536
254
Within Groups 264.701 258 1.026
Total 265.985 260
SecAiiItem22 Between Groups 2.843 2 1.421 2.238 .192
Within Groups 296.269 258 1.148
Total 299.111 260
SecAiiItem23 Between Groups .985 2 .492 .490 .613
Within Groups 259.092 258 1.004
Total 260.077 260
SecAiiItem24 Between Groups .472 2 .236 .353 .703
Within Groups 172.433 258 .668
Total 172.904 260
SummaryAii Between Groups .121 2 .061 .076 .927
Within Groups 206.852 258 .802
Total 206.974 260
Aiii. Plantain Nursery Marketing
ANOVA
Sum of Squares df Mean Square F Sig.
SecAiiiItem1 Between Groups .187 2 .094 .188 .829
Within Groups 128.464 258 .498
Total 128.651 260
SecAiiiItem2 Between Groups .242 2 .121 .282 .755
Within Groups 110.708 258 .429
Total 110.950 260
SecAiiiItem3 Between Groups .131 2 .066 .112 .894
Within Groups 151.118 258 .586
Total 151.249 260
SecAiiiItem4 Between Groups .201 2 .100 .137 .872
Within Groups 189.048 258 .733
Total 189.249 260
SecAiiiItem5 Between Groups .161 2 .080 .133 .876
Within Groups 155.778 258 .604
Total 155.939 260
SecAiiiItem6 Between Groups .372 2 .186 .450 .638
Within Groups 106.762 258 .414
Total 107.134 260
SecAiiiItem7 Between Groups .079 2 .040 .070 .933
Within Groups 146.273 258 .567
Total 146.352 260
SecAiiiItem8 Between Groups .178 2 .089 .166 .847
255
Within Groups 139.025 258 .539
Total 139.203 260
SecAiiiItem9 Between Groups .080 2 .040 .109 .897
Within Groups 94.870 258 .368
Total 94.950 260
SecAiiiItem10 Between Groups .033 2 .016 .035 .965
Within Groups 120.251 258 .466
Total 120.284 260
SummaryAiii Between Groups .054 2 .027 .065 .937
Within Groups 106.280 258 .412
Total 106.334 260
Hypothesis Two: B. (Plantain Plantation Estab & Mgmt Enterprise)
Bi: Planning Plantain Plantation Mgmt Enterprise ANOVA
Sum of Squares df Mean Square F Sig.
SecBiItem1 Between Groups .077 2 .038 .081 .922
Within Groups 170.067 359 .474
Total 170.144 361
SecBiItem2 Between Groups 6.368 2 .984 5.258 .003
Within Groups 250.121 359 .713
Total 256.489 361
SecBiItem3 Between Groups .174 2 .087 .152 .859
Within Groups 205.961 359 .574
Total 206.135 361
SecBiItem4 Between Groups .210 2 .105 .149 .862
Within Groups 253.185 359 .705
Total 253.395 361
SecBiItem5 Between Groups .152 2 .076 .104 .901
Within Groups 262.323 359 .731
Total 262.475 361
SecBiItem6 Between Groups .114 2 .057 .073 .930
Within Groups 279.002 359 .777
Total 279.116 361
SecBiItem7 Between Groups .527 2 .263 .384 .681
Within Groups 245.970 359 .685
Total 246.497 361
SecBiItem8 Between Groups .283 2 .141 .171 .843
256
Within Groups 296.491 359 .826
Total 296.773 361
SecBiItem9 Between Groups 7.894 2 .747 4.595 .012
Within Groups 262.383 359 .700
Total 270.276 361
SecBiItem10 Between Groups .083 2 .041 .061 .941
Within Groups 241.951 359 .674
Total 242.033 361
SecBiItem11 Between Groups .357 2 .179 .263 .769
Within Groups 244.098 359 .680
Total 244.456 361
SecBiItem12 Between Groups .213 2 .106 .169 .845
Within Groups 226.218 359 .630
Total 226.431 361
SecBiItem13 Between Groups .207 2 .103 .177 .837
Within Groups 209.188 359 .583
Total 209.395 361
SecBiItem14 Between Groups .142 2 .071 .094 .911
Within Groups 272.974 359 .760
Total 273.116 361
SummaryBi Between Groups .163 2 .082 .130 .878
Within Groups 225.635 359 .629
Total 225.799 361
Bii: Plantain Plantation Establishment ANOVA
Sum of Squares df Mean Square F Sig.
