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NWOSU, OBASI TOBIAS PG/M. ED/07/43298
COMPETENCIES REQUIRED BY SECONDARY SCHOOL
GRADUATES ON SNAIL PRODUCTION IN IMO STATE
Education
A THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL TEACHER
EDUCATON (AGRICULTURAL EDUCATION), FACULTY OF EDUCATION,
UNIVERSITY OF NIGERIA, NSUKKA
Webmaster Digitally Signed by Webmaster’s Name
DN : CN = Webmaster’s name O= University of Nigeria, Nsukka
OU = Innovation Centre
2010
UNIVERSITY OF NIGERIA
COMPETENCIES REQUIRED BY SECONDARY SCHOOL
GRADUATES ON SNAIL PRODUCTION IN IMO STATE
BY
NWOSU, OBASI TOBIAS
PG/M. ED/07/43298
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
(AGRICULTURAL EDUCATION)
UNIVERSITY OF NIGERIA, NSUKKA
MAY, 2010.
COMPETENCIES REQUIRED BY SECONDARY SCHOOL
GRADUATES ON SNAIL PRODUCTION IN IMO STATE
BY
NWOSU, OBASI TOBIAS
PG/M. ED/07/43298
A PROJECT REPORT PRESENTED TO THE DEPARTMENT OF
VOCATIONAL TEACHER EDUCATION, UNIVERSITY
OF NIGERIA, NSUKKA, IN PARTIAL FULFILMENT
OF THE REQUIREMENTS FOR THE AWARD
OF MASTERS DEGREE IN AGRICULTURAL
EDUCATION
SUPERVISOR: DR. E.C. OSINEM
MAY, 2010
i
APPROVAL PAGE
This thesis has been approved for the Department of
Vocational Teacher Education, University of Nigeria, Nsukka.
By
………………………….. ……………………………
Dr. E.C. Osinem Prof. E.E. Agomuo
Supervisor Head of Department
………………………………. …………………………
External Examiner Internal Examiner
………………………..
Prof. S.A. Ezeudu
Dean of Faculty
ii
CERTIFICATION
Nwosu, Obasi Tobias, a post-graduate student in the
Department of Vocational Teacher Education with registration
number PG/M.Ed/07/43298 has satisfactorily completed the
requirements for course and research work for the degree of
Masters of Education in Agricultural Education.
The work embodied in this project is original and has not
been submitted in part or in full for any other degree of this or any
other university.
…………………………… ………………………..
Dr. E.C. Osinem Nwosu, O.T
Supervisor Student
iii
DEDICATION
This research work is dedicated to my children: John-Paul,
Michael and Abraham and all lovers of hardwork and truth.
iv
ACKNOWLEDGEMENTS
The researcher is very grateful to his supervisor Dr. E.C.
Osinem for his contributions and guidance throughout the course
of this study. The researcher is also grateful to his reader Dr. (Mrs)
J.A. Ukonze for her advice and suggestions during and after the
proposal defence and all the lecturers in the Department of
Vocational Teacher Education for their contributions towards the
successful completion of the research work. The researcher offers
special thanks to: Chief T.A. Ogini, Principal, St. Michaels
Secondary School, Orsu-Obodo in Oguta Local Government Area of
Imo State for his support and encouragement, Mrs Mabel Ofoha for
her support and encouragement and the typist Miss Ebere
Ugwuoke for her patience and understanding.
The researcher also appreciates the patience and support of
his family members throughout the course of this study. Lastly
and most importantly, the researcher is grateful to God Almighty
for his protection and guidance throughout the period of the
research work.
v
TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgements v
Table of contents vi
Abstract x
CHAPTER ONE: INTRODUCTION 1
Background of the study 1
Statement of the problem 8
Purpose of the study 10
Significance of the study 11
Research questions 13
Hypotheses 13
Scope of the study 15
CHAPTER TWO: REVIEW OF RELATED LITERATURE 16
Theoretical framework of the study 16
Secondary school agriculture and competency development 33
Snail production enterprise 33
i. Planning a snail production enterprise 35
ii. Housing of snail 40
vi
iii. Breeding of snail 44
iv. Feeding and rearing of snail 51
v. Snail health management 54
vi. Harvesting of snail 57
vii. Marketing of snail 58
Review of related empirical studies 61
Summary of literature review 65
CHAPTER THREE: RESEARCH METHODOLOGY 70
Design of study 70
Area of the study 71
Population for the study 71
Sample for the study 72
Instrument for data collection 73
Validation of the Instrument 74
Reliability of the instrument 74
Method of data collection 75
Procedure for data analysis 75
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 77
Research Question 1 77
Research Question 2 80
Research Question 3 84
vii
Research Question 4 87
Research Question 5 91
Research Question 6 95
Research Question 7 97
Findings of the Study 101
Discussion of the Findings 108
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 122
Restatement of the Problem 122
Purpose of the Study 123
Description of Procedure Used 124
Major Findings of the Study 125
Conclusion 125
Implications of the Study 126
Recommendations 127
Suggestions for further Research 128
References 29
viii
APPENDICES
A: Letter of Respondent 135
B: Questionnaire 136
C: Formula for Cronbach alpha or
Coefficient alpha (ą) used in
Calculating Reliability of the Instrument 143
D: Formular for T-Test Used in Testing
the Hypotheses 144
E: Map of Imo State of Nigeria showing Local Government Areas and the Headquarters 145
ix
Abstract
This study was designed to identify the competencies required by secondary school graduates on snail production in Imo State. The
specific purposes of the study were to: Identify the competencies required by secondary school graduates on planning a snail production enterprise; Identify the competencies required by secondary school graduates on housing of snail; Identify the competencies required by secondary school graduates on breeding of snail; feeding and rearing of snails to maturity; snail health
management; harvesting of snail; and on marketing of snail. Seven research questions were developed in consonance with the
purpose of the study and seven null hypotheses were also formulated and tested. Survey research design was adopted for the study and structured questionnaire was developed and face validated by three experts from the University of Nigeria, Nsukka
and used for data collection. The questionnaire was tested for reliability and a reliability coefficient of 0.87 was obtained for the instrument. The sample comprised of three hundred and fifty seven (357) respondents made up of one hundred and five (105) agricultural extension agents and two hundred and fifty two (252) secondary school agricultural science teachers in Imo State. The
data collected were analyzed using mean and standard deviation to
answer the research questions while t-test statistic was used for testing the null hypotheses at the probability of 0.05 level of significance. The findings from the study revealed that fifteen (15) competencies were identified as required on planning a snail production enterprise, fourteen (14) on housing of snail; fourteen
(14) on breeding of snail; sixteen (16) on feeding and rearing of snail; fifteen (15) on snail health management; six (6) on harvesting of snail; and ten (10) on marketing of snail. Based on the findings of the study, the researcher recommended that the competencies identified by the study should be incorporated into the programme of the skill acquisition centres so that it could be
used for retraining the secondary school graduates. The identified
competencies should also be used as training package for organizing training workshops for secondary school agricultural science teachers.
x
CHAPTER ONE
INTRODUCTION
Background of the Study
Good and qualitative education instills in people the
competencies required for diverse roles in society. Hornby (2001)
defined competency as the ability to do something well. BC
Assessment (2005) defined competency as knowledge, skill, ability
or behavioural characteristic that is associated with superior
performance. Olaitan and Ali (1997) described competency as
knowledge, skills, attitudes and judgement generally required for
the successful performance of a task. In the context of this study,
competency referred to knowledge and skill required for the
successful performance of a task. To be competent according to
Mitshele in Olaitan (2003) means the individual has acquired the
knowledge, skill, attitudes and judgement which are required in
order to perform successfully at a specified proficiency level in any
given work. In the opinion of Osinem and Nwoji (2005),
acquisition of appropriate competencies increase the productive
power of an individual; bridges the gap between school work and
actual practice and makes transition from school to world of work
easier. The authors further stated that competency development
could be accomplished through work experience or through
education in the school workshops and laboratories. Hornby
(2001), defined education as a process of teaching, training and
learning especially in schools or colleges to improve knowledge and
develop skills. Young people in the secondary school are taught
various subjects including agricultural science to enable them
acquire the competencies required for diverse roles in society.
Competency development in various aspects of agriculture such as
snail production are accomplished through agricultural education.
Osinem (2008) defined agricultural education as a process of
imparting knowledge, skills and attitudes in agriculture to the
learner at any level. The author further stated that agricultural
education provides learners with sound academic knowledge and
skills as well as ample opportunity to apply the knowledge through
classroom activities, laboratory experiments, project participation
and supervised agricultural experiences. In the view of Cooper
(1990) agricultural education covers teaching and programme
management in agriculture. In schools, agricultural education is
provided to the learner by the teachers of agriculture. Teachers of
agriculture are agricultural experts, well trained and experienced in
imparting agricultural knowledge and skills to the students.
Individual farmers who did not have the opportunity to acquire the
knowledge and skills in agriculture at school could receive
agricultural education through the agricultural extension agents.
Agricultural extension agents are trained and experienced in
animal and crop production. Extension agents provide services in
the form of advice and assistance to farmers to help them improve
their methods of production, processing and marketing activities.
Extension agents teach farmers how to apply acquired practical
skills. Extension agents form a link between farmers and research
centers by making research results available to the farmers and
present farmers’ operational problems to researchers in
laboratories for solution. Extension agents bring farmers closer to
the government by making available to them government
agricultural programmes that can improve their status.
The objectives of agricultural education at the secondary
education level according to the National Curriculum for Senior
Secondary Schools (FME) in Osinem (2008) are as follows:
i. To stimulate and sustain students interest in agriculture
ii. To enable students acquire basic knowledge and practical
skills in agriculture
iii. To prepare students for further studies in agriculture and
iv. To prepare students for occupations in agriculture.
Based on the above stated objectives of agricultural education
at the secondary education level, agricultural education students
were expected to acquire certain competencies for living in
agriculture before passing out of secondary school. This is
because the curriculum emphasized acquisition of basic knowledge
and skills in all occupational areas of agriculture. Besides the
series of activities suggested in the curriculum were designed to
ensure the development of psychomotor skills in agriculture. For
instance, the programme recommended that:
a. each student be guaranteed adequate equipment, farm space,
farm structure and farm inputs.
b. each school should keep at least two species of farm animals.
Experience however, has shown that secondary school
graduates successfully pass through the curriculum without
acquiring the appropriate skills. Olaitan (1996) linked the inability
of the secondary school graduates to acquire the appropriate skills
in school to the nature of the secondary school curriculum.
According to the author, the curriculum is broad and academic in
nature and does not specify the skills to be learned.
In the opinion of Osinem (2008) the method of implementing
the curriculum is another source of the problem. The author
stated that students are exposed to examination syllabus and not
to the curriculum syllabus as designed by the curriculum planners.
The author further stated that the West African Examination
Council (WAEC) which is responsible for the assessment of senior
secondary school students at the end of the sixth year does not use
the curriculum syllabus as a base for the assessment of the
students. Instead it develops what is called examination syllabus
upon which the students assessment is based. The author
maintained that though theory and practical examinations are
conducted by WAEC, the assessment is not based on the laboratory
experiment and practical field activities of the students.
Uko (2003) stated that the poor competency development
among the secondary school agricultural students is due to
inadequate teachers, facilities and equipment for the
implementation of the agricultural programme and inadequate
exposure of students to practical lessons especially in the animal
science sector of agricultural science. The author further stated
that secondary school graduates do not acquire saleable skills
because teachers do not teach the basic skills to the students.
Secondary school graduates according to the National Policy
on Education (NPE, 2004) refer to people who have successfully
completed six years of secondary education. In the context of this
study, secondary school graduates refer to people who have
successfully completed six years of secondary education but have
not been employed by any employer of labour or admitted into any
institution of higher education for further studies. Majority of
these people are found roaming the streets and often get involved in
anti-social behaviours such as gambling, stealing and prostitution
to earn a living. These means of earning a living affect the
secondary school graduates and the people of Imo State adversely.
It is against this background that the government of Imo State
embarked on the establishment of skill acquisition center to retrain
the secondary school graduates. The training programme of the
skill acquisition centers was expected to cover many occupational
areas. Undoubtedly, the training programme of the skill
acquisition centres is devoid of competencies required for success
in snail production.
Snails are invertebrate animals which belong to the group
known as mollusca. Owolabi (2007) described snails as small
animals that have soft bodies covered with hard calcareous shell.
Snails are eaten as food in many parts of the world including Imo
State of Nigeria. Snail meat is high in protein and iron. Cobbinah
(1993) stated that snail meat contains almost all the amino acids
required by humans. Owolabi (2007) reported that snail meat is
higher in protein (37-51%) compared to that of guinea pig (20.3%)
poultry (18.3%) fish (18%) cattle (17.5%) sheep (16.4%) and swine
(14.5%). Snail has medicinal values. Ogbeide in Eluagu and
Okereke (2008) reported that snail meat is good for infant
development and could be used to treat people that has anaemia,
high blood pressure, tuberculosis, ulcer, asthma, diabetes and
kidney diseases. The authors further stated that the extracts from
snail meat (orthocalcium phosphate) is useful in the improvement
of constipation and haemorrhoids, prevention of influenza and
restoration of vitality. Olive (2006) stated that snails are excellent
antidote for vascular diseases such as heart attacks, cardiac arrest,
hypertension and stroke due to the high calcium content. The
author further stated that a mixture of snail blood (fluid) and palm
kernel oil in equal parts when rubbed on the body reduces the
severity of stroke and severe headache. Continuing, the author
maintained that snail is good for treating people with stomach
disorder, accelerating the movement of foetus and delivery in
women.
Snail is traditionally a major ingredient in the diet of the
people of Imo State. Snails are eaten in large numbers in Imo
State. Most snails consumed in Imo State are supplied by farmers
who simply gather the snails from the forest where the snails
naturally live. Continuous degradation of the forest and bush
burning have damaged the snail habitat and made it difficult for
people to find snails as they used to. There is need, therefore, for
snail production to ensure adequate supply of snail to the people of
Imo State.
Hornby (2001) defined production as the process of growing
or making food, goods or materials. Olaitan and Austin (2006)
described production as the process of changing or transforming
inputs into output. Wikipedia (2009) also described production as
the economic process of converting inputs into output. In the
opinion of Ayobi (2007) snail production involves gathering snails
from the wild or buying snails from the market, keeping the snails
in an appropriate environment and feeding the snails so that it can
multiply.
Snail production has many advantages compared to other
livestock production enterprise. In the opinion of the Thy
Consulting (2007) snail production does not require large area of
land before embarking on it. The author further stated that snail
production is not capital intensive. Snail feed is cheap and locally
sourced thus the running cost is low. Ayobi (2007) described snail
production as a cost effective and profitable farming activity that
does not demand a lot of start-up money and space and farmers
can reach maximum production level with a minimum cost. This
implies that secondary school graduates, if trained and made to
acquire the competencies required for success in snail production
would easily become self employed. This would reduce
unemployment and crime among the school leavers as well as
alleviate poverty in the state. Besides, they would contribute
positively towards increasing snail supply in the state.
Statement of the Problem
Secondary school graduate unemployment is on the increase
in Imo State. Thousands of unskilled secondary school graduates
are produced every year from the state school system. Employers
of labour are handicapped in providing employment to the
secondary school graduates due to lack of employable skills. The
secondary school graduates also cannot be self employed because
they lack the necessary competencies. The resultant effects are
that the secondary school graduates are found roaming the streets
and often get involved in such anti-social behaviour as gambling,
stealing and prostitution to earn a living. These means of earning a
living affect the people of Imo State adversely. To reduce
unemployment and crime among the school leavers, the
government of Imo State established a skill acquisition center to
help in retraining the secondary school graduates. The skill
acquisition center was expected to provide skill in different
occupational areas. Experience, however, has shown that the
training programme of the skill acquisition center is devoid of
competencies in some occupational areas such as snail production.
Snail is traditionally a major ingredient in the diet of the
people of Imo State and snails are consumed in large numbers. In
recent times in Imo State, snail population has declined
considerably due to the impact of human activities such as
deforestation, bush burning, pesticide use and collection of snails
before they have reached maturity. These have made it difficult for
people to find snails as they used to thus the demand for snail
exceeds the supply in the state. To ensure steady and regular
supply of snail to the people of Imo State, snail production is
necessary. Snails are very prolific animals and snail production is
not expensive. Ayobi (2007) stated that snail production does not
demand a lot of start-up money and space. Thy consulting (2007)
reported that the running cost is low as snail feed is cheap and
locally sourced. This implies that farmers can reach maximum
production level with a minimum cost. However, for success in
snail production, certain competencies are required such as
competencies in planning, housing of snail, breeding of snail,
feeding and rearing of snail, snail health management, harvesting
of snail and marketing of snail. If the secondary school graduates
are trained and made to acquire these competencies in snail
production, they would contribute positively towards increasing
snail supply in the state. In addition, they would become self
reliant which would reduce unemployment and crime among the
school leavers. It is against this background that this study was
designed to identify the competencies required by secondary school
graduates on snail production in Imo State.
Purpose of the Study
The general purpose of this study was to identify the
competencies required by secondary school graduates on snail
production in Imo State. Specifically, the study sought to:
1. Identify the competencies required by secondary school
graduates on planning a snail production enterprise.
2. Identify the competencies required by secondary school
graduates on housing of snail.
3. Identify the competencies required by secondary school
graduates on breeding of snail
4. Identify the competencies required by secondary school
graduates on feeding and rearing of snails to maturity.
5. Identify the competencies required by secondary school
graduates on snail health management.
6. Identify the competencies required by secondary school
graduates on harvesting of snail
7. Identify the competencies required by secondary school
graduates on marketing of snail.
