Attitudes of female students towards farming activities in tertiary institutions of Ogun State, Southwest Nigeria

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1 International Journal of Social and Behavioural Sciences Vol. 1 (3), pp March 2013 Available online at ISSN X 2013 Academe Research Journals Full Length Research Paper Attitudes of female students towards farming activities in tertiary institutions of Ogun State, Southwest Nigeria Otufale Gbolahan Ayodapo Tai Solarin College of Education, Omu-Ijebu, P.M.B. 2128, Ogun State, Nigeria. mr.gbolahanotufale@yahoo.com. Accepted 6 February, 2013 This study assessed the attitudes of female students towards farming activities in tertiary institutions of Ogun State. Data were collected using structured interview guide. Random sampling technique was used to select 160 female students from four tertiary institutions in the state. The data collected were analyzed using descriptive statistics, SPSS software and Pearson Product Moment Correlation Analysis (PPMC). Findings showed that the mean age of respondents was 23 years. Also, 51.30% of the respondents were Christians, 97% of the respondents are undergoing first-degree Programme (B.SC), and above average of the respondents had farming background. About 30.80% were into farming and 62.5, 62.5 and 59.4% had experience in crop farming, livestock farming and snail farming respectively. More than half (57.50%) of the respondents strongly agreed that farming activities involve physical work % of the respondents agreed that females (women) do not have easy access to productive resources. Correlation analysis showed significant relationships between attitude of the respondents towards farming activities, and age (r = 0.75), religion (r = 0.83), marital status (r = 0.58), educational level (r = -0.35) and farming background (r = 0.29) at p<0.01, whereas level of participation and satisfaction were derived from feeding (r = 0.61**), rearing (r = 0.60**), broiler production (r = 0.60**), vaccination (r = 0.60**), collection of eggs (r = 0.52**), disease control (r = 0.31**), interest in chick rearing (r = 0.82**), collection of eggs (r = 0.81**), milking (r = 0.73**), castration (r = 0.76**), lamb caring (r = 0.74**), steaming up (r = 0.75**), marketing of animal products (r = 0.74**), processing of animal products (r = 0.58**) at p < It was concluded that girls preferred livestock farming to crop farming. Furthermore, girls should be empowered through training and access to social assets such as loans and credit. Key words: Attitude, perception, farming activities, satisfaction derived, interest. INTRODUCTION A strong commitment to youth development as a priority area by institutions of higher learning would be a significant step towards redirecting the needed attention and commitment of resources to meet significant goals of institutions and the Nigeria agricultural industry. However, according to Akinwunmi (1997) and Williams (1997), youths interest in farming activities is diminishing; this particularly applies to female students in higher institutions. It has been observed over time that there is low involvement of female students in farming activities or agricultural practical in tertiary institutions, the tendency for them is to engage their male counterparts or hired labour to carry out their assigned duty on the farm. Scholars have adduced many reasons for the observed phenomenon of female students towards farming activities. Female students naturally dislike farm work, because they consider farm work as being laborious that involves a lot of drudgery; female students in their characteristics manner prefer works that are very easy, therefore, they would not like to engage in exercises or activities such as farm work. It is interesting to note that a major constraint is that most female students look at farming activities as the physical work, and that stress is involved in agriculture: Policy makers and administrators pointed out that it was not the norm for women to carry out the heavy duties.