SecBiiItem1 Between Groups .108 2 .054 .176 .839
Within Groups 110.765 359 .309
Total 110.873 361
SecBiiItem2 Between Groups .290 2 .145 .328 .721
Within Groups 158.740 359 .442
Total 159.030 361
SecBiiItem3 Between Groups .582 2 .291 .384 .681
Within Groups 271.499 359 .756
Total 272.080 361
SecBiiItem4 Between Groups .607 2 .303 .456 .634
257
Within Groups 239.095 359 .666
Total 239.702 361
SecBiiItem5 Between Groups 2.125 2 1.063 1.176 .310
Within Groups 324.430 359 .904
Total 326.555 361
SecBiiItem6 Between Groups .175 2 .088 .120 .887
Within Groups 262.101 359 .730
Total 262.276 361
SecBiiItem7 Between Groups .049 2 .025 .043 .958
Within Groups 206.583 359 .575
Total 206.633 361
SecBiiItem8 Between Groups .042 2 .021 .072 .931
Within Groups 104.422 359 .291
Total 104.464 361
SecBiiItem9 Between Groups .096 2 .048 .140 .869
Within Groups 123.164 359 .343
Total 123.260 361
SecBiiItem10 Between Groups .075 2 .038 .127 .881
Within Groups 106.966 359 .298
Total 107.041 361
SecBiiItem11 Between Groups 1.241 2 .620 .769 .464
Within Groups 289.533 359 .806
Total 290.773 361
SecBiiItem12 Between Groups .832 2 .416 .630 .533
Within Groups 237.201 359 .661
Total 238.033 361
SummaryBii Between Groups .217 2 .108 .237 .789
Within Groups 164.385 359 .458
Total 164.602 361
258
Biii: Plantain planting operation
ANOVA
Sum of Squares df Mean Square F Sig.
SecBiiiItem1 Between Groups .659 2 .329 .858 .425
Within Groups 137.808 359 .384
Total 138.467 361
SecBiiiItem2 Between Groups .165 2 .082 .254 .776
Within Groups 116.302 359 .324
Total 116.467 361
SecBiiiItem3 Between Groups .322 2 .161 .352 .703
Within Groups 164.076 359 .457
Total 164.398 361
SecBiiiItem4 Between Groups .753 2 .376 .699 .498
Within Groups 193.328 359 .539
Total 194.080 361
SecBiiiItem5 Between Groups .156 2 .078 .165 .848
Within Groups 169.007 359 .471
Total 169.163 361
SecBiiiItem6 Between Groups .064 2 .032 .056 .946
Within Groups 206.160 359 .574
Total 206.224 361
SummaryBiii Between Groups .251 2 .126 .306 .737
Within Groups 147.498 359 .411
Total 147.749 361
Biv: Plantain thinning operation
ANOVA
Sum of Squares df Mean Square F Sig.
SecBivItem1 Between Groups .040 2 .020 .047 .954
Within Groups 151.687 359 .423
Total 151.727 361
SecBivItem2 Between Groups .625 2 .312 .631 .533
Within Groups 177.652 359 .495
Total 178.276 361
SecBivItem3 Between Groups 3.028 2 1.514 1.852 .158
Within Groups 293.439 359 .817
Total 296.467 361
259
SecBivItem4 Between Groups 8.366 2 4.183 3.458 .033
Within Groups 434.234 359 1.210
Total 442.599 361
SecBivItem5 Between Groups 3.870 2 3.935 2.621 .074
Within Groups 542.907 359 1.501
Total 546.776 361
SummaryBiv Between Groups 2.580 2 1.290 1.814 .164
Within Groups 255.323 359 .711
Total 257.904 361
Bv: Plantain mulching operation ANOVA
Sum of Squares df Mean Square F Sig.