Significance of the Study
The findings of this study could be beneficial to different
groups of people such as the curriculum planners; the agricultural
science teacher; the students; the government; the larger society;
the future researcher and the skill acquisition centers.
The findings of the study could provide information to the
curriculum planners on the competencies available on snail
production so that they could include them in the secondary school
agricultural science curriculum for effective teaching and learning
in the state.
The findings of the study could provide agricultural science
teachers with the necessary competencies on snail production that
would enable the teachers to understand the competency areas to
lay emphasis on when teaching the students.
The students could benefit from the findings of the study
through the teacher who would teach them the necessary
competencies required for snail production. This could empower
the students to embark on snail production which would increase
their income and living standard as well as reduce unemployment
and crime among the school leavers.
The findings of the study could guide the skill acquisition
centers in providing occupational information and skills to
prospective snail farmers. The findings of the study could serve as
a base for future researchers on snail production.
The findings of the study could be of benefit to the
government and larger society when implemented. This is because
when students internalize the competencies and become self
employed on graduation from school, this would help to reduce the
percentage of the unemployed, alleviate poverty and improve the
economy of the state.
Research Questions
The following research questions guided this research work:
1. What competencies were required by the secondary school
graduates in planning a snail production enterprise?
2. What competencies were required by the secondary school
graduates in housing of snails?
3. What competencies were required by the secondary school
graduates in breeding of snails?
4. What competencies were required by the secondary school
graduates in feeding and rearing of snails to maturity?
5. What competencies were required by the secondary school
graduates in snail health management?
6. What competencies were required by the secondary school
graduates in harvesting of snail?
7. What competencies were required by the secondary school
graduates in marketing of snails?
Hypotheses
The following null hypotheses were formulated and were
tested at 0.05 level of significance.
H01: There was no significant difference between the mean ratings
of secondary school agricultural science teacher and
agricultural extension agents on competencies required by
secondary school graduates in planning a snail production
enterprise.
H02: There was no significant difference between the mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates in housing of snail.
H03: There was no significant difference between the mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates in breeding of snail.
H04: There was no significant difference between the mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on the competencies required
by secondary school graduates in feeding and rearing of snail.
H05: There was no significant difference between the mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on the competencies required
by secondary school graduates in snail health management.
H06: There was no significant difference between the mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates in harvesting of snails.
H07: There was no significant difference between the mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates in marketing of snails.
Scope of the Study
This study was restricted to Imo State of Nigeria. The study
focused principally on the competencies required by secondary
school graduates for success in snail production. The areas
covered by the study include: Planning a snail production
enterprise; housing of snails; breeding of snails; feeding and
rearing of snails; snail health management; harvesting of snails
and marketing of snails.
The respondents for the study was restricted to secondary
school agricultural science teachers and agricultural extension
agents in Imo State.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter is concerned with the review of all literatures
pertinent to the research work. The related literature was reviewed
under the following headings:
1. Theoretical framework of the study
2. Secondary school agriculture and competency development
3. Snail production enterprise:
i. Planning a snail production enterprise
ii. Housing of snail
iii. Breeding of snail
iv. Feeding and rearing of snail
v. Snail health management
vi. Harvesting of snail
vii. Marketing of snail
4. Review of related empirical studies
5. Summary of literature review
Theoretical Framework of the Study
Theories are very important tools in research. Hornby (2001)
defined theory as a set of ideas that is intended to explain why
something happens or exists. Nworgu (2006) defined theory as a
set of prepositions that can account for or explain certain
phenomena or event. In the opinion of Ezeji (2001) a theory
provides needed data about a given subject matter and instructions
about the method of relating one part of the data to another.
Theoretical framework according to Obasi (1999) is a device for
adopting or applying the assumptions, postulations and principles
of a theory in the description and analysis of a research problem.
The theoretical framework of this study is based on the production
theory.
Production theory in the opinion of Oji (2002) is concerned
with the principles to be applied in making production decisions.
These include decisions on acquisition of resources, management
of resources and distribution of products of the productive activity.
Jhingan (2003) described production theory as consisting of an
analysis of how the producer combines various inputs to produce a
stipulated output. Anyanwuocha (2000) described inputs as
resources used for production and output as the commodity
produced from the inputs. Wikipedia (2007) referred to the inputs
or resources used in the production process as the factors of
production. Olaitan and Austin (2006) recognized four factors of
production. These include land, labour, capital and management
(entrepreneur).
Land as a factor of production includes all the resources
provided by nature (Akinsanmi, 1999). In the view of Wikipedia
(2009) land is defined as everything in the universe that is not
created by human beings. It includes more than mere surface of
the earth. Air, sunlight, forests, earth, water and minerals are all
classified as land. In the opinion of Olaitan and Austin (2006)
land comprises of soil, vegetation, water and organic matter. Land
in the context of this study, comprises of soil, vegetation, water, air
and sunlight. Land is required for effective snail production. It
provides feed and habitat for snail. Cobbinah (1993) reported that
the shell of a snail is made up of calcium, most of which is derived
from the soil. The author further stated that snails derive most of
their water requirements from the soil and lay their eggs in the soil.
To make the gifts of nature satisfy our needs and desires, human
beings must do something with the natural resources. Wikipedia
(2009) described everything that people do to convert natural
opportunities into human satisfactions as labour.
Labour as a factor of production refers to human efforts used
in production which includes technical and marketing expertise
(Wikipedia, 2009). Awoke, Ohuche, Agudozie, Mackins and Oruta
(2000) described labour as human efforts that are directed towards
the production of goods and services. It includes the physical and
mental contribution of an employee to the production of goods. In
the context of this study, labour refer to all human efforts provided
for the production of goods and services. Labour provides the
necessary manpower or personnel required for the production of
goods and services. Land would be idle without the human effort
provided by labour. Labour may be skilled or unskilled.
Anyanwuocha (2000) described skilled labour as labour that has
undergone a relatively long and specialized training. The author
described unskilled labour as labour that has undergone little or no
training. The author further stated that education and training
increase the skill of the worker and enable the labourer to perform
his/her job better. The higher the standard of education and
training, the greater will be the efficiency and productivity of
labour.
The efficiency of labour refers to the extent or degree to which
labour can be combined with other factors of production in the
most productive way. Labour is efficient if it is capable of achieving
a greater output within a given time without any fall in the quality
of work or of the product. The efficiency of labour relates to its
quality and skill.
In snail production, skilled labour is scarce thus production
is low. This is because most farmers are unwilling and unable to
spend time and money to be trained on snail production. To
increase productivity, skilled labour is necessary because with
skilled labour capital and other factors of production are effectively
combined to maximize profit. Wikipedia (2007) described
capital as human-made goods or means of production used in the
production of other goods. Stanlake and Grant (1999) defined
capital as man-made resources used for further production.
Rutherford (1992) described capital as sum of money invested in a
business enterprise. Anyanwuocha (2000) stated that capital
facilitates the production of goods and services, increase the
quantity of work that can be done per man/per hour; and make for
the smooth running of the business enterprise. Olaitan and
Austin (2006) classified capital into two namely fixed capital and
circulating capital. Fixed capital consists of the durable investment
which require renewal only at fairly long interval while circulating
capital consists of capital goods which either change their form or
are used up in the process of production. Capital is useless without
the application of human effort. Any capital investment must be
properly managed by the entrepreneur to maximize profit.
Obhakhan (2005) defined an entrepreneur as a person who
organizes, operates and assumes the risk for a business venture.
The author further stated that entrepreneurs are people who have
the ability: to see and evaluate business opportunities; to gather
the necessary resources; to take advantage of them and to initiate
appropriate action to ensure success. Cooper (1990) defined an
entrepreneur as a person who organizes a business, trade or
improves an idea. The author further stated that the entrepreneur
visualizes the venture strategy and is willing to take the risk to get
the venture off the ground. In the opinion of Stanlake and Grant
(1999) the entrepreneur is a risk bearer and decision maker.
Obhakhan (2005) summarized the activities of an entrepreneur as
follows.
a. Identification of investment opportunities
b. Decision making regarding the investment opportunity to
pursue
c. Establishment and promotion of the business entity
d. The organization of the scarce human and other resources
needed for the attainment of organizational objectives.
In the context of this study, an entrepreneur is someone who
perceived business opportunity, direct his scarce resources and
bear all the risks involved to use them profitably. The
entrepreneur takes decision on what to produce; how to produce
(method), where to produce (location of enterprise) and how to
organize the other factors of production. Decision, on the ratio of
labour over capital need to be taken. Neither too much labour per
unit of capital nor too much of capital per unit of labour makes for
efficiency. Success in any production enterprise including snail
production depends on how the producer (entrepreneur) combines
all the necessary inputs or factors of production. The
entrepreneur therefore must be skilled enough to effectively
combine the other factors of production in order to maximize profit
in the production process. Secondary school graduate as
entrepreneurs therefore require good knowledge of the production
theory to be successful in snail production.
Secondary School Agriculture and Competency Development
Competency is required for the successful performance of any
task. Olaitan and Ali (1997) described competency as knowledge,
skills, attitudes and judgement generally required for the
successful performance of a task. Competency development
according to Osinem and Nwoji (2005) could be accomplished
through work experience or through education in the school
workshops and laboratories. At the secondary education level,
young people are taught various subjects including agricultural
science to enable them acquire the competencies required for
diverse roles in society. Competency development in agriculture is
accomplished through agricultural education.
In the opinion of Cooper (1990) agricultural education covers
teaching and programme management in agriculture. The
objectives of agricultural education at the secondary education level
according to the National Curriculum for Senior Secondary School
(FME) in Osinem (2008), include;
i. To stimulate and sustain student interest in agriculture
ii. To enable students acquire basic knowledge and practical
skills in agriculture
iii. To prepare students for further studies in agriculture
iv. To prepare students for occupations in agriculture.
Based on the above listed objectives of agricultural education,
secondary school graduates were expected to acquire certain
competencies for living in agriculture before leaving school. This is
because the curriculum emphasized learning by doing and series of
activities suggested in the curriculum were designed to ensure the
development of psychomotor skills in agriculture by the students.
Experience, however, has shown that students at the secondary
education level successfully pass through the curriculum without
acquiring the competencies required for farming occupations.
Uko (2003) linked the poor competency development among
the secondary school agriculture students to inadequate teachers,
facilities and equipment for the implementation of the agricultural
programme and inadequate exposure of students to practical
lessons especially in the animals science sector. The author
further stated that teachers do not teach basic skills in agriculture
to the students. This implies that the agricultural science teachers
concentrate their teaching only to stimulate and sustain the
students interest in agriculture and to prepare the students for
further studies in agriculture without enabling the students to
acquire basic knowledge and practical skills in agriculture and
preparing the students for occupations in agriculture.
Olaitan (1996) attributed the poor competency development
among the secondary school students to the nature of the
secondary education curriculum. According to the author, the
curriculum is broad and theoretical in nature. It does not specify
the skills to be learned. Secondary education curriculum need to
be reformed to include all the competencies required by the
students for agricultural occupations including those of mini-
livestock production such as snail production. Based on these
facts, it is necessary, therefore, to identify and develop the needed
competencies in agricultural occupations.
Different approaches such as job analysis approach, task
analysis approach, modular approach and competency based
approach among others could be used in developing competencies
in students.
Job Analysis Approach
A job is a position or a total array of responsibilities (Olaitan,
Nwachukwu, Igbo, Onyemachi and Ekong, 1999). The basic unit of
a job is the performance of specific tasks and duties. Job analysis
is a process to identify and determine in detail the particular job
duties and requirements, and the relative importance of these
duties for a given job (Wikipedia, 2007). The author further stated
that job analysis is a process where judgements are made about
data collected on a job. Job analysis data may be collected from
incumbents through interviews or questionnaires. The product of
the analysis is a description or specifications of the job, not a
description of the person. Osuala (1999) stated that job analysis
involves detailed listing of duties, operations and skills necessary to
perform a clearly defined job. The author further stated that such
operations and skills are organized into a logical sequence which
may be used for teaching, employment or classification purposes.
In the context of this study, job analysis involves detailed
listing of tasks and skills involved in planning a snail enterprise,
housing of snail, breeding of snail, feeding and rearing of snail,
snail health management, harvesting and marketing of snails
required by secondary school graduates for success in snail
production. The general purpose of job analysis is to document
the requirements of a job and the work performed. The main
purpose of conducting job analysis is to prepare job description
and job specification that can be use to hire the right quality of
workforce into the organization. Job analysis has many uses. Job
analysis could be used to determine the physical requirements of a
job to determine whether an individual is capable of performing the
job. It could also be used to establish and document the job
relatedness of employment procedures such as training, selection,
compensation and performance appraisal. Job analysis can be
used in training/ needs assessment to identify or develop: training
content; assessment tests to measure effectiveness of training;
equipment to be used in delivering the training; methods of training
(ie small group, computer based, video classroom). Job analysis
can be used in compensations to identify or determine skill levels,
work environment, responsibilities and required level of education.
Job analysis could also be used in selection procedures and
performance review.
Olaitan et al (1999) enumerated the steps in job analysis as
follows:
1. Identify criteria of success on the job
2. Identify the traits that will predict the criteria for success
3. Identify what a worker does.
Olaitan and Ali (1997) and Olaitan et al (1999) listed the
strengths of job analysis as follows:
a. It establishes a priority for selection and placement on the job
b. It estimates criteria of job success
c. It estimates traits which differentiates success on one job
from the success on another.
d. It furnishes preliminary estimation of the traits which may be
evaluated in selecting persons for the job.
Weakness of job analysis include:
a. There may be difficulty in identifying specific character traits
for workers.
b. Workers may not be appropriately placed because of
difficulties in identifying appropriate character traits for
workers.
c. What a worker does on the job may be studied instead of
what gets done on the job.
d. Job analysis is too general to provide insight on what should
be taught to prepare a student for a job
e. It does not permit learning from one operation to another.
Task Analysis Approach
The term task is often used interchangeably with activity or
process. Olaitan et al (1999) defined task as a discrete learning
item having definite starting and stopping point, which can be
performed and/or learned with a relatively short period of time.
Mager in Olaitan (2003) explained task as logically related set of
actions required for the completion of a job.
Wikipedia (2007) defined task analysis as the analysis of how
a task is accomplished including a detailed description of both
manual and mental activities, task durations, task frequency, task
allocation, environmental conditions and other factors required or
to perform a given task. Task analysis breaks down a complex
task into its components. Task analysis may be of manual tasks or
cognitive tasks. Task analysis according to Olaitan et al (1999)
involves identification of classes of learning behaviours expected to
be performed by an individual. It involves developing a list of tasks
that are usually performed by practitioners in an occupation to
accomplish a job, validating the task list and using the list in the
development of a course of study. Information from task analysis
can be used for many purposes such as personnel selection and
training, tool or equipment design and procedure design. Task
analysis is used in education. It could be applied to classroom task
to discover which curriculum components are well matched to the
capabilities of students. It discovers which tasks a person has not
mastered.
In the content of this study, task analysis would be useful in
identifying the activities involved in planning, housing, breeding,
feeding, rearing, harvesting health management and marketing of
snails which are required by secondary school graduates.
Matteson in Olaitan (2003) stated the steps involved in
developing a task as follows:
i. Break an occupation into various tasks
ii. Break the task into specific learning activities
iii. Validate the activities through review of job functions to be
performed.
iv. Identify materials and methods for performing each activity
v. Implement the activities
Olaitan et al (1999) enumerated the strengths and
weaknesses of task analysis as follows:
Strengths of task analysis
i. It provides basis for collecting interrelated information about
work in order to allocate priorities
ii. It helps to make decision about structuring a learning
environment
iii. It makes content selection process in any work valid
iv. It helps in specifying instructional objectives
v. It is useful in the designing of instructional activities
vi. It helps in the determining of teaching strategy
vii. It is useful in evaluating performance
viii. It provides a smooth transition from school to work without
any need for retraining
ix. It provides occupational details to the students for the jobs he
will face in real work situations.
Weaknesses of task analysis
a. It limits the application of skills to specific jobs
b. It does not prepare the students for changes in the
occupation
c. It leaves out the transfer of skills to other situations to chance
depending on intelligence and personal initiations of the
students.
d. It does not necessarily include why a task has to be
undertaken.
e. It stresses knowledge and skills without the dimensions of
attitudes and judgement.
The Modular Approach
A module is a unit of standard of measurement (Olaitan and
Ali 1997). It is a segment of an instructional programme. With the
modular approach, the total curriculum of a particular field is
divided into units referred to as modules. These modules are of
equal lengths that will take approximately specified hours of
instructional time to achieve with the average group of students. In
a modular design, the students and their occupational goals form
the basis for programme planning. Modular approach is very good
for designing short training programmes for farmers.
Competency Based Approach
Competency as earlier cited is defined as knowledge, skill,
ability or behavioural characteristics that is associated with
superior performance. To be competent, according to Mitshele in
Olaitan (2003), means the individual has acquired the knowledge,
skills, attitude and judgement which are required in order to
perform successfully at a specified proficiency level in any given
work. Olaitan et al (1999) described competency based approach
as a process of designing and delivering strategies which help an
individual to acquire knowledge, skills and attitudes needed for
success in an occupation. The authors stressed that for
knowledge, skills and attitude to be improved, they should be
arranged in hierarchy of difficulty.
Ezeani in Olaitan (2003) enumerated the steps involved in
competency-based approach as follows:
a. Identification of all tasks to be learnt.
b. Identification of the competencies required in order to carry
out a particular function effectively and using the identified
competencies as a base for teaching and learning.
c. Arrangement of tasks or jobs in appropriate courses
d. Organisation of knowledge and skill for each task or job into a
hierarchy
e. Determination of what one needs to know for mastery of each
knowledge or skill.