2 Otufale 078 At the initial stages of produce, marketing women were not given a place in the subsector because they were regarded as not being physically fit to stand the stress of produce management which demands quality (Afonja and Olusi, 1995). It is been noted that only few female students enrolled in agricultural education based courses in Nigeria. FAO (1996) discovered that less than 25% of those studying agriculture in Nigeria higher institutions are female. Subsistence nature of agriculture in this clime might also be responsible for the poor patronage of female students towards farm work. Generally, the rural farmers are perceived to be very poor, with low output from their efforts on the farm with resultant low/poor income. This might also be responsible for low participation/involvement of female students in farming activities. Pinda (2010) said that many youths are shunning agriculture and taking refuge in urban areas due to difficulties they encounter in the sector. Farming by using a hoe is almost a torture to the youths. That is why they abscond from farming activities, creating a phobia for agriculture in the minds of the youths. This phobia is also transmitted to the study of agricultural science by these youths during their secondary school career. Sinclair and Lillis (1980) state, an attitude to agriculture predominantly is influenced by huge differentials in level and security of earnings between the modern and traditional sectors of employment, even the most charismatic teachers could hardly overcome this factor. Students enroll in agriculture simply to have a degree and rarely to practice farming (FAO, 1996). This study is designed to find out the demographic characteristics of the respondents, identify the most important components of female students attitudes towards farming activities, to determine the female students perception of farming activities, and to determine the current level of their participation in farming activities in the study area. In order to achieve the aim of this study, the hypotheses formulated were stated in a null form: H0 1: There is no significant relationship between demographic characteristics of the female students and their attitudes toward farming activities. H0 2: There is no significant relationship between female students level of participation and satisfaction derived from farming activities. H0 3: There is no significant relationship between female students level of participation and their interest in farming activities. MATERIALS AND METHODS Study setting This cross-sectional study was designed to cover attitude of female students to farming activities in tertiary institutions in Ogun State, located in South-west Nigeria. Population and sample The population of the study consisted of all female students in tertiary institutions of Ogun State, Nigeria. Four tertiary institutions were purposively selected due to the presence of colleges, departments of Agriculture and Agricultural Education. A total of 160 female students were selected (40 female students from each of the institutions) on a random basis. Data collection A survey questionnaire was developed matching with the research objectives and used for data collection. The survey was conducted between September 2011 and December Data were collected from the targeted students by means of questionnaire and personal interviews. The researchers and three trained assistants were involved in interviewing the respondents. An appointment was made with the respondents (female students) via their various institutions for data collection. The raw data from the survey was the 160 questionnaires which were coded and inserted into a computer database. Finally, the data were analyzed with SPSS software using percentage and Pearson Product Moment Correlation Analysis (PPMC). RESULTS AND DISCUSSION Among the most important demographic variables considered is the respondent s age, religion, marital status, farming background and educational level. The descriptive analysis of demographic characteristics of respondents is given in Table 1. The average age of the female students in the study areas was 23. This indicates that a higher proportion of sampled female students in the South West Nigeria area are in their active and productive years. Majority (78.10%) of the female students were single. The results of respondents educational status reveal that majority (97%) of the respondents are undergoing first-degree Programme (B.SC.). Above average of the respondents had farming background, and more than half (51.30%) were Christians. Attitude of female students toward farming activities Table 2 shows respondents attitude toward farming activities, meanwhile, 43.80% of the respondents agreed that farming activities were very strenuous for female, while 36.90% of the respondents opined that they did not enjoy soiling their hands with dirt. In the same vein, 47.50% strongly agreed that they enrolled in agriculture to have a degree rather than engaging in farming activities. More than half (57.50%) of the respondents