SecBvItem1 Between Groups .154 2 .077 .188 .828
Within Groups 146.421 359 .408
Total 146.575 361
SecBvItem2 Between Groups 1.025 2 .512 .887 .413
Within Groups 207.431 359 .578
Total 208.456 361
SecBvItem3 Between Groups 2.011 2 1.006 1.743 .177
Within Groups 207.152 359 .577
Total 209.163 361
SecBvItem4 Between Groups .952 2 .476 1.133 .323
Within Groups 150.885 359 .420
Total 151.837 361
SecBvItem5 Between Groups 1.554 2 .777 1.077 .342
Within Groups 258.877 359 .721
Total 260.431 361
SummaryBv Between Groups .970 2 .485 1.004 .367
Within Groups 173.295 359 .483
Total 174.265 361
Bvi: Plantain irrigation operation
ANOVA
Sum of Squares df Mean Square F Sig.
SecBviItem1 Between Groups .082 2 .041 .100 .905
Within Groups 147.678 359 .411
Total 147.760 361
260
SecBviItem2 Between Groups .166 2 .083 .129 .879
Within Groups 230.334 359 .642
Total 230.500 361
SecBviItem3 Between Groups 7.280 2 1.140 4.203 .017
Within Groups 240.822 359 .690
Total 248.102 361
SecBviItem4 Between Groups .230 2 .115 .182 .834
Within Groups 227.803 359 .635
Total 228.033 361
SecBviItem5 Between Groups .247 2 .124 .242 .785
Within Groups 183.059 359 .510
Total 183.307 361
SecBviItem6 Between Groups .546 2 .273 .518 .596
Within Groups 189.081 359 .527
Total 189.627 361
SecBviItem7 Between Groups 5.120 2 2.560 2.243 .108
Within Groups 409.753 359 1.141
Total 414.873 361
SummaryBvi Between Groups .306 2 .153 .285 .752
Within Groups 192.483 359 .536
Total 192.789 361
Bvii: Plantain fertilizer application ANOVA
Sum of Squares df Mean Square F Sig.
SecBviiItem1 Between Groups .017 2 .009 .020 .980
Within Groups 151.709 359 .423
Total 151.727 361
SecBviiItem2 Between Groups 2.074 2 1.037 1.347 .261
Within Groups 276.415 359 .770
Total 278.489 361
SecBviiItem3 Between Groups 6.639 2 .820 3.491 .013
Within Groups 227.726 359 .651
Total 234.365 361
SecBviiItem4 Between Groups .481 2 .240 .357 .700
Within Groups 241.950 359 .674
Total 242.431 361
261
SummaryBvii Between Groups .513 2 .256 .454 .636
Within Groups 202.984 359 .565
Total 203.497 361
Biii: Plantain weed control ANOVA
Sum of Squares df Mean Square F Sig.
SecBviiiItem1 Between Groups .230 2 .115 .320 .727
Within Groups 129.339 359 .360
Total 129.569 361
SecBviiiItem2 Between Groups .211 2 .105 .318 .727
Within Groups 118.673 359 .331
Total 118.884 361
SecBviiiItem3 Between Groups .173 2 .087 .120 .887
Within Groups 259.498 359 .723
Total 259.671 361
SecBviiiItem4 Between Groups .185 2 .093 .290 .749
Within Groups 114.776 359 .320
Total 114.961 361
SecBviiiItem5 Between Groups .895 2 .447 .646 .525
Within Groups 248.710 359 .693
Total 249.605 361
SecBviiiItem6 Between Groups 2.636 2 1.318 .936 .393
Within Groups 505.497 359 1.408
Total 508.133 361
SecBviiiItem7 Between Groups 2.123 2 1.062 1.085 .339
Within Groups 351.214 359 .978
Total 353.337 361
SecBviiiItem8 Between Groups 2.739 2 1.370 1.437 .239
Within Groups 342.145 359 .953
Total 344.884 361
SecBviiiItem9 Between Groups 2.953 2 1.477 2.036 .132
Within Groups 260.362 359 .725
Total 263.315 361
SecBviiiItem10 Between Groups 8.750 2 4.375 2.727 .067
Within Groups 575.915 359 1.604
Total 584.666 361
262
SecBviiiItem11 Between Groups 3.493 2 1.747 1.842 .160
Within Groups 340.432 359 .948
Total 343.925 361
SummaryBviii Between Groups .903 2 .451 .728 .484
Within Groups 222.674 359 .620
Total 223.577 361
Bix: Plantain propping ANOVA
Sum of Squares df Mean Square F Sig.