Competency-based approach has some strengths over other
approaches. In the opinion of Olaitan et al (1999) the strengths
include the following:
i. It helps educators in providing appropriate vocational
education
ii. It helps teachers to make decision relative to what to teach,
when to teach and how much time to spend on it.
iii. It facilitates the imparting of skill from instructors to learners.
iv. It helps teachers to organize knowledge and skill for each task
into a hierarchy
Constraints to the Use of Competency-Based Approach
a. The task must be sequentially arranged for success to be
achieved.
b. It is characterized by rigorous reliance on the objectives and
many minute details about a task are regarded as essential.
c. It is time consuming.
Among the approaches reviewed in this study, competency
based approach would be used to guide this study on competencies
required by secondary school graduates on snail production in Imo
State. This is because competency based approach involves: The
identification of all task to be learned; the arrangement of tasks in
appropriate courses; the identification of the competencies required
to carry out a particular function; the organisation of knowledge
and skill for each task into a hierarchy; and the determination of
what one needs to know for mastery of each knowledge or skill.
Snail Production Enterprise
Snails are invertebrate animals which belong to the group
known as Mollusca. Owolabi (2007) described snails as small
animals that have soft bodies covered with hard calcareous shells.
Snails are found in nearly all parts of the world. Cobbinah (1993)
stated that snails are found in Europe, South East Asia, America,
East Africa and West Africa. In West Africa, snails are found
mainly in the high forest belt of countries such as Ghana, Benin,
Cote D’voire and Nigeria. In Nigeria, snails are found mainly in the
rainforest zone of many states including Imo State. Snails are
found in many areas in Imo State.
In recent times however, snail population has declined
considerably due to the impact of human activities such as
deforestation, bush burning, pesticide use and collection of snails
before they have reached maturity. This has made it difficult for
people to find snails as they used to. To ensure steady and regular
supply of snail to the people, snail production is necessary.
Owolabi (2007) described snail production as conscious efforts
made by man to farm or raise snails. Ayobi (2007) stated that snail
production involves gathering snails from the wild or buying snails
from the market, keeping the snails in an appropriate environment
and feeding the snails so that it can multiply. The author further
stated that snail production is a cost effective and profitable
farming activity which does not demand a lot of start-up money,
space or time. Thy consulting (2007) reported that the running
coat for snail production is low. This is because snail feed is cheap
and locally sourced.
Snail production enterprise, however, like any other
enterprise or business undertaking involves risks. There are
chances of success as well as of failure. For success in snail
production certain competencies are required. Competencies
required include competencies in such areas as:
a. Planning a snail production enterprise
b. Housing of snail
c. Breeding of snail
d. Feeding and rearing of snail
e. Snail health management
f. Harvesting of snail
g. Marketing of snail.
Planning a Snail Production Enterprise
An enterprise is an undertaking. It involves capital
investments and risks and there are chances of success as well as
of failure. Therefore, in starting an enterprise such as snail
production enterprise planning is very necessary for success to be
achieved. Igbinosa (2002) described planning as deciding in
advance what to do, how to do it, when to do it and who is to do it.
The author further stated that planning involves the delineation or
establishment of objectives and the formulation, evaluation and
selection of policies, strategies, tactics and actions required to
achieve the objectives of an enterprise. The author maintained that
the essence of planning is to see opportunities and threats in the
future and to exploit or combat them by decisions taken in the
present. Continuing, the author stated that planning helps to
focus attention on objectives, facilitate control and provide guide to
decision making.
In the opinion of Obhakhan (2005) planning helps the
entrepreneur to examine the proposed business enterprise in detail
on a step by step bases from the time the entrepreneur decides to
go into the business through when the entrepreneur actually
engages in the business. In the view of Olaitan (2008) planning is
concerned with the identification of various resources and activities
involved in carrying out a project with an appropriate budget and
time schedule. The author enumerated planning activities as
follows:
a. Stating the objectives of the project
b. Determining the site of the project
c. Identifying material resources necessary for the project
d. Identifying sources of financing the project
e. Identifying the labour requirements
f. Budgeting for the project
g. Keeping records
This implies that an individual intending to enter into snail
production should carry out the above stated activities to ensure
success.
Housing of Snail
Good housing is very important for success in snail
production. Before constructing a snail house appropriate site
must be selected. Many factors are taken into consideration in
choosing an appropriate site. Cobbinah (1993) stated the main
factors to be considered are as follows: soil characteristics,
microclimate (temperature and humidity) and wind.
Soil Characteristics: Soil is the thin layer of the earth’s surface
that is loose in nature and serves as the medium for plant and
animal growth and development (Olaitan and Austin, 2006). Based
on the soil texture, there are three types of soil. These are sandy
soil, clay soil and loamy soil. In the opinion of Iwena (2008)
soil is regarded as sandy soil if the proportion of sand particles in
the soil sample is very high. Sandy soil is coarse grained and
gritty. It is loose with large pore spaces. It absorbs and looses
water easily. It is well aerated with low water holding capacity.
Sandy soil heats up easily during the day and cools down quickly
during the night. Similarly, soil is said to be clayey if the
proportion of clay in the sample of the soil is very high. Clay
particles are fine, powdery and smooth when dry. The particles are
sticky and plastic when wet. Clay soil is poorly aerated with high
water holding capacity. The author described loamy soil as soil
that contains an even mixture of sand and clay particles with high
proportion of organic matter. The author further stated that loamy
soil has moderate sized pore spaces and contains a lot of organic
matter (humus). It is non powdery and non sticky in texture.
Soil is major part of snail’s habitat. Cobbinah (1993) stated
that soil composition, water content and texture are important
factors to consider in site selection. This is because the shell of a
snail is made up of calcium, most of which is derived from the soil.
Snails too derive most of their water requirements from the soil and
dig in the soil to lay their eggs and to rest during the dry season.
Thompson and Cheney (2008) reported that good soil favours
snail growth and provides some of their nutrition. In the opinion of
the authors, a mixture of peat, clay, compost, calcium
trioxocarbonate iv (caco3) at pH 7 makes a very good soil. Soil that
are richest in exchangeable calcium and magnesium stimulate
growth best. Lack of access to good soil may cause fragile shells
even when the snails have well balanced feed and the snail growth
may lag far behind the growth of other snails on good soil. Olaniya
(2004) recommended the use of soil that has neither a lot of sand
nor too much of clay for snail production. The author further
stated that soil which contains twenty to forty percent (20-40%) of
organic matter and has soil moisture content of eighty percent
(80%) and a pH of about seven (7) is good for snail production. The
soil should be similar to that of a garden in which green leafy
vegetables thrive. Heavy clayey soil that becomes water-logged in
the rainy season and compacts during the dry season is not
desirable. Similarly, sandy soil with low water holding capacity is
unsuitable and acidic soil should be avoided.
Temperature and Humidity
Snails are cold blooded animals and are very sensitive to
changes in atmospheric temperature and humidity. Cobbinah
(1993) stated that snail thrive best in areas which have moderate
temperatures and high humidity. Thompson and Cheney (2008)
stated that a mild climate with 75% to 95% humidity is best for
snail production. When the humidity falls below 75% some snail
species like Achatina become inactive and go into dormancy.
Nwaigwe (1999) observed that when unfavourable environmental
conditions set in such as lack of water and feed, snails go into a
period of rest. According to the author, this is achieved by
secreting a calcium phosphate based secretion known as
epiphragm on each of the snail’s surface after retracting back into
the shell. Nwaigwe further stated that prior to this period of
hibernation, each snail ingests as much feed materials as it can
and then ceases to feed; and burrows into the soil under leaves or
other debris around and stays for several months until a favourable
condition prevails.
In the opinion of Ayobi (2007) snails do well in cool and moist
environment. The author stated that snails do very well when the
average temperature is about 250c and where the rainfall ranges
between seventy to ninety (70 – 90cm) centimeters per year and the
humidity is high. Olaniya (2004) reported that air humidity over
80% will promote good snail activity and growth.
Wind: Wind is air in motion and has both direction and speed
(Areola, Ahmed, Irughe, Adeleke and Leong, 1999). In the view of
Thompson and Cheney (2008) wind is bad for snails because it
speeds up moisture loss, and snails must retain moisture to
survive. To prevent snails from drying up Cobbinah (1993) stated
that snail houses should be situated in site that are protected from
the wind. The author further stated that sites where there is good
enough tree cover to reduce the impact of the wind are usually the
most suitable.
Snail House: There are different types of snail house. These
include hutch box, trench pen, mini-paddock pen, moveable pen
and free-range pen. The type of house constructed for snail
production depends on the scale of the farming enterprise, the snail
stage of development and the snail habits. Cobbinah (1993) stated
that the most important features of a good snail house are that it is
escape proof, keeps predators out and allows easy access to care
for the snails. Thompson and Cheney (2008) reported that
enclosures for snails are usually long and thin instead of square.
This allows the snail farmer to walk around and reach the whole
pen without harming the snails. The enclosure may be a trough
with sides made of wood, block, fibre cement sheets or galvanized
sheet steel.
Hutch Boxes: These pens are square or rectangular, single or
multi-chamber wooden boxes with lids. Cobbinah (1993) stated
that the boxes are placed on wooden stilts above the ground. In
the middle of the lid is an opening covered with wire netting or
nylon mesh. In the floor of the box are a few holes through which
excess water can drain out. The author listed the building
materials needed for hutch box construction as follows:
1. Timber (hard wood) 5 x 7 x 488cm
2. Wooden board 2.5 x 30 x 366cm
3. Nylon mesh
4. Wire net
5. Nails (2.5cm and 7.5cm)
6. 8cm Hinges
7. Labour (carpenter)
Steps involved in constructing a hutch box according to
Cobbinah are as follows
1. Build a box 60cm long, 60cm wide and 30cm high. The
bottom of the box should be perforated.
2. Construct a frame cover for the box
3. Cover the box lid with wire netting
4. Attach the lid to the box using hinges
5. Make timber stilt for the box
Hutch boxes are ideal as hatchery and nursery pens as the
eggs and young snails can be easily located and observed.
Trench Pens: Trench pen is rectangular in shape. It can be
used as hatchery and nursery pen. Materials required for
constructing a trench pen according to Cobbinah (1993) include
sand crete blocks, cement, Nylon mesh, 2.5 x 5 x 366cm timber,
5cm nails, labour (mason and carpenter) and leaves.
Ayobi (2007) enumerated the steps involved in trench pen
construction as follows:
1. Construct a pen which is two meters long, one meter deep
and one meter wide.
2. Plaster the walls of the pen with cement.
3. Lay two layers of block at the bottom of the pen
4. Fill the pen with a little more than one half meter of good top
soil that can conserve moisture
5. Add about five centimeters of dry leaves such as cocoa leaves,
plantain or banana leaves or any other leaves which do not
rot easily and will retain moisture on top of the soil, leaving
the remaining fifteen centimeter space as feeding space for
the snail.
6. Cover the pens with nylon mesh nailed to wooden frames.
The mesh stops the snails from leaving the pen and prevent
houseflies and other predators from entering the pen.
7. Build a wooden shed to shade the entire pen. The shed
should be two meters tall so that you can walk under the roof
easily. It should be roofed with thatch or palm fronds. A
thatched roof will keep the pen cool and safe from direct
sunlight. Iron sheets should not be used since they generate
heat and kill the snails.
Mini-Paddock Pens: Mini-Paddock pens are rectangular or
square pens usually erected within a larger fenced area. Cobbinah
(1993) stated that mini-paddock pens are built of timber or bamboo
with wire netting or nylon mesh. The author further stated that
walls of the mini-paddock pen should be about 50cm high and dug
at least 15cm into the ground. To prevent snails from escaping,
horizontal wooden frames are attached to the top of the fence and
covered with the mesh. Within the paddock are plants such as
paw-paw, cocoyam, water leaf or African spinach which provide
shelter or are a source of food. Mini-paddock pens are ideal as
fattening pens.
Free-Range Pens: In free-range pen, an area is planted with
food crops and shelter plants and surrounded by a fence
(Cobbinah, 1993). The snails are allowed to move over the entire
area. Free-range pens are easy to construct. The disadvantages
of free-range pen are that it requires large area of land and it is
difficult to locate snail eggs, small snails and keep predators out.
Breeding of Snail
There are many species of snail. Some snail species are
edible while some are not edible. Edible land snails range in size
from about one millimeter long to the giant African snails.
Cobbinah (1993) listed the edible snail species of African origin as
follows: Achatina achatina; Achatina fulica; Archachatina
Marginata, Archachatina Ventricosa, Archachatina degneri,
Limicolaria martensis and macrochilamys indica. Important snail
species of European origin include Helix pomatia and Helix
aspersa. Species available in Nigeria include Achatina Achatina,
Achatina fulica and Archaechatina Marginata. Hodasi in Nwaigwe
(1999) stated that Achatina can be differentiated from Archachatina
species by the presence of zig-zag markings on the shells of
Achatina and the eggs are smaller than those of Archachatina
species. To multiply snail species, breeding is necessary. Hornby
(2001) defined breeding as the producing of young animals and
plants. Cooper (1990) stated that breeding involves crossing of the
most desirable females with the best males, with the expectation
that the offspring would be as good or superior to the parents.
Snails are hermaphrodites that is snails have both male and
female reproductive organs. Thompson and Cheney (2008) observed
that, though snails have both male and female reproductive organs,
snails must mate with another snails of the same species before
they lay eggs. Olaniya (2004) reported that some snails act as
males one season and as females the next season. Other snails
play both roles at once and fertilize each other simultaneously.
After mating, the snail can store sperm received for up to a year,
but it usually lays eggs within a few weeks. Snails are sometimes
uninterested in mating with another snail of the same species that
originated from a considerable distance away. Thompson and
Cheney noted that, snails need soil at least 5cm deep in which to
lay their eggs. Dry soil is not suitable for the preparation of a nest
nor is soil that is too heavy. Soil consisting of 20% to 40% organic
material is good. Keep out pests such as ants and millipedes from
the nest.
Good breeding stock is necessary for successful breeding.
Gurdep (1991) defined breeding stock as farm animals selected for
producing offspring in order to maintain or increase the size and
quality of a herd or flock. The breeder must know how best to
select the breeding stock most likely to produce offspring with the
desired qualities. Downey (1986) stated that animal breeders
usually select the breeding stock on the following basis:
1. The animal pedigree: Selection by pedigree is based on the
assumption that the offspring will inherit the ancestors’ good
qualities.
2. Performance testing: Selection based on performance test
is taken as a measure of its genetic merit and as a guide to
how the offspring will perform.
3. Individual traits or merit
In the opinion of Cobbinah (1993) breeding stock should be
selected based on:
a. Fecundity (expected number of eggs based on number laid in
previous season).
b. Hatchability (percentage of eggs likely to be hatched out of the
total number laid).
c. Establishment rate (percentage of snails likely to survive after
hatching)
d. Growth rate.
Olaniya (2004) stated that the largest and fastest growing and
maturing snails with the strongest shells should be used as
breeding stocks. The author maintained that by selecting only the
largest snails, the average size of the snail may increase
significantly in only a couple of generations. Snails selected as
breeding stock should be placed in the breeding pen in April or
early may and fed until mid-June when mating begins and the
snails stop feeding. The breeding pen has concrete sides, soil
with earthworms to cleanse the soil on the bottom, vegetation,
feeders, chicken water trough and mosquito netting or screening to
cover the top.
Cobbinah (1993) stated that the number of breeding stock
snails placed in the breeding pen depends on the fertility of the
snail and the number of young snails required. The author
recommended a rearing density of 15 to 25 snails per square meter.
The author further stated that high density populations tend to
grow slowly, develop into smaller adults and lay fewer clutches of
eggs and fewer eggs per clutch. Olaniya (2004) stated that snails
tend not to breed when packed too densely or when the slime in the
pen accumulates too much. The author further stated that the
slime apparently act like a pheromone and suppresses
reproduction. Hornby (2001) defined pheromone as a substance
produced by an animal as a chemical signal to attract another
animal of the same species.
Snails lay several batches of eggs each year. Chinwuko
(1999) stated that the number of eggs laid by snail is determined by
the snail species. Species of snail such as Achatina fulica lay
between 100 and 400 eggs. The gestation period of snail according
to the author is 10 – 14 days during the rainy season when the
snails are most active but during the dry season when the snails
are aestivating, the gestation period lasts as long as the dry season.
Chinwuko (1999) defined gestation period as the intrauterine
period between conception and laying of eggs.
Cobbinah (1993) stated that snails eggs are deposited in dug-
out holes about 2 to 5cm deep in the ground or soil. Plummer in
Chinwuko (1999) observed that the snail eggs are lemon yellow
when freshly laid but whiten with age. Olaniya (2004) stated that
the eggs hatch about four weeks after laying. The author further
stated that the hatchability of snail eggs depend on the soil
temperature, soil humidity and soil composition. Plummer in
Nwaigwe (1999) noted that if the snail eggs are kept at a
temperature of 22.50c to 230c and 80% soil moisture, most eggs
hatch in about 25 days. To avoid low hatching rates, Cobbinah
(1993) recommended that snail farmers should sterilize the soil in
the breeding pen by heating before putting in the breeding stock
while Opara (2004) advised snail farmers to avoid watering the
habitats during the hatching (5 days before).