3 Int. J. Soc. Behavioural Sci. 079 Table 1. Demographic characteristic of female students. Variable Frequency % Age (Mean = 23) Religion Christianity Islam Traditional Others Marital status Single Married Divorce Widow Cohabitation Educational level NCE OND HND B.SC M.SC M.AGRIC PhD Farming background Yes No Crop Farming Livestock Farming Snail Farming Source: Field Survey (2011). strongly agreed that farming activities involve physical work and stress % of the respondents strongly disagreed with the view that societal norms allow women (female students) to carry heavy duties. This is also in line with the view of 32.50% of the respondents that they do not have the body make up to carry out tedious activities. However, 30.60% of the respondents strongly agreed that farming activities are not hazardous to female students, while 42.50% of the respondents disagreed that they considered farming activities as work/activities for female students from poor background. More so, 34.40% of the respondents opined that high income are not paid to females engaged in agriculture as compared to other field of specialization; at the same time, 38.10% of the respondents agreed that female students (women) have limited access to productive resources after training. These imply that special preferences/incentives are not given to female who are involved in agriculture. According to Adisa and Adekunle (2007), the expectation of financial or material gains, parental factor, peer group influence and location of school farms were significantly related to students involvement in agricultural activities. Nevertheless, 40.00% of the respondents opined that adequate and well-articulated instruction on farming activities could make the work on the farm very easy for the female students. The implication of the above findings is that the attitude of the female students are not too favorable towards farming activities, although, they agreed that they might be actively involved, if well articulated instruction could improve their interest in farming activities. This finding is in line with view of Fapojuwo et al. (2011) that agricultural graduates lack the knowledge and skills required to be self employed and work in a rapidly changing environment. As a result, agricultural education institutions have been challenged to do things differently from what it used to be by developing new strategies to solve these problems. Perception of female student on farming activities Table 3 shows that 33.80% of the respondents agreed that contribution of the female students to farming activities was undervalued. According to Ewuziem et al. (2011), there is low societal recognition of Agriculture not as a noble profession society. This notion therefore shields students from having interest in the subject. Also 40.60% of the respondents agreed that female students in most cases cultivate only small plots % of the respondents disagreed that female students can depend on farming activities as future vocation. In like manner, 35.00% of the respondents strongly agreed that farming activities are considered as male domain. More boys than girls favour the choice of agricultural science as a subject of study in the senior secondary school. This means that although in the traditional Igbo society, girls are encouraged to be involved in agriculture as they usually join their mothers in farm work even at a tender age, they virtually seem not to be willing to continue with the strenuous activities associated with agriculture (Ewuziem et al., 2011). Also, this result supports the findings of Osborne et al. (2000) that at an individual level, majority of girls still chose not to do physical science as soon as they can, indicating bias against physical sciences held by girls. Agricultural practices are presumed to be tedious; therefore, girls are very often shielded from participating in rigorous vocational activities.

4 Otufale 080 Table 2. Attitude of female students towards farming activities. Variable SA A D SD F % F % F % F % Farming activities are very strenuous for female students I enjoy soiling my hand with dirt I enroll in Agriculture to have a degree rather than farming activities Farming activities involve physical work and stress Societal norms allow women (female students) to carry heavy duties Farming activities are not hazardous to female students I see farming activities for female as work/activities for female students from poor background High income are paid to female (women) engaged in agriculture compare to other field of specialization Farming activities should be for the male students I have the body make up to carry out tedious activities Female students (women) have limited access to productive resources after training Instruction on farming activities makes the farm work very easy Table 3. Perception of female students on farming activities. Variable Contribution of female students to farming activities is undervalued. SA A D SD F % F % F % F % Female students most of the time cultivate only small plots Female students can depend on farming activities as future vocation Farming activities are considered as male domain Female agricultural graduates are not likely to be recruited into agricultural based establishment because of their gender. Female students/women do not have easy access to productive resources Female students/women do not have easy access extensions and support services Tradition and custom prevent female students/women mobility

