Alumni evaluation of demand-driven agricultural extension curricula in Nigeria
AbstractThis study assessed demand-driven agricultural extension curricula by Alumni in Nigeria among universities in Nigeria where Sasakawa Africa Fund for Extension Education demand –driven curriculum had been introduced for more than seven years. Using a cross-sectional research design and cluster sampling technique, 227 Alumni were randomly selected from a population of 520. Data was collected through structured questionnaire on socio-economic characteristics, mode of study, areas of specialization and rating of program components. A 5 -point Likert type scale of Poor (1) Fair (2) Good (3) Very Good (4) Excellent (5) with 70 items was used to measure Components of the program. Data entry and analysis was done with SPSS 25 using frequency counts, percentages and multiple regression analysis. The results show that Adult education approaches & Supervised enterprise projects, Supervision of Students & Academic advice, Information sharing, and Participation in research projects/ project based had highest positive rating; while Fund raising and Scholarship, Opportunity for enrolling and be part of a professional scientific network, linkage with SAA field activities & involvement in SAA field activities, Laboratories / Social laboratories & Variety of subjects offered had highest negative rating. The results of the multiple regression analysis of program rating and socio- economic characteristics of Alumni shows that R is 0.699 R square is 0.488, F is 2.33, at p = 0.003. This implies that the model is fit at 0.003. There is also a multiple correlation between the program rating and socio-economic characteristics of alumni, with about 49 percent off the variation in program rating explained by the socio-economic characteristics. Six variables out of 17 independent variables are significant. These are age of alumni in years (t =2.564, p =0 .011); Marital Status (t = 1.924, p =0 .056); University attended (t = -2.476, p =0.014); Year of graduation (t = 3.123, p = 0.002); Title of degree (t= 3.163, p = 0.002) and Areas of specialization (t = 1.943, p = 0.053). The study concludes that there is need to review the curricula and mechanisms for compliance with the Sasakawa methodology should be reinvigorated.
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