Olaniya (2004) stated that the first snails to hatch eat the
shells of their eggs. This gives the young snails the needed
calcium for the shells. Newly hatched snails also eat unhatched
eggs. This supplied the young snails protein. The protein helps
the baby snails to be healthy and to develop quickly. In the opinion
of Cobbinah (1993) newly hatched and young snails should be
given tender foliage, plenty of water and if necessary supplementary
calcium. The author further stated that excreta and leftover food
should be removed daily. Thompson and Cheney (2008)
recommended that young snails should be kept in the nursery for
about six weeks before moving the young snails to a separate pen.
The authors further stated that young snails do best if kept with
other snails of similar size, and when eight hours of day light is
provided.
Success in snail breeding requires some competencies.
Cobbinah (1993), Olaniya (2004), Opara (2004) and Thompson and
Cheney (2008) summarized the steps involved in the breeding of
snail as follows:
1. Set up the breeding pen.
2. Fill the breeding pen one third full with uncompacted garden
soil baked to kill all organisms (insects, nematodes, bacteria,
pests and parasites). Use soil that does not have fertilizer or
chemicals in it.
3. Partially cover the soil with moss but leave enough room for
the snails to crawl around on the dirt.
4. Sprinkle water on the moss
5. Select appropriate breeding stock.
6. Put the breeding snails in the breeding pen (usually in April
or Early may)
7. Feed the snails until Mid-June when mating begins and the
snails stop feeding.
8. Remove the breeding snails to the fattening pens once the
snails have laid their eggs. This leaves more food and less
crowding for the hatchlings.
9. Keep the egg soil environment warm to induce hatching. Soil
temperature of between 220c to 230c will enhance hatching of
eggs.
10. Remove carefully the soil on top of the clutch, three weeks
after egg laying to allow for uniform emergence.
11. Do not water the habitat (pen) during the hatching period (5
days before).
Feeding and Rearing of Snail
Feeding is the act of giving feed to an animal (Hornby, 2001).
Snail need good food to enhance growth, production and good
health. Cobbinah (1993) reported that snails feed mainly on:
i. green leaves such as leaves of cocoyam, talinium triangulare,
cassava, okro, egg plant, centrosema, cabbage, lettuce and
many other green leaves.
ii. Fruits such as paw-paw, mango, banana, plantain, egg plant,
pear, oil palm, tomato and cucumber.
iii. Tubers such as cassava tuber, yam tuber and sweet potato.
iv. flowers.
Olaniya (2004) stated that snails usually prefer juicy leaves
and vegetables over dry leaves. The author further stated that
snails will avoid hairy plants or plants that produce defensive
chemicals. In the opinion of Cobbinah (1993) the attractiveness of
the snail feed is very important in snail nutrition. The author
observed that if the feed is appetizing or contains a feeding
stimulant, snails will eat a lot of it and grow fast and that the type
and quality of feed given to the snails depends on the stage of
development of the snail. The author further stated that newly
hatched and young snails in the nursery should be fed on tender
leafy foliage, fruits, plenty of water and if necessary supplementary
calcium in the form of powdered oyster shells until the snails are
big enough to move to the growers pen. In growers pen, snails
should be fed on vegetables, fruits, fattening feed such as tubers,
and water. Thompson and Cheney reported that growers can be fed
on oats, corn meal, Soya been meal or chicken mash. Two feeds
that snails like and that provides good growth are broilers finisher
and layers mash. Layers mash provides calcium as does crushed
oyster shells. Mash is better for younger snails while pellets are
fine for larger snails. Partially crush the pellets if you feed them to
young snails. Ensure snails have access to enough water if you
feed dry mash to snails. Older (adult) snails should be fed on the
same items used for immature snails. If any change is to be made,
it has to be introduced gradually. Adult snails should be given
calcium if calcium is deficient in the soil. Olaniya (2004) stated
that the calcium should be mixed with wet bran or mashed
potatoes and served on a pan. The calcium will help to heal any
cracks in snail shells and will keep any left-over food from rotting
on the ground. The amount of feed a snail eats depends very
much on the availability of drinking water. Clean water therefore
should be supplied to the snails at all times. Cobbinah (1993)
stated that the water should be provided to the snails in shallow
containers. If the water containers are too deep, the snails will not
be able to crawl out of the container and will drown. For baby
snails, a piece of sponge or cotton soaked in water will do.
Other factors that affect the amount of feed snails eat include
temperature, light intensity, air humidity, food preferences and
food supplied. When the temperature and light intensity are high
such as during the day time, snails go into hiding and refuse to eat.
Olaniya (2004) observed that ninety nine percent of snail activity
including feeding occurs in the cool, dark nighttime, with peak
activity taking place, two to three hours after darkness begins.
According to the author the cooler temperature stimulates activity
and the night time dew helps the snail to move easily and feed.
Olaniya (2004) therefore, recommended that feed be provided for
the snails in the evening and that the feed should not be placed in
one small clump so that there is not enough room for all the snails
to get to it.
Snail Health Management
Health is a state of complete physical and mental well being
of the animal that brings about the normal function of all metabolic
activities of the body system (Thomas, 1993). When there is any
interference with the normal functioning of the body of the animal a
disease is said to occur (Wilson, 1995). This condition will result in
a state of ill-health which prevents animals from maximum growth,
development and production. Snails are affected by bacterial
and fungal diseases. Cobbinah (1993) stated that the fungal
disease caused by the fungus fusarium affect the eggs of snail
causing the eggs to turn reddish brown and to stop development.
The bacterium pseudomonas aeruginosa causes an intestinal
infection that can spread rapidly in a crowded snail pen. The
occurrence of diseases cause a farmer to be in a state of confusion
and distress. Diseases can spread out rapidly causing high
mortality and huge financial losses to the farmer. Gillespie (1997)
noted that it is better to prevent diseases outbreak than trying to
control it. Good housing, adequate spacing, adequate feeding,
avoidance of stress and basic common sense hygiene prevent the
occurrence and spread of diseases and improve the health, growth,
development and production in snails.
Snails are also affected by parasites and predators. Olaniya
(2004) stated that farmers should watch out for parasites and
predators such as rats, mice, moles, birds frogs, trade, lizards,
snakes, walking insects (beetles and crickets) flies, millipedes and
centipedes. Frogs tend to eat the young snails while the reptiles eat
both the snails and the eggs. To check the attack on snail by
predators and parasites, Cobbinah (1993) made the following
recommendations:
a. The use of cover nets over the pens to prevent flies and birds
attack
b. The building of fences around the pens to keep some other
predators out except birds.
c. Setting bait or trap outside the snail farm area.
d. Regular removal of left over food from pens because some
predators such as rats and field mice are attracted by the
uneaten food
e. Protection of the farm against poachers that is human
predators.
Ayobi (2007) in addition stated that farmers should take the
snails out of the pen, remove the soil inside the pen and replace the
soil with new soil whenever ants are found inside the pen to avoid
the ants killing the snails. Maintaining snail health is the key to a
profitable and satisfactory snail production enterprise. In the
opinion of Cooper (1990) there are many considerations that need
to be made in dealing with the health of animals. These include:
Maintaining a healthy environment; being able to identify animal
diseases, parasites and predators and knowing how to treat health
problems when they occur. To maintain a healthy environment in
snail production, Ayobi (2007), Cobbinah (1993) and Olaniya (2004)
recommended:
a. The pens should be cleaned out regularly to remove excreta
and uneaten food as well as any other decaying matter that
may serve as substrate for pathogenic organisms.
b. The introduction of earthworm into the snail pen to help
clean up the snail droppings.
c. The changing of the leaves on top of the soil inside the pen
every two or three months
d. The removal of dead snails from the pen on weekly bases.
The ability to identify predators and recognize signs of
diseases are very important in health management. This enables
the farmer to render first aid services before reporting to the
veterinary doctor for treatment. Snails should be observed
regularly for signs of ill-health. Any sick snail should be isolated
from the healthy ones to avoid the spread of the disease. Above all,
basic hygiene should be observed.
Harvesting of Snails
Snails are harvested when the snails are mature. Olaniya
(2004) stated that snails are mature when a flare or reinforcing lip
forms at the opening of the shell. Ayobi (2007) reported that snails
take about one and a half to two years to attain adult stage.
Mature snails are harvested by hand-picking the snails. Pick the
snail by gently squeezing the middle of the shell (Downer, 2007).
Be gentle and handle the snail carefully. Hcmoyhuk (2007) stated
that, the easiest time to find the snails is when the plants are wet,
after it has rained or at night when there is dew and they are
moving about or eating. You can also put out some of the food the
snails like and when they come to eat it, you can collect them.
The best way to harvest is a few snails at a time when you
want to eat or to sell at the market. Harvest all the snails by the
end of the second year so that you can plant the pen in time for the
next growing season. Place the picked snail into a container such
as basket, sack or box with breathable top to ensure that oxygen is
not sealed out.
Snails not meant for immediate consumption are stored in
containers filled with saw-dust or chopped-corn husk. First, cover
the bottom of the storage container with saw dust or corn husk,
carefully put in a thin layer of snails and then cover the snails with
saw dust. Repeat until the box is filled. Ensure the last layer is
saw-dust and that the container is not overstocked to avoid killing
the snails on the bottom of the container. Do not put more than
10 kilograms in a container or you may hurt them. Snails store
for as long as six to eight weeks when stored in this way.
If you are going to sell the snails, you can carry them to the
market in containers. You must be very careful not to hurt them or
break their shells. Snails with clean shells and well cared for will
sell better at the market.
Marketing of Snails
Marketing is a major task in snail production enterprise.
Marketing is defined by the American Marketing Association (1998)
as the performance of business activities that direct the flow of
goods and service from producers to consumers. Arene (1998)
stated that marketing involves all those legal, physical and
economic services that make it possible for products from the
producer (farmer) to get to the consumers in the form desired by
consumers for effective change of ownership. Certain factors are
taken into consideration when deciding on how to market animals
and animal products. In the opinion of Cooper (1990) these factors
include:
a. The demand for the product to be produced.
b. The supply of the product already available
c. The types and availability of markets
d. The competition from similar products
e. The buying power of intended consumers
f. The seasonal variations in demand
g. The government price support available
In snail production, harvested mature snails are gathered and
packed into bags, wooden crates or baskets and transported to
selling points where snails are sold directly to consumers,
wholesale traders and retailers. Harvested mature snails are
sometimes processed before marketing. Olaniya (2004) reported
that snails are processed by breaking away the shell, cutting the
foot away from the rest of the body and then removing the slime.
The traditional way to remove the slime is to rub wood ashes on the
snail, then wash the snail (or part of the snail) in water, and repeat
until no slime remains.
Snails like other agricultural produce are perishable in
nature. Snail marketing, therefore, requires specialized skill. In
the view of Kotler (2001) several skills are necessary for an
individual (farmer) to succeed in marketing of agricultural
products. The basic skills according to the author are:
1. Finding buyer or searching for market
2. Grading and standardization of the product
3. Distribution and transportation of the product.
4. Storage of the products
5. Processing of the products
6. Packaging of the product
7. Advertisement and promotion
8. Fixing prices
9. Recording of the financial transactions
10. Risk bearing
Successful marketing is a must if profit is to be made in a
production enterprise. This is because marketing generates the
revenue used in creating products and services. Cooper (1990)
outlined the following strategies for effective marketing:
1. Determining what type of markets are available
2. Determining the cost of various types of marketing (ie fixing
prices)
3. Determining transportation costs to market at each of the
markets available
4. Determining the most profitable form in which to market the
products
5. Advertisement of the good to create markets where none
existed before
6. Marketing of products at the peak of the demand.
These marketing strategies if mastered and adopted by snail
farmers will greatly enhance the production of snail.
Review of Related Empirical Studies
Some research works have been carried out to identify
competencies required for jobs or occupations in agricultural
areas. Nwaigwe (1999) in a study on rearing of snails during the
dry season in Nsukka used experimental research design. The
purpose of the research was to observe the effect of temperature
and relative humidity on keeping the snails active and growing
during dry season period which they normally hibernate. Thirty
snails of the same species but different ages were used. Twenty
snails were seeded in the experimental site while ten similar snails
were seeded in control. After seeding, only the experimental side
was watered while the control side was not. The ambient
temperature and relative humidity for the experimental apartment
were 24.50c and 82% while that of the control remained at 320c and
38% respectively. Feeding of the snails in both the experimental
and control unit was ad-libitum and this was done using paw-paw
fruits and leaves, fluted pumpkin leaves, water leaves, riped
avocado pears and banana fruits and leaves. The routine weighing
of the snails was done bi-weekly.
The researcher observed that the snails in the experimental
apartment gained weight progressively as a result of suitable
environmental condition. The research also observed that the
snails in the experimental apartment showed loss of weight on days
of irregular water supply while the snails in the control apartment
did not show any increase in weight. The research therefore
concluded that water is indispensable in the weight gain and
general welfare of the snails and that with adequate relative
humidly it is possible to keep snails active year round.
Uko (2003) in a study to develop entry level skills needed by
senior secondary school students for entry into jobs in poultry
production in Akwa Ibom state, developed six research questions
and formulated six null hypothesis and used structured
questionnaire to collect data for the study. Data was collected from
310 respondents made up of 249 agricultural science teachers and
61 commercial poultry rearers operating in Akwa Ibom State.
Data collected were analysed using mean and standard
deviation to answer the research questions while t-test was used in
testing the null hypothesis.
The findings of the study indicated that 20 entry level skills
were identified as needed in egg and broiler production 14 in
hatchery business, 14 in commercial brooding of chicks, 15 in
poultry nutrition occupation, 20 in poultry health management and
10 in marketing of poultry products.
Nwachukwu (2007 in a study designed to identify the
competencies needed by secondary school graduates for success in
fish farming in Ekiti state used a survey research design for the
study. The population of the study comprised all the 189 registered
fish farmers in the state and 126 teachers of agricultural science in
the secondary schools. Thirty fish farmers from the five randomly
selected local government areas were used for the study.
The data collected were analyzed using mean and standard
deviation and tested at 0.05 level of significance using t-test. The
findings of the study revealed that 78, 31 and 13 competencies
were required for successful fish breeding, production and
marketing respectively.
Mbah (2007) conducted a study to identify work-skills
required by small-scale poultry farmers for improving poultry
production in Nsukka Agricultural Zone of Enugu State. Six
research questions were developed and four null hypothesis were
formulated to guide the study. Survey research designed was
adopted and a structured questionnaire was developed and used
for data collection. Data was collected from 286 respondents made
up of 30 extension agents, 256 registered small-scale poultry
farmers in Nsukka agricultural zone of Enugu state. Data
collected were analyzed using mean and standard deviation to
answer the research questions while t-test was used for testing the
null hypothesis.
The findings of the study indicated that 17 work-skills were
required for improving commercial brooding of chicks, 10 in broiler
production, 13 in egg production, 16 in poultry healthcare
management, 13 in poultry feeding and 12 in marketing of poultry
products.
Akanji (2006) in a study to identify competencies required by
students for operation of tractor for tillage in senior secondary
schools in Ogun state used survey research design. Six research
questions were developed and six null hypothesis were formulated.
Data was collected from one hundred and fifty respondents
made up of 25 factors operators and 125 teachers of agriculture.
Data collected were analyzed using mean and standard deviation
while t-test was used to test the null hypothesis at 0.05 level o
significance.
The findings of the study revealed that twenty seven (27)
competencies were required for successful operation of tractors;
sixteen (16) competencies required for successful ploughing, 16
competencies required for successful harrowing, 16 competencies
required for successful ridging, 14 competencies required for
successful maintenance of tractor and implements and 13
competencies required for safety in operating tractors in
agricultural production.
The empirical studies reviewed are related to the present
research work on competencies required by secondary school
graduates for success in snail production in Imo State because all
the study including the present study aimed at identifying the
competencies required for optimum performance in different
agricultural areas. In addition all the studies reviewed except
Nwaigwe (1999) used survey research design which the current
research work is using. However, Nwaigwe in line with the current
study worked on snail production.
Summary of Literature Review
Few authors have written on snail production enterprise.
Literature reviewed showed that production cannot take place
unless inputs or factors of production such as land, labour capital
and entrepreneur are available. The entrepreneur is expected to be
competent enough to co-ordinate and organize or successfully
combine the other factors of production to maximize profit.
Success in any production depends on how the producer
(entrepreneur) combines all the necessary inputs. This is in line
with the production theory thus the adoption of production theory
as the theoretical framework of this study.
Reviewed literature on secondary school agriculture and
competency development showed that competencies in agriculture
are developed through agricultural education provided by teachers
of agriculture. Review on the secondary school agricultural
science curriculum revealed that the curriculum is broad and
theoretical in nature and does not specify the skills to be learned
by the students thus teachers do not teach basic skills to the
students. The resultant effect is that secondary school students
successfully pass through the curriculum without acquiring the
necessary competencies required for employment in occupations.
To solve this problem, the government of Imo State established a
skill acquisition center to retrain the secondary school graduates.
The training programme of the skill acquisition center was expected
to provide skill in all occupational areas. Literature reviewed
showed, however, that the training programme of the skill
acquisition center is devoid of competencies required for snail
production.
Literature reviewed on snail production showed that snail
production is a cost effective and profitable farming activity. It does
not require a lot of start-up money and space. The running cost is
low compared to other livestock productions. Snail production
involves gathering snails from the wild or buying snails from the
market, keeping the snails in an appropriate environment and
feeding the snails so that it can multiply. Success in snail
production requires adequate planning, good housing, good
breeding stock, adequate feeding, adequate health care and good
marketing strategies.
Reviewed literature on planning a snail production enterprise
shows that planning involves the establishment of objectives and
the formulation, evaluation and selection of policies, strategies,
tactics and actions required to achieve the objectives of an
enterprise. Planning helps the entrepreneur to see opportunities
and threats in the future and to exploit or combat them by
decisions taken in the present.