5 Int. J. Soc. Behavioural Sci. 081 Table 4. Correlation analysis of the respondents demographic characteristics and attitude towards farming activities. Variable Correlation Coefficient (r) Correlation of determination Percentage contribution Age 0.75** Religion 0.83** Marital status 0.58** Educational level -0.35** Farming background 0.29** Number of respondents = 160; df = 158; level of significance = Source: Field survey (2011). This assertion is therefore manifested in this report. Few of the respondents opined that female agricultural science graduates were not likely to be recruited into agricultural based establishment because of their gender, that is, gender has nothing to do with their future employment in agricultural based establishment. About 36.30% of the respondents agreed that females (women) do not have easy access to productive resources, which may affect setting up their agro-based enterprises after schooling/graduation, while 43.80% agreed that tradition and custom may prevent female (woman) mobility in farming activities. In these countries, a number of strongly held traditions and customs hinder women farmers from having secure land title, access to agricultural extension and support services, and mobility (Adisa and Adekunle 2007). Invariably, from the result, farming activities are perceived as the domain of males (men) and they are more likely to succeed in agricultural related vocation than their female counterparts. STATISTICAL ANALYSIS OF RESULTS Frequencies and percentages were calculated for study variables. PPMC was used to calculate probabilities and determine significance. A p value of less than or equal to 0.01 was considered to be statistically significant (p 0.01), while a p-value of more than 0.01 was considered to be statistically not significant (NS). In order to establish the relationship between the demographic characteristics and attitude of the respondents toward farming activities, the demographic variables considered were age, religion, marital status, educational level and farming background. All the variables were tested, age (r = 0.75), religion (r = 0.83), marital status (r = 0.58), educational level (r = -0.35) and farming background (r = 0.29) were found to have significant relationship with the attitude of the respondents towards farming activities (Table 4). This implies among other criteria, that educational level and farming background influence the attitude of female students toward farming activities. This was corroborated by the study of Ewuziem et al. (2011) that from childhood, an average child is taught one form of agriculture or another by encouraging the young ones to accompany their parents to the farm. However, at this level of socio cultural development of the child, he/she in most cases is compelled to practice agriculture even against his/her will. The high agricultural productivity in the United States of America stems in large measure from the educational delivery system available to the agricultural industry. FAO (2005) states that the major obstacles to women's access to agricultural education, in addition to low literacy and low levels of primary and secondary enrolment, are the undervaluing of women's contributions to agriculture and the perception of agriculture as a male domain. Table 5 shows the relationship between respondents participation in farming activities and satisfaction derived from farming activities. The variables were tested with Pearson Product Moment Correlation Coefficient (PPMC). Some variables tested like: bed making (r = 0.66**), nursery (r = 0.69**), ridge making (r = 0.57**), transplanting (r = 0.41**), planting (r = 0.54**), feeding (r = 0.61**), rearing (r = 0.60**), broiler production (r = 0.60**), vaccination (r = 0.60**), collection of eggs (r = 0.52**), pest control (r = 0.56**), disease control (r = 0.31**), tagging (r = 0.72**) and castration (r = 0,82**), revealed a significant relationship between level of participation and satisfaction derived from farming activities at 0.01 level of significance. The implication of the findings is that the respondents (female students) derived relatively more satisfaction from participation in animal production than crop production. This may be because animal production is less tedious and more rewarding than crop production. Traditionally, the roles of men and women in farming differ in Africa. Men clear the land and women undertake most of the remaining farming activities, particularly weeding and processing. Since the colonial period, men have been most active in cash crop production, while women have been mainly concerned with food and horticultural crops, small livestock and agro processing (FAO, 2007). Table 6 shows the relationship between respondents participation in farming activities and interest in farming activities. The variables were tested with Pearson Product Moment Correlation Coefficient (PPMC). Some variables tested like: bed making (r = 0.86**), nursery (r = 0.88**), heap making (r = 0.74**), storage (r = 0.60**), chick rearing (r = 0.82**), collection of eggs (r = 0.81**), milking (r = 0.73**), castration (r = 0.76**), lamb caring (r = 0.74**), steaming up (r = 0.75**), marketing of animal