SecBixItem1 Between Groups .087 2 .044 .114 .893
Within Groups 137.286 359 .382
Total 137.373 361
SecBixItem2 Between Groups 1.716 2 .858 1.268 .283
Within Groups 243.057 359 .677
Total 244.773 361
SecBixItem3 Between Groups .989 2 .495 .742 .477
Within Groups 239.508 359 .667
Total 240.497 361
SecBixItem4 Between Groups 8.960 2 1.980 6.401 .002
Within Groups 290.999 359 .825
Total 299.959 361
SecBixItem5 Between Groups .299 2 .149 .306 .737
Within Groups 175.295 359 .488
Total 175.594 361
SummaryBix Between Groups .800 2 .400 .787 .456
Within Groups 182.520 359 .508
Total 183.320 361
Bx: Plantain harvesting ANOVA
Sum of Squares df Mean Square F Sig.
SecBxItem1 Between Groups .357 2 .178 .388 .679
Within Groups 164.903 359 .459
Total 165.260 361
263
SecBxItem2 Between Groups .381 2 .190 .372 .689
Within Groups 183.487 359 .511
Total 183.867 361
SecBxItem3 Between Groups .158 2 .079 .169 .845
Within Groups 167.514 359 .467
Total 167.671 361
SecBxItem4 Between Groups .321 2 .161 .333 .717
Within Groups 173.380 359 .483
Total 173.702 361
SecBxItem5 Between Groups .148 2 .074 .143 .866
Within Groups 185.644 359 .517
Total 185.793 361
SecBxItem6 Between Groups .330 2 .165 .210 .811
Within Groups 281.684 359 .785
Total 282.014 361
SummaryBx Between Groups .122 2 .061 .130 .878
Within Groups 168.256 359 .469
Total 168.378 361
Bxi: Plantain Marketing
ANOVA
Sum of Squares df Mean Square F Sig.
SecBxiItem1 Between Groups .008 2 .004 .016 .985
Within Groups 91.376 359 .255
Total 91.384 361
SecBxiItem2 Between Groups .198 2 .099 .307 .736
Within Groups 115.427 359 .322
Total 115.624 361
SecBxiItem3 Between Groups .149 2 .074 .204 .816
Within Groups 131.321 359 .366
Total 131.470 361
SecBxiItem4 Between Groups .228 2 .114 .198 .821
Within Groups 207.087 359 .577
Total 207.315 361
SecBxiItem5 Between Groups .101 2 .050 .107 .899
Within Groups 169.247 359 .471
Total 169.348 361
264
SecBxiItem6 Between Groups .375 2 .187 .565 .569
Within Groups 118.998 359 .331
Total 119.373 361
SecBxiItem7 Between Groups .014 2 .007 .016 .984
Within Groups 157.679 359 .439
Total 157.693 361
SecBxiItem8 Between Groups .236 2 .118 .271 .763
Within Groups 156.209 359 .435
Total 156.445 361
SecBxiItem9 Between Groups .045 2 .022 .077 .926
Within Groups 104.963 359 .292
Total 105.008 361
SecBxiItem10 Between Groups .028 2 .014 .040 .960
Within Groups 126.593 359 .353
Total 126.622 361
SummaryBxi Between Groups .057 2 .028 .085 .918
Within Groups 120.019 359 .334
Total 120.076 361
265
(C): Hypothesis Three: C. (Plantain Processing Enterprise)
Ci: Planning Plantain Processing Enterprise
Sum of Squares df Mean Square F Sig.