Literature reviewed on housing shows that good housing is
very necessary for successful snail production. Good housing
provides a condusive environment for proper growth, development
and reproduction of farm animals. A good snail house provides a
cool and moist condition like that found in a forest environment.
Reviewed literature on breeding of snail showed that good
breeding stock is very necessary for successful breeding. Good
breeding stock produces offspring with desirable qualities such as
high fecundity, high hatchability and high establishment and
growth rate. Snails breed mainly during the wet seasons and only
mature snails should be used for breeding.
Review on feeding in snails shows that poorly fed snails are
more prone to disease attack than well feed snails and do not grow
and develop fast. Feed requirements for snail varies based on age
and stage of development. Adequate feeding enhances the growth,
production and health of the snails.
Literature reviewed on snail health management revealed that
a programme of preventive management is the best way to control
diseases and parasites. Preventive programmes involve basic
hygiene and avoidance of stress.
Reviewed literature on harvesting of snails shows that snails
should be harvested only when the snails are mature and by gently
hand picking the snails. Literature reviewed also revealed that
snails should be harvested after it had rained or at night when
there is dew and the snails are moving about or feeding.
The literature reviewed on snail marketing shows that
effective marketing is necessary for a profitable snail production
enterprise. Marketing makes it possible for products from
producers (farmers) to get to the consumers and aids revenue
generation.
Finally, five related empirical studies were reviewed. The
reviewed studies used survey research design which is used in this
study and worked on work skills/competencies required for
occupations in different agricultural areas.
Acquisition of competencies in planning, housing of snails,
breeding of snails, feeding and rearing of snails, snail health
management, harvesting and marketing of snails enables an
individual to be successful in snail production. Secondary school
graduates are deficient in these competencies because the
secondary school agricultural science curriculum is devoid of these
competencies. The purpose of this study is to fill this gap by
identifying these competencies for possible inclusion into the
secondary school and skill acquisition center agricultural science
training programme.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter is concerned with the procedure used in
collecting and analyzing data for the study. Data collection and
analysis for this study are discussed under the following sub-
headings: design of the study; Area of the study; population for the
study; sample for the study; instrument for data collection;
validation of the instrument; reliability of the instrument; method
of data collection and procedure for data analysis.
Design of the Study
This research work adopted a survey research design.
Nworgu (2006) explained a survey research design as one in which
a group of people or items is studied by collecting and analyzing
data from a few people or items considered to be representative of
the entire group. Since data were collected through the use of
questionnaire on competencies required for snail production by
secondary school graduates in Imo State, from a representative
sample of secondary school agricultural science teachers and
agricultural extension agents in Imo State, the survey research
design was therefore, appropriate for the study.
Area of the Study
The area covered by the study was Imo State of Nigeria. Imo
State consists of twenty seven (27) local government areas grouped
into three education zones namely Owerri, Orlu and Okigwe.
Imo State has a good environment for commercial snail
production. It is geographically located within the rainforest zone
of Nigeria that is very favourable for snail production.
Population for the Study
The target population for the study was five hundred and
eighty nine (589) respondents, comprising of four hundred and fifty
one (451) secondary school agricultural science teachers and one
hundred and thirty eight (138) agricultural extension agents in Imo
State.
The population of the secondary school agricultural science
teachers was obtained from the Imo State secondary education
management board (SEMB. 2008) headquarters in Owerri while the
population of the agricultural extension agents was obtained from
the Imo State agricultural development programme (ADP, 2008)
headquarters in Owerri, Imo State
Sample for the Study
Random sampling technique was used to obtain the sample
for the study. The sample comprised of three hundred and fifty
seven (357) respondents made up of two hundred and fifty two
(252) secondary school agricultural science teachers and one
hundred and five (105) agricultural extension agents.
The agricultural science teachers were selected as follows:
Twelve (12) secondary school agricultural science teachers were
randomly selected from each local government area of the nine (9),
eight (8) and four (4) local government areas randomly selected
among the local government areas in Owerri education zone, Orlu
education zone and Okigwe education zones respectively. This
implied that the total number of teachers selected for the sample
was one hundred and eight (108) from Owerri education zone;
ninety six (96) from Orlu education zone and forty eight (48) from
Okigwe education zone. This represents fifty six percent (56%) of
secondary school agricultural science teachers in Imo State public
schools. Similarly, five (5) agricultural extension agents were
selected from each local government area of the nine (9), eight (8)
and four (4) randomly selected local government areas in Owerri
education zone, Orlu education zone and Okigwe education zone
respectively.
This implied that a total of forty five (45), forty (40) and twenty
(20) agricultural extension agents were selected in Owerri, Orlu and
Okigwe education zones respectively. This represents seventy six
percent (76%) of agricultural extension agents in Imo state.
Instrument for Data Collection
Structured questionnaire was used for data collection in this
study. The questionnaire comprised of ninety nine (99) items
generated from the literature reviewed. The questionnaire has two
parts. Part one collected information on the personal data of the
respondents while part two collected information on the
competencies required by the secondary school graduates for snail
production.
Part two was further divided into seven sections lettered A – G
based on the specific purposes of the study. Section A contained
competency items on planning of snail production; section B.
Contained competency items on housing of snail; section C
contained competency items on breeding of snail; section D
contained competency items on feeding and rearing of snails;
section E contained competency items on snail health
management, section F contained competency items on harvesting
of snail and section G contained competency items on marketing of
snails.
The response scale for the questionnaire was rated as follows:
a. Highly Required HR 4
b. Averagely Required AR 3
c. Slightly Required SR 2
d. Not Required NR 1
Validation of the Instrument
Three experts were requested to review the questionnaire
items to: determine the accuracy, relevance, clarity and total
coverage of the content; determine the appropriateness of the
instructions to the respondents; and evaluate the suitability and
adequacy of the questionnaire.
Two of the experts were selected from the agricultural
education section of the Department of Vocational Teacher
Education while one of the experts was selected from the
department of agricultural extension of the faculty of agriculture,
all from the university of Nigeria, Nsukka. The expert corrections
and suggestions for improving the validity of the instrument were
incorporated in the final version of the instrument.
Reliability of the Instrument
The reliability of an instrument refers to the degree of
consistency with which the instrument measures whatever it
measures (Nworgu, 2006). Data for testing the reliability of the
instrument were generated through a single administration of the
instrument to a sample of the respondents comprising of twenty
secondary school agricultural science teachers and ten agricultural
extension agents in Abia State
Cronbach alpha/coefficient was used to establish the
reliability of the instrument. This is because cronbach alpha
method is appropriate for testing the internal consistency of an
instrument that is polytomously scored. The reliability coefficient
of 0.87 was obtained for the instrument.
Method of Data Collection
Five research assistants were used by the researcher in the
administration and collection of copies of the questionnaire from
the respondents. The research assistants were advised to be
friendly and always establish rapport with the respondents by
letting the respondents believe that the research is for academic
purposes only and that they would not loose or suffer anything if
they returned valid responses.
Procedure for Data Analysis
Mean and standard deviation were used to analyse the data
collected in order to answer the research questions while t-test was
used to test the hypotheses at 0.05 level of significance. The
response scale for the questionnaire was rated as follows:
Scaling Point Numerical Value
Highly Required (HR) - 4
Averagely Required (AR) - 3
Slightly Required (SR) - 2
Not Required (NR) - 1
Any item in the instrument with a mean rating of 2.50 and
over was considered required while any item with a mean rating of
2.49 and below was considered not required for success in snail
production. The null hypothesis for any item was rejected if the t-
calculated value was greater than the critical or table value but
accepted if the t-test calculated value is less than the t-test critical
or table value.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter presented the analysis of data collected for the
research work. The data collected for the study were analyzed
based on the research questions and the null hypothesis
formulated for the study.
Research Question I
What Competencies were required by the secondary school
graduates on planning a snail production enterprise?
The analysis of data for answering this research question was
presented in table I.
Table 1
Mean ratings of responses of Agricultural science teachers and Agricultural extension agents on competencies required by
secondary school graduates for planning a snail production enterprise in Imo state.
N=357
S/N Competency Items on planning a snail
production enterprise X
S.D Remarks
1 Identify snail species 3.63 0.74 Required
2 Identify sources of snail 3.34 0.70 Required
3 Set goals for the enterprise 3.40 0.90 Required
4 Determine site for the project 3.31 0.92 Required
5 Identify major activities required to achieve the snail production objective
3.30 0.89 Required
6 Identify material resources required for the
snail production project
3.27 0.93 Required
7 Identify labour requirements for the snail
production project
2.85 0.94 Required
8 Decide the type of snail house to build 3.45 0.90 Required
9 Determine housing requirements for the snail production project
3.28 0.84 Required
10 Identify the breeding requirements for
snail production
3.29 0.88 Required
11 Identify rearing requirements for snail production
3.20 0.93 Required
12 Identify marketing requirements for snail production
3.26 0.88 Required
13 Identify sources of financing the snail production project
3.12 0.88 Required
14 Budget for the snail production project 3.33 0.87 Required
15 Keep records of activities on snail
production
3.40 0.83 Required
Key: X = Mean; SD = standard deviation; N = Number of
Respondents
The data presented in Table I showed that the fifteen (15)
competency items had a mean range of 2.85 to 3.63. The Means
were above the cut-off point of 2.50. This indicated that they
respondents agreed that all the competency items were required by
secondary school graduates for planning a snail production
enterprise. The standard deviation of the competency items ranged
from 0.70 to 0.94which is low. This showed that the respondents
were close to one another in their responses and that they were not
far from the mean.
Hypothesis 1
HO1 There was no significant difference between the Mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates on planning a snail production
enterprise.
The analysis of data for testing the hypothesis was presented
in Table 2.
Table 2:
t-test Analysis of the Mean ratings of responses of two groups
of respondents on competencies required by secondary school
graduates on planning a snail production enterprise
S/N Competency items on planning a
snail production enterprise
Group 1:
Agric
Extension
Agents
Group 2:
Agric
Science
Teachers
t-
cal
Decision Rule
N1 = 105 N2 = 252
2
11SDX 2
1SDX
1 Identify snail species 3.62 0.39 3.63 0.61 -
0.13
NS
2 Identify sources of snail 3.49 0.45 3.27 0.49 2.78 S
3 Set goals for the enterprise 3.46 0.60 3.37 0.89 0.94 NS
4 Determine the site of the project 3.39 0.70 3.27 0.89 1.19 NS
5 Identify major activities required to achieve the snail production objective
3.05 0.85 3.33 0.76 -
2.67
S
6 Identify material resources required for snail production
3.20 0.89 3.29 0.86 -.0.83
NS
7 Identify labour requirements for the snail production project
2.74 0.87 2.90 0.90 -1.47
NS
8 Decide the type of snail house to build
3.62 0.39 3.37 0.97 2.87 S
9 Determine housing requirements for the snail production project
3.11 0.79 3.35 0.64 -2.40
S
10 Identify the breeding requirements for snails
3.28 0.86 3.29 0.74 -0.10
NS
11 Identify rearing requirements for snail production
3.26 0.62 3.18 0.96 0.81 NS
12 Identify marketing requirements for snail production
3.31 0.60 3.23 0.83 0.84 NS
13 Identify sources of financing the snail production project
3.18 0.88 3.10 0.74 0.76 NS
14 Budget for the snail production project
3.16 0.60 3.39 0.81 - S
2.42
15 Keep records of activities on snail production
3.54 0.52 3.30 0.76 2.64 S
Key: X = Mean, SD2 = Standard deviation , N1 = 105, N2 = 252,
t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S = Significant.
The data presented in Table 2 showed that the t-calculated
value ranged from –2.67 to 2.87. The analysis in Table 2 also
revealed that three competency items: Identify sources of snail;
Decide the type of snail house to build; and keep records of
activities on snail production had the calculated t-value greater
than the table t-value of 1.96 at 0.05 level of significance and 355
degree of freedom. For the three competency items, the null
hypothesis of no significant difference between the Mean ratings of
agricultural science teachers and agricultural extension agents was
rejected. However, the null hypothesis was upheld for nine (9)
competency items because the calculated t-values were between
the table t-value of -1.96 and 1.96 at 355 degree of freedom and
0.05 level of significance. This shows that the agricultural science
teachers and the agricultural extension agents had the same view
on the competencies on planning a snail production project.
Research Question 2
What competencies were required by the secondary school
graduates on housing of snails?
Table 3 presented the data for answering research question 2.
Table 3: Mean ratings of responses of agricultural science
teachers and agricultural extension agents on competencies
required by secondary school graduates for housing of snails
in Imo State.
N = 357
S/N Competency Items on housing of
snail X
S.D Remarks
1 Choose a suitable site for snail production 3.74 0.58 Required
2 Clear the site of vegetation 3.07 0.99 Required
3 Select the type of snail house to construct 3.08 0.92 Required
4 Identify the right building materials for
the snail house
3.19 0.90 Required
5 Select appropriate workers to construct the snail house
3.04 1.07 Required
6 Construct a pen that is two meters long, one meter deep and one meter wide
3.02 0.90 Required
7 Plaster the walls of the pen with cement 2.70 1.04 Required
8 Lay two layers of block at the bottom of
the pen
2.79 0.95 Required
9 Fill the pen a little more than one half
meter with good top soil
3.31 0.88 Required
10 Introduce earthworm into the pen 2.83 1.02 Required
11 Put dry leaves on top of the soil inside the pen
3.19 0.96 Required
12 Cover the pen with nylon mesh attached to a wooden frame
3.06 1.06 Required
13 Build a wooden shed to shade the entire pen
2.99 1.04 Required
14 Maintain cool and moist environment 3.58 0.81 Required
The data presented in Table 3, revealed that the fourteen
competency items had a Mean range of 2.70 to 3.74. The Means
were above the cut-off point of 2.50 which indicated that the
respondents agreed that the competency items were required by
secondary school graduates for housing of snail in Imo State. The
standard deviation of the competency items ranged from 0.58 to
1.07, which is low. This indicated that the respondents were close
to one another in their opinions and that they were not far from the
mean.
HYPOTHESIS 2
H02:: There was no significant difference between the Mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates on housing of snail.
The data for testing the hypothesis were presented in Table 4
TABLE 4
t-test analysis of the Mean ratings of responses of two
groups of respondents on competencies required by secondary
school graduates on housing of snail
S/N Competency Items on
housing of snail Group 1: agricultural
Extension
Agents
Group 2: Agricultural
Science
Teachers
t – cal Decision
Rule
N1=105 N2 = 252
1X
2
1SD
2X
2
2SD
1 Choose a suitable site for snail production
3.85 0.28 3.69 0.35 2.50 S
2 Clear the site of vegetation
3.26 0.77 3.00 1.04 2.42 S
3 Select the type of snail house to construct
3.24 0.65 3.02 0.91 2.22 S
4 Identify the right building materials for the snail house
3.31 0.68 3.14 0.85 1.72 NS
5 Select appropriate workers to construct the snail house
2.99 0.91 2.92 0.80 0.64 NS
6 Construct a pen that is two meters long, one meter deep and one meter wide.
2.93 0.74 3.06 0.83 1.27 NS
7 Plaster the walls of 2.55 1.31 2.70 0.98 1.17 NS
the pen with cement
8 Lay two layers of block’s at the bottom of the pen
2.86 1.07 2.76 0.83 0.86 NS
9 Fill the pen a little more than one half with good top soil.
3.43 0.52 3.25 0.88 1.96 S
10 Introduce earthworm into the pen
2.61 0.91 2.92 1.08 -2.72 S
11 Put dry leaves on top of the soil inside the pen
3.14 0.97 3.21 0.90 -0.75 NS
12 Cover the pen with nylon mesh attached to a wooden frame.
2.93 1.31 3.12 1.04 1.47 NS
13 Build a wooden shed to shade the entire pen.
3.09 0.89 2.96 1.17 1.13 NS
14 Maintain cool and moist environment
3.56 0.48 3.59 0.74 -0.35 NS
Key: X = Mean, SD2 = Standard deviation, N1 = 105, N2 = 252, t-
table value = 1.96; df = 355; p = 0.05; NS = Not significant; S = Significant.
Table 4 presented the analysis of fourteen (14) competency
items on housing of snail. Table 4 shows that the calculated t-value
range is –0.75 to 2.50. Data presented in table 4, revealed that
competency items number 1, 2, and 3 had their calculated t –
values greater than the table t – value of 1.96 at 355 degree of
freedom and 0.05 level of significance. For the competency items,
the null hypothesis of no significant difference was rejected. The
null hypothesis, however, was accepted for nine (9) of the
competency items because the calculated t – values were between
the table t – values of -1.96 and 1.96 at 0.05 level of significance
and 355 degree of freedom.
Research Question 3
What competencies were required by the secondary school
graduates on breeding of snails?
The analysis of data for answering this research question was
presented in Table 5.
Table 5
Mean ratings of responses of agricultural science
teachers and agricultural extension agents on competencies
required by secondary school graduates for breeding of snails.