6 Otufale 082 Table 5. Correlation analysis of level of participation and satisfaction derived from farming activities. Variable Correlation coefficient (r) Correlation of determination (r²) Percentage contribution Bed making 0.66** Nursery 0.69** Ridge making 0.57** Heap making 0.76** Transplanting 0.41** Planting 0.54** Pest control 0.56** Disease control 0.31** Crop rotation 0.37** Storage 0.47** Chick rearing 0.47** Feeding 0.61** Vaccination 0.60** Rearing 0.60** ** Broiler production 0.60** Collection of eggs 0.52** Milking 0.60** Castration 0.82** Tagging 0.72** Calf rearing 0.61** Deworming 0.82** Lamb caring 0.60** Steaming up 0.51** Marketing of animal products 0.49** Processing of animal products 0.35** Docking 0.56** Number of respondents = 160; df = 158; level of significance = Source: Field Survey (2011). products (r = 0.74**) and processing of animal products (r = 0.58**) revealed a significant relationship between level of participation and interest in farming activities at p< This implies that the respondents have interest in nursery practices, bed making, chick rearing, collection of eggs, castration, marketing of animal products, milking and steaming up, but, they have more interest in farming activities that are related to animal production, which may be because such activities are less tedious/strenuous. According to Brandt (1984), socio-economic studies have shown that women are very active in the production, processing and post-harvest handling as well as marketing of animal by-products. Women, as the main users of locally adapted livestock breeds, play a major role in managing animal genetic resources and thereby conserving them. They also make deliberate breeding decisions, generally preferring animals that are easy to manage and disease resistant and that therefore do not increase their workload. Secondly, because of their largely reproductive role in the economy, rural women tend to have an affinity and preference for indigenous rather than improved breeds because they are easier to care for (FAO, 2012). Conclusion The present study concludes that girls preferred livestock farming to crop farming. There is the need to improve internship programmes in higher institution to meet the current and future employment needs of female graduates. The emphasis of curricula revisions should be on problem solving and skill development that are transferable to a diverse areas of employment sectors, and more importantly the need of the girl-child to be self employed. RECOMMENDATIONS - Subsistence agriculture should be transformed to commercial and market-oriented agricultural productions (emphasis on livestock production) in order to encourage the girl-child to have interest in agriculture.

7 Int. J. Soc. Behavioural Sci. 083 Table 6. Correlation analysis of level of participation and interest in farming activities. Variable Correlation coefficient (r) Correlation of determination (r²) Percentage contribution Bed making 0.86** Nursery 0.88** Ridge making 0.31** Heap making 0.74** Transplanting 0.16** Planting 0.25** Pest control 0.24** Disease control 0.10** Crop rotation 0.40** Storage 0.60** Chick Rearing 0.82** Feeding 0.29** Vaccination 0.48** Rearing 0.26** Broiler production 0.38** Collection of eggs 0.81** Milking 0.73** Castration 0.76** Tagging 0.47** Calf rearing 0.30** Deworming 0.42** Lamb rearing 0.74** Steaming up 0.75** Marketing of animal products 0.74** Processing of animal products 0.58** Docking 0.49** Number of respondents = 160; df = 158; level of significance = Source: Field survey (2011). - There is need to mechanize/automate various farming activities so that the girl-child would not see farming activities as being laden with drudgery. REFERENCES Adisa RS, Adekunle OA (2007). Role Duality among School-age Children Participating in Farming in Some Villages in Kwara State, Nigeria. Africa Development, Vol. XXXII, No. 2, 2007, pp Council for the Development of Social Science Research in Africa, Afonja S, Olusi O (1995). Enrolment Figures and Causal Factors of Women in Agricultural Studies at the Obafemi Awolowo University, Ile-Ife, Nigeria. Akinwunmi JA (1997). Perception of Household and Farm needs of Farmers and Non-Farmers `children Participating in Arable Farming Activities in Ago-Iwoye Area of Ogun State.(Postgraduate Diploma Diss., Ogun State University,Ago-Iwoye,1997), pp Brandt A (1984). Fish Catching Methods of the World. Farhan Surrey, England, Fishing News Books Ltd. pp Ewuziem JE, Ironkwe AG, Onyenobi VO, Ewuziem GN. Assessment of Gender Participation in Agricultural Science among Secondary School Students in Owerri Municipal Council of Imo State, Nigeria. Policy and Agricultural Development in Nigeria, Challenges and Prospects. In Odedina A.S.Osuntade O.B., Adebayo K, Awodun M.O. Fapohunda, O.O.(Eds) Proceedings of the 25 TH Farm Management Association of Nigeria (FAMAN) Conference held at the Federal College of Agriculture Akure Ondo State Nigeria5th - 8th September, 2011 pp FAO (1996) Research and Extension: A Gender Perspective, Fact Sheet. Rome, FAO. FAO (2005) Higher agricultural education and opportunities in rural development for women. Natural Resources Management and Environment Department. Rome, FAO. FAO (2007) Women Farmers Productivity in Sub-Saharan Africahttp:// file=/docrep/004

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