SecCiItem1 Between Groups .079 2 .039 .075 .928
Within Groups 163.361 311 .525
Total 163.439 313
SecCiItem2 Between Groups .362 2 .181 .232 .793
Within Groups 242.596 311 .780
Total 242.959 313
SecCiItem3 Between Groups .239 2 .120 .188 .829
Within Groups 198.426 311 .638
Total 198.666 313
SecCiItem4 Between Groups .247 2 .123 .162 .850
Within Groups 236.088 311 .759
Total 236.334 313
SecCiItem5 Between Groups .170 2 .085 .107 .899
Within Groups 248.008 311 .797
Total 248.178 313
SecCiItem6 Between Groups .135 2 .068 .081 .922
Within Groups 259.279 311 .834
Total 259.414 313
SecCiItem7 Between Groups .685 2 .342 .459 .633
Within Groups 232.131 311 .746
Total 232.815 313
SecCiItem8 Between Groups .333 2 .166 .186 .831
Within Groups 278.521 311 .896
Total 278.854 313
SecCiItem9 Between Groups 8.174 2 .987 3.411 .012
Within Groups 249.610 311 .825
Total 257.783 313
SecCiItem10 Between Groups .141 2 .071 .097 .907
Within Groups 225.999 311 .727
Total 226.140 313
SecCiItem11 Between Groups .317 2 .158 .213 .808
Within Groups 230.909 311 .742
Total 231.226 313
SecCiItem12 Between Groups .271 2 .136 .198 .821
Within Groups 213.079 311 .685
Total 213.350 313
266
SecCiItem13 Between Groups 6.254 2 .727 3.099 .020
Within Groups 192.195 311 .637
Total 198.449 313
SecCiItem14 Between Groups .097 2 .049 .060 .942
Within Groups 253.317 311 .815
Total 253.414 313
SummaryCi Between Groups .198 2 .099 .145 .865
Within Groups 211.908 311 .681
Total 212.106 313
Cii: Processing Plantain into chips ANOVA
Sum of Squares df Mean Square F Sig.
SecCii1Item1 Between Groups 1.035 2 .518 .804 .448
Within Groups 200.127 311 .643
Total 201.162 313
SecCii1Item2 Between Groups .148 2 .074 .127 .881
Within Groups 181.431 311 .583
Total 181.580 313
SecCii1Item3 Between Groups 7.567 2 2.683 6.522 .004
Within Groups 161.784 311 .943
Total 169.350 313
SecCii1Item4 Between Groups .116 2 .058 .084 .919
Within Groups 214.381 311 .689
Total 214.497 313
SecCii1Item5 Between Groups .226 2 .113 .141 .868
Within Groups 249.328 311 .802
Total 249.554 313
SecCii1Item6 Between Groups .271 2 .135 .223 .800
Within Groups 188.544 311 .606
Total 188.815 313
SecCii1Item7 Between Groups .248 2 .124 .200 .818
Within Groups 192.173 311 .618
Total 192.420 313
SecCii1Item8 Between Groups .193 2 .096 .146 .865
Within Groups 205.769 311 .662
Total 205.962 313
267
SecCii1Item9 Between Groups .077 2 .039 .079 .924
Within Groups 151.885 311 .488
Total 151.962 313
SecCii1Item10 Between Groups 8.509 2 .955 3.451 .037
Within Groups 167.453 311 .564
Total 175.962 313
SecCii1Item11 Between Groups .157 2 .078 .121 .886
Within Groups 200.802 311 .646
Total 200.959 313
SummaryCii Between Groups .125 2 .063 .114 .893
Within Groups 171.731 311 .552
Total 171.856 313
Ciii: Processing Plantain into flour ANOVA
Sum of Squares df Mean Square F Sig.