N = 357
S/N Competency Items on
breeding of snail X
S.D Remarks
1 Identify the breeding season for snail
3.58 0.79 Required
2 Set up the breeding pen for snail
3.49 0.66 Required
3 Sterilize the breeding pen before stocking the snail
3.49 0.78 Required
4 Select appropriate breeding
stocks
3.56 0.65 Required
5 Determine when to put the breeding snail in the breeding pen
3.36 0.81 Required
6 Provide enough space for the breeding stock
3.29 0.79 Required
7 Provide enough feed and water for the breeding stock
3.35 0.85 Required
8 Determine the gestation period for the snails
3.05 1.07 Required
9 Remove the breeding stock
from the breeding pen after egg laying
3.30 0.94 Required
10 Provide enough warmth in the
breeding pen
2.68 1.08 Required
11 Ensure uniform emergence of the hatchlings
2.97 1.11 Required
12 Observe the hatchlings to
gauge their level of comfort
3.04 1.02 Required
13 Provide enough space for the
hatchlings
3.22 0.92 Required
14 Keep breeding records 3.50 0.83 Required
15 Water the pen during hatching 1.59 0.83 Not Required
The data presented in Table 5 showed that the fifteen (15)
competency items had their Means ranged from 1.59 to 3.58. Out
of the fifteen (15) items one had a Mean of 1.59. The Mean was
below the cut-off point of 2.50. This indicated that the competency
item was not required. Fourteen other items had their Mean above
the cut-off point, which indicated that they were required for
breeding of snail by secondary school graduates. The standard
deviation of the competency items ranged from 0.65 to 1.11. This
showed that the respondents were close to one another in their
responses as they were not far from the mean.
HYPOTHESIS 3
H03:: There was no significant difference between the Mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates on breeding of snail.
The data for testing the hypothesis were presented in Table 6.
Table 6
t-test analysis of the Mean ratings of responses of two
groups of respondents on competencies required by secondary
school graduates on breeding of snail
S/N Competency Items on
breeding of snail
Group 1:
Agricultural
Extension Agents
Group 2:
Agricultural
Science Teachers
t – cal Decision Rule
1=105
N2 = 252
1X
2
1SD
2X 2
2SD
1 Identify the breeding season for snail
3.47 0.64 3.63 0.61 -1.74
NS
2 Set up the breeding pen for snail
3.43 0.56 3.51 0.39 0.96 NS
3 Sterilize the breeding pen before stocking the snail
3.49 0.68 3.49 0.59 0.00 NS
4 Select appropriate breeding stocks
3.68 0.30 3.51 0.47 2.46 S
5 Determine when to put the breeding snail in the breeding pen.
3.30 0.63 3.39 0.65 -0.97
NS
6 Provide enough space for the breeding stock
3.37 0.47 3.25 0.68 1.46 NS
7 Provide enough feed and water for the breeding stock.
3.39 0.47 3.33 0.84 0.68 NS
8 Determine the gestation period for snails
3.14 0.93 3.02 1.23 1.03 NS
9 Remove the breeding stock from the breeding pen after egg laying
3.16 0.87 3.35 0.88 -1.74
NS
10 Provide enough warmth in the breeding pen.
2.72 1.18 2.66 1.15 0.48 NS
11 Ensure uniform emergence of the hatchling
3.05 0.97 2.94 1.34 0.96 NS
12 Observe the hatchlings to gauge their level of comfort.
3.05 0.85 3.04 1.13 0.09 NS
13 Provide enough space for the hatchlings
3.09 0.89 3.27 0.81 -1.67
NS
14. Keep breeding records
3.43 0.82 3.53 0.63 -0.98
NS
15. Water the pen during hatching.
1.54 1.77 1.61 0.65 -0.50
NS
Key: X = Mean, SD2 = Standard deviation , N1 = 105, N2 =
252, t-table value = 1.96; df = 355; p = 0.05; NS = Not significant ; S = Significant
Table 6 shows that the calculated t-values range from –1.74 to
2.46. Data presented in Table 6 showed that competency item
number 4 (select appropriate breeding stock) had calculated t –
value greater than the table t – value of 1.96 at 0.05 level of
significance and 355 degree of freedom. For the competency item
number 4, the null hypothesis was rejected. However, the null
hypothesis of no significant difference was accepted for the
remaining fourteen (14) competency items because the calculated t-
values were less than the table t – value of 1.96 at 0.05 level of
significance and 355 degree of freedom.
Research Question 4
What competencies were required by the secondary school
graduates on feeding and rearing of snails to maturity? The
analysis of data for answering the above research question was
presented in Table 7.
Table 7
Mean ratings of Responses of agricultural science
Teachers and Agricultural Extension agents on competencies
required by secondary school graduates for feeding and
rearing of snails to maturity.
S/N Competency Items on feeding
and rearing of snail X
S.D Remarks
1 Identify types of feed for snail 3.61 0.66 Required
2 Identify sources of feed 3.47 0.68 Required
3 Identify snail feeding habits 3.39 0.74 Required
4 Identify snail feed requirement at each Stage of development
3.35 0.84 Required
5 Feed the snail 3.33 0.84 Required
6 Provide adequate feed to the snails
3.50 0.76 Required
7 Provide water in shallow containers
3.06 0.97 Required
8 Keep record of use of feed 3.17 0.99 Required
9 Recognize signs of nutrient deficiency
3.36 0 .84 Required
10 Provide water for the snails at
all times
3.05 1.07 Required
11 Weigh the snails regularly 1.73 0.90 Not Required
12 Remove left over feed daily 3.28 0.82 Required
13 Clean the feed trough daily 3.43 0.73 Required
14 Clean the water trough daily 3.06 0.97 Required
15 Rear only snails of the same
age together
3.17 0.99 Required
16 Quarantine purchased snails before stocking
3.36 0.84 Required
17 Feed the snails only in the
evening
3.13 0.77 Required
18. Expose the snails to high light intensity Occasionally
1.83 0.99 Not Required
19 Provide water in deep
containers
1.69 0.76 Not
Required
20 Provide feed in one clump 1.60 0.80 Not Required
21 Fertilize the soil in the pen 1.52 0.76 Not
using NPK fertilizer Required
22 Rear snails of different ages
and sizes together
1.60 0.82 Not
Required
The data presented in Table 7 showed that twenty two (22)
competency items had a Mean range of 1.52 to 3.61. Sixteen of the
twenty two (22) competency items had their Mean above the cut-off
point of 2.50. This implies that sixteen competency items were
required by secondary school graduates for feeding and rearing of
snails. Six (6) of the twenty two competency items had their Mean
below the cut-off point of 2.50 which showed that they were not
required. The standard deviation of the competency items ranged
from 0.66 to 1.07, which is low. This showed that the respondents
were close to one another in their responses and that they were not
far from the mean.
HYPOTHESIS 4:
H04:: There was no significant difference between the Mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates in feeding and rearing of snail.
The data for testing the hypothesis were presented in Table
8.
Table 8
t-test analysis of the Mean ratings of responses of two
groups of respondents on competencies required by secondary
school graduates on feeding and rearing of snail.
S/N Competency Items on
feeding and rearing of
snail
Group 1:
Agricultural
Extension Agents
Group 2:
Agricultural
Science Teachers
t – cal Decision Rule
N1=105 N2 = 252
1X
2
1SD
2X
2
2SD
1 Identify types of feed for snail
3.60 0.59 3.60 0.37 0.00 NS
2 Identify sources of feed 3.45 0.37 3.47 0.51 -0.27 NS
3 Identify snail feeding habits
3.49 0.48 3.55 0.56 -0.75 NS
4 Identify snail feed requirement at each stage of development.
3.20 0.70 3.41 0.70 -2.17 S
5 Feed the snails 3.22 1.02 3.37 0.57 -1.38 NS
6 Provide adequate feed to the snails
3.60 0.44 3.45 0.62 1.83 NS
7 Provide water in shallow containers
2.90 1.35 3.14 0.77 -1.91 NS
8 Keep record of use of feed
3.11 1.21 3.19 0.89 -0.65 NS
9. Recognize signs of nutrient deficiencies
3.30 0.63 3.39 0.73 -0.96 NS
10 Provide water for the snails at all times
3.14 0.93 3.02 1.23 1.03 NS
11. Weigh the snails regularly
1.90 1.21 1.67 0.64 1.93 NS
12. Remove left over feed daily
3.16 0.71 3.33 0.64 -1.75 NS
13. Clean the feed trough daily
3.32 0.59 3.47 0.51 -1.72 NS
14. Clean the water trough daily
2.90 1.35 3.14 0.77 -1.91 NS
15. Rear only snails of the
same age together
3.11 1.21 3.19 0.89 -0.65 NS
16. Quarantine purchased snails before stocking
3.30 0.63 3.39 0.73 -0.96 NS
17. Feed snails only in the evening
3.02 0.87 3.18 0.48 -1.58 NS
18. Expose the snails to high light intensity occasionally.
1.90 1.21 1.80 0.89 0.81 NS
19. Provide water in deep containers
1.79 0.59 1.65 0.56 1.57 NS
20. Provide feed in one clump
1.40 0.59 1.69 0.63 -3.22 S
21 Fertilize the soil in the pen using NPK fertilizer
1.55 0.37 1.51 0.67 0.51 NS
22 Rear snails of different ages and sizes together…
1.78 1.02 1.53 0.51 2.32 S
Key: X = Mean, SD2 = Standard deviation , N1 = 105, N2 = 252,
t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S = Significant
Table 8 presents the analysis of twenty two competency items on
feeding and rearing of snails as viewed by agricultural extension
agents and secondary school agricultural science teachers in Imo
State. Data presented in Table 8 revealed that the range of the
calculated t-values for the competencies is –3.22 to 2.32. It also
showed that twenty-one competency items had calculated t – value
less than the table t – value of 1.96 at 0.05 level of significance and
355 degree of freedom. The null hypothesis was upheld for nineteen
(19) competency items. The null hypothesis of no significant
difference, however, was rejected for competency items number 4,
20 and 22 because the calculated t – value were between the table t
– value of -1.96 and 1.96 at 355 degree of freedom and 0.05 level of
significance.
Research Question 5
What competencies were required by the secondary school
graduates on snail health management?
Table 9 presented the data for answering research question 5.
Table 9
Mean ratings of responses of agricultural science
teachers and agricultural extension agents on competencies
required by secondary school graduates for snail health
management.
S/N Competency Item on snail
health management. X
S.D Remarks
1 identify common snail diseases 3.59 0.73 Required
2 Recognize common snail pests
and parasites
3.53 0.74 Required
3 identify how snail diseases are
spread
3.53 0.75 Required
4 Maintain high level of hygiene in
the pen
3.47 0.79 Required
5 observe snails closely to diagnose
snail diseases
3.43 0.80 Required
6 Separate sick snails from healthy snails
3.45 0.75 Required
7 Keep proper health record of the snails in the pen
3.37 0.84 Required
8 Dispose dead snails to prevent further infections
3.42 0.98 Required
9 Destroy snail pests 3.41 0.83 Required 10 Fence the snail house to keep
predators away 3.50 0.77 Required
11 Regulate the temperature of the pen 3.17 0.98 Required
12 Regulate the humidity 3.06 0.98 Required
13 Avoid stress on snail 2.96 1.08 Required
14 Remove the leaves on top of the soil in the pen every three months
3.10 0.96 Required
15 Keep mortality records 3.25 1.01 Required
The data presented in Table 9 showed that the fifteen (15)
competency items had a Mean range of 2.96 to 3.59. This indicates
that the respondents agreed that the competency items were
required by secondary school graduates on snail health
management because their Mean were above the cut-off point of
2.50. The standard deviations of the competency items ranged from
0.73 to 1.08, which is low. This indicates that the respondents were
close to one another in their responses and that they are not far
from the Mean.
HYPOTHESIS 5:
H05:: There was no significant difference between the Mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on the competencies required
by secondary school graduates in snail health management.
The data for testing the hypothesis were presented in
Table 10.
Table 10
t-test analysis of the mean ratings of responses of two groups of respondents on competencies required by secondary school graduates on snail health management
S/N Competency Items Group 1:
Agricultural
Extension Agents
Group 2:
Agricultural
Science
Teachers
t – cal Decision
Rule
N1=105 N2 = 252
1X
2
1SD
2X
2
2SD
1 Identify common snail diseases
3.54 0.64 3.61 0.49 -0..78 NS
2 Recognize common snail pests and parasites
3.49 0.48 3.55 0.58 -0.70 NS
3 Identify how snail diseases are spread
3.43 0.59 3.57 0.54 -1.59 NS
4 Maintain high level of hygiene in the pen
3.47 0.52 3.47 0.66 0.00 NS
5 Observe snails closely to diagnose snail diseases
3.33 0.69 3.47 0.63 -1.49 NS
6 Separate sick snails from healthy snails
3.52 0.60 3.41 0.54 1.24 NS
7 Keep proper health 3.37 0.58 3.37 0.77 0.00 NS
record of the snails in the pen
8 Dispose dead snails to prevent further infection
3.62 0.51 3.33 1.12 2.99 S
9. Destroy snail pests 3.26 0.89 3.47 0.59 -2.02 S
10 Fence the snail house to keep predators away.
3.41 0.59 3.53 0.59 -1.35 NS
11. Regulate the temperature of the pen
3.26 0.81 3.14 1.01 1.11 NS
12. Regulate the
humidity
3.30 0.79 2.96 1.01 3.18 S
13. Avoid stress on snail 2.95 0.57 2.96 1.41 -0.10 NS
14. Remove the leaves on top of the soil in the pen every three months
3.14 0.82 3.08 0.96 0.56 NS
15. Keep mortality records.
3.20 1.05 3.27 1.01 -0.59 NS
Key: X = Mean, SD2 = Standard deviation , N1 = 105, N2 = 252,
t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S =
Significant.
Table 10 revealed that t-calculated values range from –2.02 to 3.18.
Data presented in Table 10 showed that competency items number
8 and 12 (Dispose dead snails to prevent further infection; and
regulate the humidity) had calculated t – value greater than the
table t – value of 1.96 at 0.05 level of significance and 355 degree of
freedom. For the competency items, the null hypothesis was
rejected. The null hypothesis, however, was accepted for twelve (12)
competency items because the calculated t – values were between
the table t – value of -1.96 and 1.96 at 0.05 level of significance and
355 degrees of freedom.
Research Question 6
What competencies were required by the secondary school
graduates on harvesting of snail?
The analysis of data for answering this research question was presented in Table 11. Table 11
Mean Ratings of responses of Agricultural science
Teachers and Agricultural extension agents on competencies
required by secondary school graduates for harvesting of
snail. N = 357
S/N Competency Items on
harvesting of snail X
SD Remarks
1 Identify mature snails 3.64 0.66 Required
2 Determine when to harvest
snail
3.60 0.75 Required
3 Harvest snail 3.29 0.98 Required
4 Process snail to attract market 3.35 0.91 Required
5 Grade snails for market 3.26 0.94 Required
6 Preserve snails after harvest 3.00 0.70 Required
The data presented in Table 11 showed that the six (6)
competency items had a Mean range of 3.00 to 3.6. The Means
were above the cut-off point of 2.50. This shows that the
competency items were required by secondary school graduates for
harvesting of snail. The standard deviation of the competency items
ranged from 0.66 to 0.98, which is low. This shows that the
respondents were close to one another in their responses and that
they were not far from the Mean.
HYPOTHESIS 6
HO6: There was no significant difference between the Mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates in harvesting of snails.
The data for testing the hypothesis were presented in Table
12.
Table 12
t – test analysis of the Mean ratings of responses of two
groups of respondents on competencies required by secondary
school graduates on harvesting of snails. S/N Competency items on
harvesting of snail Group1: Agric Extension Agents N1 = 105
Group 2: Agric Science Teachers N2= 252
t-cal Decision Rule
X1
SD2
1
X1
SD2
2
1 Identify mature snails
3.75
0.27 3.59 0.50 2.35 S
2 Determine when to harvest snail
3.68
0.41 3.57 0.62 1.38 NS
3 Harvest snail 3.37
0.66 3.25 1.08 1.17 NS
4 Process snail to attract market
3.52
0.70 3.27 0.85 2.5 S
5 Grade snails for market
3.41
0.67 3.19 0.97 2.18 S
6 Preserve snails
after harvest
3.15
0.32 2.94 0.55 2.92 S
Key: X = Mean, SD2 = Standard deviation , N1 = 105, N2 = 252,
t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S =
Significant.
Table 12 presented the data analysis of six competency items on
harvesting of snail as viewed by agricultural extension agents and
secondary school agricultural science teachers in Imo State. The
calculated t-values for the competency items range from 1.17 to
2.92. Data presented in Table 12 also showed that competency
items number 2 and 3 had calculated t-value less than the table t-
value of 1.96 at 0.05 levels of significance and 355 degree of
freedom. The null hypothesis was accepted for the competency
items. However, the null hypothesis was rejected for the remaining
competency items because the calculated t-value were greater than
the table t-value of 1.96 at 355 degree of freedom and 0.05 level of
significance.
Research Question 7
What competencies were required by the secondary school
graduates on marketing of snails?
The analysis of data for answering this research question was
presented in Table 13
Table 13
Mean Ratings of responses of agricultural science
teachers and agricultural extension agents on competencies
required by secondary school graduates for marketing of
snails in Imo State.
N = 357
S/N Competency items on
marketing of snail X
S.D Remarks
1 Locate market for the sale of snail
3.40 0.80 Required
2 Advertise snail products to promote patronage
3.16 0.88 Required
3 Clean snail shells before marketing
2.87 0.95 Required
4 Fix prices for different grades of snail
3.08 0.88 Required
5 Determine means of transporting snails to customers
2.94 0.97 Required
6 Distribute snail to the customers at their base
2.86 0.95 Required
7 Provide storage facilities for products awaiting market
3.24 0.90 Required
8 Store snails awaiting market 1.61 0.88 Not
Required
9 Store live snails in air tight containers
1.47 0.75 Not Required
10 Make effective use of market information
3.40 0.84 Required
11 Determine when to sale snails for maximum profit
3.54 0.75 Required
12 keep accurate records of sale of snail
3.39 0.88 Required
The data presented in Table 13 showed that the twelve (12)
competency items had a Mean range of 1.47 to 3.35. Ten of the
twelve (12) competency items had a Mean above the cut-off point of
2.50. This indicates that the ten competency items were required
by secondary school graduates for marketing of snails. Two
competency items (store snails awaiting market; store live snails in
air tight containers) had their Mean below the cut-off point of 2.50.