SecCiiiItem1 Between Groups .176 2 .088 .186 .830
Within Groups 147.279 311 .474
Total 147.455 313
SecCiiiItem2 Between Groups .116 2 .058 .092 .912
Within Groups 196.381 311 .631
Total 196.497 313
SecCiiiItem3 Between Groups .761 2 .381 .504 .605
Within Groups 234.818 311 .755
Total 235.580 313
SecCiiiItem4 Between Groups .137 2 .069 .099 .906
Within Groups 216.894 311 .697
Total 217.032 313
SecCiiiItem5 Between Groups .109 2 .054 .084 .920
Within Groups 202.133 311 .650
Total 202.242 313
SecCiiiItem6 Between Groups 6.080 2 .840 3.927 .037
Within Groups 176.162 311 .583
Total 182.242 313
SecCiiiItem7 Between Groups .061 2 .030 .055 .946
Within Groups 170.439 311 .548
Total 170.500 313
268
SecCiiiItem8 Between Groups .190 2 .095 .152 .859
Within Groups 193.594 311 .622
Total 193.783 313
SecCiiiItem9 Between Groups .133 2 .066 .119 .888
Within Groups 173.628 311 .558
Total 173.761 313
SecCiiiItem10 Between Groups .247 2 .123 .184 .832
Within Groups 208.849 311 .672
Total 209.096 313
SecCiiiItem11 Between Groups .162 2 .081 .148 .862
Within Groups 170.080 311 .547
Total 170.242 313
SummaryCiii Between Groups .092 2 .046 .085 .918
Within Groups 167.818 311 .540
Total 167.910 313
Civ: Processing Plantain into pudding ANOVA
Sum of Squares df Mean Square F Sig.
SecCivItem1 Between Groups 1.074 2 .537 .737 .479
Within Groups 226.611 311 .729
Total 227.685 313
SecCivItem2 Between Groups 10.554 2 1.277 9.545 .001
Within Groups 148.264 311 .509
Total 158.818 313
SecCivItem3 Between Groups .153 2 .077 .217 .805
Within Groups 109.898 311 .353
Total 110.051 313
SecCivItem4 Between Groups .264 2 .132 .282 .755
Within Groups 145.787 311 .469
Total 146.051 313
SecCivItem5 Between Groups .574 2 .287 .545 .580
Within Groups 163.722 311 .526
Total 164.296 313
SecCivItem6 Between Groups .159 2 .080 .116 .890
Within Groups 212.936 311 .685
Total 213.096 313
269
SecCivItem7 Between Groups 7.745 2 2.872 4.380 .015
Within Groups 190.552 311 .632
Total 198.296 313
SecCivItem8 Between Groups .691 2 .345 .536 .586
Within Groups 200.472 311 .645
Total 201.162 313
SecCivItem9 Between Groups .128 2 .064 .093 .911
Within Groups 213.986 311 .688
Total 214.115 313
SecCivItem10 Between Groups 8.795 2 1.398 5.565 .009
Within Groups 211.080 311 .704
Total 219.876 313
SecCivItem11 Between Groups .448 2 .224 .303 .739
Within Groups 229.692 311 .739
Total 230.140 313
SummaryCiv Between Groups .271 2 .136 .260 .771
Within Groups 162.351 311 .522
Total 162.622 313
Cv: Processing Plantain into dodo
Sum of Squares df Mean Square F Sig.