This showed that the competencies were not required by the
secondary school graduates for marketing of snails. The standard
deviation of the competency items ranged form 0.75 to 0.97, which
is low. This shows that the respondents were close to one another
in their responses and that they were not far from the mean.
Hypothesis 7
HO7 There was no significant difference between the Mean ratings
of secondary school agricultural science teachers and
agricultural extension agents on competencies required by
secondary school graduates in marketing of snails.
The data for testing the hypothesis were presented in Table
14.
Table 14
T-test analysis of the Mean ratings of responses of two groups of respondents on competencies required by secondary school graduates on marketing of snails.
S/N Competency items on marketing of snail
Group1: Agric Extension Agents
Group 2: Agric Science Teachers
t-cal Decision Rule
N1 = 105 N2 = 252
2
11SDX
2
221
SDX
1 Locate market for the sale of
snail
3.50 0.41 3.37 0.69 1.59 NS
2 Advertise snail products to promote patronage
3.22 0.71 3.14 0.66 0.83 NS
3 Clean snail shells before marketing
2.89 1.06 2.86 0.85 0.26 NS
4 Fix prices for different grades of
snail
3.12 0.92 3.06 0.71 0.56 NS
5 Determine means of transporting snails to
customers
2.91 1.10 3.96 0.89 -8.90 S
6 Distribute snail to the customers at their base
2.88 1.01 2.86 0.85 0.18 NS
7 Provide storage facilities for products awaiting market
2.97 1.09 3.35 0.64 -3.33 S
8 Store snails awaiting market 1.53 0.52 1.65 0.88 -1.30 NS
9 Store live snails in air tight
container
1.46 0.52 1.47 0.59 -0.12 NS
10 Make effective use of market information
3.33 0.72 3.43 0.70 -1.02 NS
11 Determine when to sale snails for maximum profit
3.54 0.52 3.53 0.59 0.12 NS
12 Keep accurate records of sale of
snail
3.47 0.52 3.35 0.88 1.30 NS
Key: X = Mean, SD2 = Standard deviation , N1 = 105, N2 = 252,
t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S = Significant.
Table 14 presents the analysis of twelve (12) competency items on
marketing of snail as viewed by agricultural extension agents and
secondary school agricultural science teachers in Imo State. The
calculated t-values for competency items range from –8.90 to 1.59. Data
presented in Table 14 also showed that each of the twelve (12)
competency items had a calculated t-value less than the table t-
value of 1.96 (two tail test) at 0.05 level of significance and 355
degree of freedom. However table 14 revealed that there was
significant difference between the Mean ratings of the two group of
respondents (agricultural extension agents and secondary school
agricultural science teachers) on two of the competencies on
marketing of snails in Imo State. With this finding, the null
hypothesis of no significant difference was not accepted for the two
competency items.
Findings of the Study
The following were the major findings of the study arising
from the analysis of data:
(a) Competencies on planning a snail production enterprise
The respondents agreed that secondary school graduates
require the following 15 competencies for planning a snail
production enterprise:
(1) Identify snail species
(2) Identify sources of snail
(3) Set goals for the enterprise
(4) Determine site for the snail production project
(5) Identify major activities required to achieve the snail
production objective
(6) Identify material resources required for the snail production
project
(7) Identify labour requirements for the snail production project
(8) Decide the type of snail house to build
(9) Determine housing requirements for the snail production
project
(10) Identify the breeding requirements for snail production
(11) Identify rearing requirements for snail production
(12) Identify marketing requirements for snail production
(13) Identify sources of financing the snail production project
(14) Budget for the snail production project
(15) Keep records of activities on snail production.
The analysis of the hypothesis tested revealed that: the
agricultural extension agents and the secondary school agricultural
science teachers differed significantly in six (6) and agreed on nine
(9) of the fifteen (15) competencies on planning a snail production
enterprise in Imo State.
(b) Competencies on housing of snail
The respondents agreed that secondary school graduates
require the following 14 competencies for housing of snails:
1.) Choose a suitable site for snail production
2.) Clear the site of vegetation
3.) Select the type of snail house to construct
4.) Identify the right building materials for the snail house
5.) Select appropriate workers to construct the snail house
6.) Construct a pen that is two meters long, one meter deep and
one meter wide.
7.) Plaster the walls of the pen with cement
8.) Lay two layers of block at the bottom of the pen
9.) Fill the pen a little more than one half meter with good top
soil
10.) Introduce earthworm into the pen
11.) Put dry leaves on top of the soil inside the pen
12.) Cover the pen with nylon mesh attached to a wooden frame
13.) Build a wooden shed to shade the entire pen
14.) Maintain cool and moist environment
The analysis of the hypothesis tested revealed that: there was
no significant difference between the Mean ratings of the responses
of secondary school agricultural science teachers and agricultural
extension agents on nine (9) of the fourteen competencies on
housing of snail. However, the agricultural extension agents and
the secondary school agricultural science teachers differed
significantly in five (5) of fifteen competencies on housing of snail.
c) Competencies on breeding of snail
The respondents agreed that the following 14 competencies
were required in breeding of snails:
1) Identify the breeding season for snail
2) Set up the breeding pen for snail
3) Sterilize the breeding pen before stocking the snail
4) Select appropriate breeding stock
5) Determine when to put the breeding snail in the breeding pen
6) Provide enough space for the breeding stock
7) Provide enough feed and water for the breeding stock
8) Determine the gestation period for the snails
9) Remove the breeding stock from the breeding pen after egg
laying
10) Provide enough warmth in the breeding pen
11) Ensure uniform emergence of the hatchlings.
12) Observe the hatchlings to gauge their level of comfort
13) Provide enough space for the hatchlings
14) Keep breeding records.
The analysis of the hypothesis tested revealed that the Mean –
ratings of agricultural extension agents and Mean ratings of the
secondary school agricultural sciences teachers did not differ
significantly in fourteen of the fifteen competencies on breeding of
snail but differed significantly in only one of the fifteen
competencies on breeding of snail as indicated in Table 6.
(d) Competencies on feeding and rearing of snails
The respondents agreed that the following 16 competencies
were required in feeding and rearing of snail:
1. Identify types of feed for snail
2. Identify sources of feed
3. Identify snail feeding habits
4. Identify snail feed requirements at each stage of development
5. feed the snails
6. Provide adequate feed to the snails
7. Provide water in shallow containers
8. keep record of use of feed
9. Recognize signs of nutrient deficiency
10. Provide water for the snails at all times
11. Remove left over feed daily
12. Clean the feed trough daily
13. Clean the water trough daily
14. Rear only snails of the same age together
15. Quarantine purchased snails before stocking
16 Feed the snails only in the evening.
The analysis of the hypothesis tested revealed that the
agricultural extension agents and the secondary school agricultural
science teachers Mean rating differed significantly in three (3) of the
competencies while they did not differ significantly in nineteen (19)
of the twenty two competencies on feeding and rearing of snails.
(e) Competencies on snail health management
The respondents agreed that secondary school graduates
require the following 15 competencies for snail health management:
1. Identify common snail diseases
2. Recognize common snail pests and parasites
3. Identify how snail diseases are spread
4. Maintain high level of hygiene in the pen
5. Observe snails closely to diagnose snail diseases
6. Separate sick snails from healthy snails
7. Keep proper health record of the snails in the pen
8. Dispose dead snails to prevent further infections
9. Destroy snail pests
10. Fence the snail house to keep predators away
11. Regulate the temperature of the pen
12. Regulate the humidity
13. Avoid stress on snail
14. Remove the leaves on top of the soil in the pen every three
months
15. Keep mortality records.
The analysis of the hypothesis tested revealed that the
agricultural extension agents and the secondary school agricultural
science teachers Mean ratings differed significantly in three but did
not differ significantly in twelve of the fifteen competencies on snail
health management.
(f) Competencies on harvesting of snail
The respondents agreed that the following 6 competencies
were required in harvesting of snail by the secondary school
graduates:
1. Identify mature snail
2. Determine when to harvest snail
3. Harvest snail
4. Process snail to attract market
5. Grade snails for market
6. Preserve snails after harvest
The analysis of the hypothesis tested revealed that: the
agricultural extension agents and the secondary school agricultural
science teachers Mean ratings did not differ significantly in two but
differed significantly in four of the six competencies on harvesting
of snail.
(g) Competencies on marketing of snails
The respondents agreed that secondary school graduates
require the following competencies for marketing of snail:
1. Locate market for the sale of snail
2. Advertise snail products to promote patronage
3. Clean snail shells before marketing
4. Fix prices for different grades of snail
5. Determine means of transporting snails to customers
6. Distribute snail to the customers at their base
7. Provide storage facilities for products awaiting market.
8. Make effective use of market information
9. Determine when to sale snails for maximum profit
10. Keep accurate records of sale of snail.
The analysis of the hypothesis tested revealed that there was
no significant difference between the Mean ratings of the responses
of agricultural extension agents and secondary school agricultural
science teachers on ten of the competencies on marketing of snails.
Discussion of the Findings
The findings of the study were discussed based on the
following subheadings derived from the study objectives and
research questions: competencies on planning a snail production
enterprise; competencies on housing of snail; competencies on
breeding of snail; competencies on feeding and rearing of snail;
competencies on snail health management; competencies on
harvesting of snail; and competencies on marketing of snails.
(a) Competency in planning a snail production enterprise
The findings of the study showed that the respondents agreed
that secondary school graduates require competencies on planning
for a successful snail production. Table 1 indicated that the
following competencies on planning were required by secondary
school graduates: Set goals for the snail production enterprise;
Determine site for the snail production project; Identify snail
species; Identify sources of snail; Identify major activities required
to achieve the snail production objective; Identify material
resources required for the snail production project; Identify labour
requirements for the snail production project; Decide the type of
snail house to build; Determine housing requirements for the snail
production project; Identify the breeding requirements for snail
production; Identify rearing requirements for snail production;
Identify marketing requirements for snail production; Identify
sources of financing the snail production project; Budget for the
snail production project; Keep records of activities on snails
production. The 15 competencies identified as required had their
Means above the cut off point of 2.50 with low standard deviation.
This indicates that the respondents homogeneously agreed that the
competencies were required by secondary school graduates in Imo
State.
The findings were in agreement with the views of Olaitan
(2008) who identified planning activities for a project as follows:
stating the objectives of the project; determining the site of the
project; identifying material resources necessary for the project;
identifying the labour requirements; budgeting for the project and
keeping records. The findings were also in agreement with the
views of Igbinosa (2002) who stated that for success in any
business, the individual involved must decide in advance what to
do, how to do it, when to do it and who is to do it. Possession of
these competencies on planning, therefore, forms the pre-requisite
requirements for secondary school graduates intending to go into
snail production.
The study also found out that there was no significant
difference in the Mean ratings of secondary school agricultural
science teachers and agricultural extension agents on nine (9) of
the fifteen (15) competency items on planning a snail production
enterprise in Table 2. This implies that the respondents shared the
same view on the competency item, therefore, any observed
differences may be due to sampling error. However, there was
significant difference between the Mean ratings of the two groups of
respondents on five of the fifteen competency items listed in Table 2
namely: Identify sources of snail; Identify major activities required
to achieve the snail production objective; decide on the type of snail
house to build; determine housing requirements for the snail
production project; budget for the snail production project; and
keep records of activities on snail production. This implied that the
respondents did not rate the competencies from the same
perspective. The agricultural extension agents might be more
practical oriented than the agricultural science teachers in their
ratings of the three competency items. Therefore any observed
differences may not be due to error in sampling.
(b) Competencies on housing of snail
The study found out that fourteen competencies were
required by secondary school graduates on housing of snail. The
competencies had their Mean above the cut-off point of 2.50. This
indicates that the respondents agreed that the competency items
were required by secondary school graduates for housing of snail in
Imo State. The competencies include: Choose a suitable site for
snail production; Clear the site of vegetation; Select the type of
snail house to construct; Identify the right building materials for
the snail house; Select appropriate workers to construct the snail
house; Construct a pen that is two meters long, one meter deep
and one meter wide; Plaster the walls of the pen with cement; Lay
two layers of block at the bottom of the pen; Fill the pen a little
more than one half meter with good top soil; Introduce earthworm
into the pen; Put dry leaves on top of the soil inside the pen; Cover
the pen with nylon mesh attached to a wooden frame; Build a
wooden shed to shade the entire pen; Maintain cool and moist
environment. Choosing a suitable site for snail production ranked
first and was followed by maintaining a cool and moist environment
as competencies on housing required by secondary school
graduates based on the mean ratings of agricultural extension
agents and secondary school agricultural science teachers in Imo
State.
The findings of the study were in agreement with the views of
Cobbinah (1993) who admitted that the selection of appropriate site
is the first step in snail housing. The findings were also in
conformity with the views of Thompson and Cheney` (2008) who
stated that a mild climate with 70% to 90% humidity is best for
snail production. The findings support the views of Olaniya (2004)
who described a typical snail house (breeding box) as consisting of
concrete sides, soil with earthworms to cleanse the soil on the
bottom, vegetation, curved tiles to provide shelter, feeders, chicken
waterer and netting to cover the top. However the finding “clear the
site of vegetative” is not in conformity with the view of Cobbinah
(1993) who stated that sites with good enough tree cover to reduce
the impact of the wind are usually the most suitable for snail
production.
The findings of the study also revealed that there was no
significant difference between the Mean ratings of the responses of
secondary school agricultural science teachers and agricultural
extension agents on nine of the fourteen competencies on housing
of snail listed in Table 4. This implied that the two groups of
respondents shared the same view on the competencies. Any
observed differences therefore, may be due to sampling error.
Significant difference, however, occurred in the Mean ratings of the
two groups of respondents on five of the fourteen competencies in
Table 4 namely: choose a suitable site for snail production; clear
the site of vegetation; select the type of snail house to construct; fill
the pen a little more than one half with good top soil; and introduce
earthworm into the pen. This implied that the two groups of
respondents rated the competencies from different perspectives.
The agricultural science teachers might be more theoretical than
the extension agents in the ratings. Therefore any observed
differences may not be due to sampling error.
(c) Competencies on breeding of snail
The finding of the study revealed that the respondents agreed
that the following competencies were required by secondary school
graduates for successful breeding of snail: Identify the breeding
season for snail; Set up the breeding pen for snail; Sterilize the
breeding pen before stocking the snail; Select appropriate breeding
stocks; Determine when to put the breeding snail in the pen;
Provide enough space for the breeding stock; Provide enough feed
and water for the breeding stock; Determine the gestation period
for the snails; Remove the breeding stock from the breeding pen
after egg laying; Provide enough warmth in the breeding pen;
Ensure uniform emergence of the hatchlings; observe the hatchings
to gauge their level of comfort; Provide enough space for the
hatchlings; keep breeding records. The required competencies had
their Means above the cut-off point of 2.50 and their standard
deviations are low.
The findings in this aspect of the study were in conformity
with the views of Cobbinah (1993) who stated that for success in
snail production only the fastest growers with the strongest shells
should be selected as snail breeding stock. The findings were also
in line with the views of Olaniya (2004) who observed that snails
tend not to breed when packed too densely. Secondary school
graduates, therefore, require these competencies for successful
snail breeding.
The study also found out that the secondary school
agricultural science teachers and agricultural extension agents
Mean ratings did not differ significantly in fourteen of the fifteen
competencies on breeding of snail as indicated in Table 6. This
implied that the two groups of respondents shared the same view
on the competencies.
However, the two groups differed significantly on one of the
competencies (select appropriate breeding stock) in Table 6. This
implied that the two groups of respondents rated the competency
item from different perspective. The extension agents might be
more practical oriented in the rating than the secondary school
agricultural science teachers. Any observed differences therefore
may not be due to sampling error.
(d) Competencies on feeding and rearing of snail.
The study found out that sixteen competences were required
by secondary school graduates on feeding and rearing of snail. The
competencies include: Identify types of feed for snail; identify
sources of feed; identify snail feeding habits; identify snail feed
requirements at each stage of development; feed the snails; provide
adequate feed to the snails; provide water in shallow containers;
keep record of use of feed; recognize signs of nutrient deficiency;
provide water for the snail; remove left over feed daily; clean the
feed trough daily; clean the water trough daily; rear only snail of
the same age together; quarantine purchased snails before stocking
and feed the snails only in the evening.
The findings of the study were in agreement with the views of
Cobbinah (1993) who observed that the type and quality of feed
given to the snails depend on the stage of development of the snail.
The author maintained that young snails should be fed on tender
leafy foliage, fruits and plenty of water provided in shallow
containers. The findings were in conformity with the views of
Olaniya (2004) who stated that feed should be provided to the
snails in the evening since the cooler temperature stimulate activity
and help the snail to move easily and feed. The findings were also
in conformity with the opinion of Thompson and Cheney (2008)
who stated that food should not be placed in one small clump so
that there is not enough room for all the snails to get to it.
The findings of the study also showed that the Mean ratings
of secondary school agricultural extension agents did not differ
significantly on nineteen (19) of the twenty two competency items
on feeding and rearing of snails as indicated in Table 8. This
showed that the two groups of respondents had similar opinion on
the competencies. Any observed differences, therefore, may be due
to sampling error. The two groups of respondents, however, differed
significantly on three competencies: identify snail feed requirement
at each stage of development; provide feed in one clump; and rear
snails of different ages and sizes together. This implied that the two
groups of respondents rated the items from different perspectives.