SecCvItem1 Between Groups .448 2 .224 .345 .708
Within Groups 201.603 311 .648
Total 202.051 313
SecCvItem2 Between Groups .331 2 .166 .303 .738
Within Groups 169.847 311 .546
Total 170.178 313
SecCvItem3 Between Groups .492 2 .246 .435 .648
Within Groups 175.928 311 .566
Total 176.420 313
SecCvItem4 Between Groups .438 2 .219 .288 .750
Within Groups 236.801 311 .761
Total 237.239 313
SecCvItem5 Between Groups .993 2 .496 .827 .438
Within Groups 186.587 311 .600
Total 187.580 313
SecCvItem6 Between Groups .305 2 .153 .250 .779
Within Groups 189.937 311 .611
Total 190.242 313
270
SecCvItem7 Between Groups .144 2 .072 .094 .910
Within Groups 238.152 311 .766
Total 238.296 313
SecCvItem8 Between Groups 5.395 2 1.198 3.106 .047
Within Groups 261.831 311 .852
Total 267.226 313
SummaryCv Between Groups .195 2 .097 .174 .840
Within Groups 173.854 311 .559
Total 174.049 313
Cvi: Processing Plantain into wine ANOVA
Sum of Squares df Mean Square F Sig.
SecCviItem1 Between Groups .196 2 .098 .162 .850
Within Groups 187.855 311 .604
Total 188.051 313
SecCviItem2 Between Groups .103 2 .051 .101 .904
Within Groups 158.139 311 .508
Total 158.242 313
SecCviItem3 Between Groups .139 2 .069 .228 .796
Within Groups 94.400 311 .304
Total 94.538 313
SecCviItem4 Between Groups 1.000 2 .500 .617 .540
Within Groups 251.958 311 .810
Total 252.959 313
SecCviItem5 Between Groups 8.238 2 1.619 3.273 .046
Within Groups 242.109 311 .801
Total 250.347 313
SecCviItem6 Between Groups 1.258 2 .629 .661 .517
Within Groups 295.777 311 .951
Total 297.035 313
SecCviItem7 Between Groups .283 2 .141 .237 .789
Within Groups 185.501 311 .596
Total 185.783 313
SecCviItem8 Between Groups .298 2 .149 .213 .809
Within Groups 218.087 311 .701
Total 218.385 313
271
SecCviItem9 Between Groups .362 2 .181 .368 .693
Within Groups 152.988 311 .492
Total 153.350 313
SecCviItem10 Between Groups 6.097 2 1.048 3.074 .028
Within Groups 196.082 311 .650
Total 202.178 313
SecCviItem11 Between Groups .299 2 .149 .282 .755
Within Groups 164.914 311 .530
Total 165.213 313
SummaryCvi Between Groups .206 2 .103 .193 .824
Within Groups 165.346 311 .532
Total 165.552 313
Cvii: Marketing Processed Plantain ANOVA
Sum of Squares df Mean Square F Sig.
SecCviiItem1 Between Groups .005 2 .002 .008 .992
Within Groups 89.909 311 .289
Total 89.914 313
SecCviiItem2 Between Groups .267 2 .133 .371 .690
Within Groups 111.937 311 .360
Total 112.204 313
SecCviiItem3 Between Groups .153 2 .076 .187 .830
Within Groups 127.261 311 .409
Total 127.414 313
SecCviiItem4 Between Groups .209 2 .104 .162 .850
Within Groups 199.970 311 .643
Total 200.178 313
SecCviiItem5 Between Groups .109 2 .054 .103 .902
Within Groups 163.942 311 .527
Total 164.051 313
SecCviiItem6 Between Groups .370 2 .185 .503 .605
Within Groups 114.169 311 .367
Total 114.538 313
SecCviiItem7 Between Groups .032 2 .016 .032 .968
Within Groups 153.181 311 .493
Total 153.213 313
272
SecCviiItem8 Between Groups .211 2 .105 .220 .803
Within Groups 149.423 311 .480
Total 149.634 313
SecCviiItem9 Between Groups .049 2 .024 .075 .928
Within Groups 100.986 311 .325
Total 101.035 313
SecCviiItem10 Between Groups .025 2 .013 .032 .969
Within Groups 124.092 311 .399
Total 124.118 313
SummaryCvii Between Groups .052 2 .026 .070 .932
Within Groups 115.801 311 .372
Total 115.853 313
273
APPENDIX XII
Evidence of Validation of Research Instrument