The agricultural science teachers might be more theoretical in their
ratings than the agricultural extension agents. Therefore, any
observed differences may not be as a result of sampling error.
(e) Competencies on snail health management
The findings of the study revealed that fifteen competencies
on snail health management were required by the secondary school
graduates. The competencies include: Identify common snail
diseases; recognize common snail pest and parasites; identify how
snail diseases are spread; maintain high level of hygiene in the pen;
observe snails closely to diagnose snail diseases; separate sick
snails from healthy snails; keep proper health record of the snails
in the pen; dispose dead snail to prevent further infection; destroy
snail pests; fence the snail house to keep predators away; regulate
the temperature of the pen; regulate the humidity; avoid stress on
snail and remove the leaves on top of the soil in the pen every three
months and keep mortality records. The required competencies
had their Mean above the cut off point of 2.50 and standard
deviations were low. This shows that the respondents
homogeneously agreed that the competencies were required by
secondary graduates.
The findings of the study were in consonance with the views
of Cooper (1990) who stated that maintaining a healthy
environment; being able to identify animal diseases, parasites,
predators and knowing how to treat health problems when they
occur are considerations that need to be made to ensure good
health. The findings were also in line with the opinion of
Hemoyhuk (2007) who observed that stress leads to ill – health
and recommend that snails should be hand-picked gently during
harvest to avoid stressing other snails. The findings were also in
agreement with the views of Ayobi (2007) who stated that
purchased snails should be quarantined for at least three days
before stocking so that healthy and sick snails could be identified.
It is necessary, therefore, that secondary school graduates
intending to go into snail production should acquire these
competencies for successful snail production.
The study also found out that there was no significant
difference in the mean ratings of secondary school agricultural
science teachers and agricultural extension agents on twelve of
the fifteen competencies in Table 10. This implied that the two
groups of respondents shared the same view on the competencies.
Therefore, any observed differences may be due to sampling
errors. However, the Mean ratings of the two groups of
respondents differed significantly on three of the fifteen
competencies. This showed that the two groups of respondents
viewed the competencies from different perspectives. The
agricultural extension agents might be more practical oriented in
the ratings than the secondary school agricultural science
teachers. Any observed differences therefore, may not be due to
errors in sampling.
(f) Competencies on harvesting of snail
The study found out that the respondents agreed that the
secondary school graduates require all the six competencies, listed
in Table 11, for successful harvesting of snail. The competencies
include: Identify mature snails; determine when to harvest snail;
harvest snail; process snail to attract market; grade snails for
market; and preserve snails after harvest. The 6 competencies had
their Mean above the cut off point of 2.50 and the standard
deviation were low showing that the agreement was homogenous.
The findings were in agreement with the views of Olaniya
(2004) who stated that only mature snails should be harvested.
According to the author immature snails attract low prices and the
shells are easily broken. It is therefore necessary that secondary
school graduates intending to go into snail production acquire the
competencies listed in Table 11.
The findings of the study also revealed that the agricultural
extension agents and the secondary school agricultural science
teachers Mean ratings did not differ significantly in two of the six
competencies listed in Table 12. This showed that the respondents
rated the competencies from the same perspective. Therefore, any
observed differences may be due to errors in sampling.
The two groups of respondents however, differed significantly
in four of the six competencies on harvesting of snail. This implied
that the two groups of respondents viewed the competencies from
different perspectives. The secondary school agricultural science
teachers might be more theoretical than the agricultural extension
agents in the ratings. Therefore any observed differences may not
be due to sampling error.
(g) Competencies on marketing of snail
The findings of the study showed that ten competencies were
required by the secondary school graduates for marketing of
snails. The competencies had their mean above the cut off point of
2.50 and the standard deviations were low which shows that the
respondents homogenously agreed that the competencies were
required. The competencies include: Locate market for the sale of
snail; Advertise snail products to promote patronage; Clean snail
shells before marketing; Fix prices for different grades of snail;
Determine means of transporting snails to customers; Distributes
snail to customers at their base; Provide storage facilities for
products awaiting market; Make effective use of market
information; Determine when to sale snails for maximum profit
and Keep accurate records of sale of snail.
The findings of the study were in conformity with the views of
Kotler (2001) who stated that several skills are necessary for an
individual (farmer) to succeed in marketing of agricultural
products. According to the author, the required skills include:
Finding buyer or searching for market; Grading and
standardization of the produce; Distribution and transportation of
the products; Storage of the products; Processing of the products.
Advertisement and production; Fixing prices; and Recording of the
financial transactions. The finding clean snail shells before
marketing however, is not in agreement with the writing of Downer
(2007) who wrote that fresh snails should not be cleaned or
processed before being sold in the farmers market.
The study also found out that there was no significant
difference between the Mean ratings of secondary school
agricultural science teachers and agricultural extension agents on
ten of the competencies on marketing of snails as listed in table
14. This implied that the two groups of respondents viewed the
competencies from the same perspective. Therefore, any
differences observed may be due to errors in sampling.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the statement of
problem, purpose of the study; the procedures used in the study;
and the major findings of the study. The conclusion, implications of
the study, recommendations and suggestions for further study
were also presented.
Restatement of the problem
Unskilled secondary school graduates are produced every
year from the Imo state secondary education system. Employers of
labour are handicapped in providing employment to the secondary
school graduates due to lack of employable skills. The resultant
effects are that the secondary school graduates are found roaming
the streets and often get involved in such anti- social behaviours as
gambling, stealing and prostitution to earn a living. To reduce
unemployment and crime among the school leavers, the
government of Imo state established a skill acquisition centre at
Orlu to help in retraining the secondary school graduates.
Experience has shown, however, that the training programme of
the skill acquisition centre is devoid of competencies in many
occupational areas such as snail production that is not expensive.
Snails are consumed in large numbers in Imo state but in
recent times, however, the demand for snail has exceeded the
supply due to the reduction in population of snail as a result of
deforestation and bush burning. To ensure a steady and regular
supply of snail to the people of the state, snail production is
necessary. Secondary school graduates lack the competencies
required for successful snail production because the secondary
school agriculture science curriculum is devoid of competencies in
snail production. If the competencies are identified and secondary
school graduates are trained and made to acquire the
competencies, they would contribute positively towards increasing
snail supply in the state. Besides, they would become self reliant
which would reduce unemployment and crime among the school
leavers. It is against this background that this study was designed
to identify the competencies required by secondary school
graduates on snail production in Imo state.
Purpose of the Study
The study specifically sought to:
1. Identify the competencies required by secondary school
graduates in planning a snail production enterprise.
2. Identify the competencies required by secondary school
graduates in housing of snail.
3. Identify the competencies required by secondary school
graduates in breeding of snail.
4. Identify the competencies required by secondary school
graduates in feeding and rearing of snail to maturity.
5. Identify the competencies required by secondary school
graduates in snail health management.
6. Identify the competencies required by secondary school
graduates in harvesting of snail.
7. Identify the competencies required by secondary school
graduates in marketing of snail.
Description of Procedures Used
In carrying out this research, relevant literatures were
reviewed. The researcher adopted a survey research design which
made use of a structured questionnaire of ninety nine (99) items to
collect data used in identifying the competencies required by
secondary school graduates on snail production in Imo state. The
structured questionnaire was face validated by three experts from
the University of Nigeria, Nsukka. Reliability was also established
with Cronbach alpha reliability coefficient.
The target population for the study was five hundred and
eighty nine (589) respondents comprising of four hundred and fifty
one (451) secondary school agricultural science teachers, and one
hundred and thirty eight (138) agricultural extension agents in Imo
state. Three hundred and fifty seven (357) respondents out of the
total population of 589 respondents completed and returned the
questionnaire. The data collected were analyzed using mean and
standard deviation to answer the research questions while t- test
was used for testing the null hypotheses at 0.05 level of
significance and 355 degree of freedom.
Major Findings of the Study
Based on the analysis of data collected, the researcher found
out that secondary school graduates in Imo state required:
1. Fifteen (15) competencies on planning a snail production
enterprise
2. Fourteen (14) competencies on housing of snail.
3. Fourteen (14) competencies on breeding of snail.
4. Sixteen (16) competencies on feeding and rearing of snail.
5. Fifteen (15) competencies on snail health management.
6. Six (6) competencies on harvesting of snail.
7. Ten (10) competencies on marketing of snail.
Conclusion
Based on the findings of the study, the following conclusions
were made: Secondary school graduates in Imo state required
competencies, for success in snail production, in such critical areas
as; planning a snail production enterprise; housing of snail;
breeding of snail; feeding and rearing of snail; snail health
management; harvesting of snail and marketing of snail. The
findings of the study were closely related to the purpose of the
study.
Implications of the Study
The findings of the study had implications for skill acquisition
centres, curriculum planners and secondary school graduates in
the following ways:
1. The study has provided a guide to the skill acquisition
centres, which could be used in providing occupational
information and skills to prospective snail farmers. If the
government of Imo state incorporates the identified
competencies in the programmes of the state skill acquisition
centres, it could help to equip the students with employable
skills in snail production for self and paid employment.
b. It has provided information to curriculum planners on the
competencies available on snail production so that they could
include them in the secondary school agricultural science
curriculum for effective teaching and learning. If the
competencies identified in this study are incorporated in the
senior secondary school agricultural science curriculum, it
could guide the agricultural science teachers in teaching the
students the competencies required for success in snail
production.
c. It has provided agricultural science teachers with the
necessary competencies on snail production that could enable
the teachers to understand the competency areas to lay
emphasis on when teaching their students.
Recommendations
Based on the findings of the study, the researcher made the
following recommendations:
1. Competencies identified in this study should be incorporated
into the programmes of the skill acquisition centres so that it
could be used for retraining the secondary school graduates.
2. The findings of the study should be made available to
unemployed school leavers by the government through the
state agricultural extension service and the media to enable
many of the unskilled secondary school graduates to acquire
the identified competencies.
3. The identified competencies in snail production should be
incorporated into the agricultural science curriculum for
senior secondary schools in Imo state so that the students
would acquire the skills before passing out of school.
4. The identified competencies should also be used as training
package for organizing training workshops for secondary
school agricultural science teachers.
Suggestions for Further Research
The following are suggested for further research:
1. Strategies for improving competency acquisition and
development in secondary school graduates for success in
snail production in Imo state.
2. Competencies required by secondary school graduates for
snail production in other parts of Nigeria.
3. Competencies possessed and needed by snail farmers in Imo
State for effective snail production.
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APPENDIX A
Department of Vocational Teacher Education
(Agricultural Education Section) Faculty of Education University of Nigeria Nsukka Enugu State
Dear Sir/ Madam
REQUEST TO RESPOND TO A QUESTIONNAIRE
I am a post-graduate student of the above named department of the University of Nigeria, Nsukka working on a project topic titled
“Competencies required by Secondary School Graduates on Snail Production in Imo State, Nigeria”. Please kindly respond to the statements and questions in the instrument. Any information supplied will be treated confidentially and will be used for educational purposes only.
Thanks for your co-operation
Yours faithfully
Nwosu Obasi Tobias
APPENDIX B
PROJECT TOPIC: COMPETENCIES REQUIRED BY SECONDARY
SCHOOL GRADUATES ON SNAIL PRODUCTION IN IMO STATE
PART ONE
Instruction: Please check () in the appropriate space provided
as applicable to you
a. Qualification(s): NCE HND B.Sc M.Ed
Ph.D Others Specify -----------------------------
b. Category: (i) Secondary School Agricultural Science
Teacher (ii) Agricultural Extension Agent
Please Supply these Information as it applies to you
a. Name of your school ---------------------------------------------
b. Area of operation covered (in case of extension agent) -----
c. L.G.A. of operation ----------------------------------------------
PART TWO
Part two is divided into seven sections namely:
a. Competencies on planning snail production enterprise
b. Competencies on housing of snail
c. Competencies on breeding of snail
d. Competencies on feeding and rearing of snail
e. Competencies on snail health management
f. Competencies on harvesting of snail
g. Competencies on marketing of snail.
Instruction: Please indicate by checking in the appropriate space
provided in the table the extent to which the following competencies
on snail production are required by the secondary school
graduates. The options are: Highly Required (HR) Averagely
Required (AR) Slightly Required (SR), and Not Required (NR).
Section A: Competencies on Planning Snail Production
Enterprise
S/N ITEM STATEMENT HR AR SR NR
1 Identify snail species
2 Identify sources of snail
3 Set goals for the enterprise
4 Determine the site of the project
5 Identify major activities required to achieve
the snail production objectives.
6 Identify material resources required for snail
production
7 Identify labour requirements for the snail
production project.
8. Decide the type of snail house to build
9. Determine housing requirements for the snail
production project.
10. Identify the breeding requirements for snail
11. Identify rearing requirements for snail
production
12. Identify marketing requirements for snail
production
13. Identify sources of financing the snail
production project.
14. Budget for the snail production project
15. Keep records of activities on snail production.
Section B: Competencies on Housing of Snail
S/N ITEM STATEMENT HR AR SR NR
1. Choose a suitable site for the snail
production enterprise
2. Clear the site of vegetation
3. Select the type of snail house to construct.
4. Identify the right building materials for the
snail house.
5. Select appropriate workers to construct the
snail house.
6. Construct a pen which is two meters long,
one meter deep and one meter wide
7 Plaster the walls of the pen with cement
8 Lay two layers of blocks at the bottom of the
pen.
9 Fill the pen a little more than one half meter
with good top soil.
10 Introduce earthworm into the pen
11 Put dry leaves on top of the soil inside the
pen.
12 Cover the pen with nylon mesh attached to a
wooden frame
13 Build a wooden shed to shade the entire pen.
14 Maintain cool and moist environment.
Section C: Competencies on Breeding of Snail
S/N ITEM STATEMENT HR AR SR NR
1. Identify the breeding season for snail
2. Set up the breeding pen for snail
3. Sterilize the breeding pen before stocking the
snail
4. Select appropriate breeding stocks.
5. Determine when to put the breeding snail in
the breeding pen.
6. Provide enough space for the breeding stock.
7. Provide enough feed and water for the
breeding stock
8. Determine the gestation period for snails.
9. Remove the breeding stock from the breeding
pen after egg laying.
10. Provide enough warmth in the breeding pen
11. Ensure uniform emergence of the hatchlings.
12. Observe the hatchlings to gauge their levels
of comfort.
13 Provide enough space for the hatchlings
14 Keep breeding records.
15. Water the pen during hatching
Section D: Competencies on Feeding and Rearing of Snails
S/N ITEM STATEMENT HR AR SR NR
1 Identify types of feed for snail
2 Identify sources of feed.
3 Identify snail feeding habits
4 Identify snail feed requirement at each stage of
development.
5 Feed the snails
6 Provide adequate feed to the snails
7 Provide water in shallow containers
8 Keep record of use of feed.
9 Recognize signs of nutrient deficiencies
10. Provide water for the snails at all times
11. Weigh the snails regularly
12. Remove leftover food daily
13. Clean the feed trough daily
14. Clean the water trough daily
15. Rear only snails of the same age together
16. Quarantine purchased snails before stocking
17. Feed the snails only in the evening
18. Expose the snails to high light intensity
occasionally
19. Provide water in deep containers
20. Provide feed in one clump
21. Fertilize the soil in the pen using NPK fertilizer
22. Rear snails of different ages and sizes together
Section E: Competencies on Snail Health Management
S/N ITEM STATEMENT HR AR SR NR
1 Identify common snail diseases
2 Recognize common snail pests and parasites
3 Identify how snail diseases are spread.
4 Maintain high level of hygiene in the pen
5. Observe snails closely to diagnose snail
diseases.
6 Separate sick snails from healthy snails.
7 Keep proper health record of the snails in the
pen.
8 Dispose dead to prevent further infections
9 Destroy snail pests.
10 Fence the snail house to keep predators away.
11 Regulate the temperature of the pen.
12 Regulate the humidity of the pen.
13 Avoid stress on snail.
14 Remove the leaves on top of soil in the pen every
three months.
15 Keep mortality records
Section F: Competencies on Harvesting of Snails
S/N ITEM STATEMENT HR AR SR NR
1 Identify mature snails
2 Determine when to harvest snail
3 Harvest snail
4 Process snails to attract market
5 Grade snails for market
6. Preserve snails after harvest
Section G: Competencies on Marketing of Snails
S/N ITEM STATEMENT HR AR SR NR
1. Locate market for the sale of snail.
2 Advertise snail products to promote patronage
3. Clean snail shells before marketing
4. Fix prices for different grades of snail.
5. Determine the means of transporting snails to
customers.
6. Distribute snail to the customers at their base.
7. Provide storage facilities for products awaiting
market.
8. Store snails awaiting market
9. Store live snails in air tight containers
10. Make effective use of market information
11. Determine when to sale snails for maximum
profit.
12. Keep accurate records of sale of snail.
APPENDIX C
FORMULA FOR CRONBACH ALPHA OR COEFFICIENT ALPHA ( )
USED IN CALCULATING RELIABILITY OF THE INSTRUMENT.
1k
k
2
2
1
1S
S Where
K = the total number of items in the test
2
1S = The sum of item variance
2
S = The variance of the total test.
APPENDIX D
FORMULA FOR T-TEST USED IN TESTING THE HYPOTHESIS
t =
21
2
2
2
1
2
1
XX
n
S
n
S where
1X Mean of the first group
2X Mean of the second group
2
1S = Standard deviation of the first group
2
S = Standard deviation of the second group
1n = Sample size of the first group
2n = Sample size of the second group.
APPENDIX E
MAP OF IMO STATE OF NIGERIA SHOWING LOCAL GOVERNMENT
AREAS AND HEADQUARTERS.