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TITLE PAGE

COMPETENCY IMPROVEMENT NEEDS OF ORDINARY NATIONAL DIPLOMA GRADUATES OF

COLLEGES OF AGRICULTURE FOR ENTREPRENEURIAL FISH FARMING IN SOUTH-EASTERN NIGERIA

BY

MONWUBA, NNENNAYA SINACHI

PG/M.ED/08/48774

AN M.ED THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL TEACHER EDUCATION (AGRICULTURAL

EDUCATION UNIT), FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA.

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF MASTER OF EDUCATION DEGREE (M.Ed) IN

AGRICULTURAL EDUCATION.

SUPERVISOR: PROF. N. J. OGBAZI

OCTOBER, 2011.

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CHAPTER ONE

INTRODUCTION

Background of the Study

Fish is well accepted and relished as food in the South-east zone of Nigeria.

The inhabitants of the zone consume fish in several forms like fresh fish pepper-soup,

smoked fish, canned fish, sandwiches among others. The popular oven baked, ready

to serve “point and kill” prepared from freshly caught fish is common in hotels in almost

all the nooks and crannies in the zone.

Fish in the view of Hornby (2000), is a creature that lives in water, breathes

through gills and uses fins and tail for swimming. Akpaniteaku (2010) defined fish as

an aquatic animal with adaptive physical features which enable it to live conveniently in

water. Such adaptive features are mouth, operculum (gill cover) fins, eyes, lateral lines,

scales, nostril and barbells. Common fish species that are recommended for fish

culture include; catfish (Heterobanchus spp), hybrid catfish (Heterobanchus clarias),

african bony-tongue (Heterotis spp), tilapia (Oreochromis niloticus), mormyrid

(Gymnachus nilotichus), silver catfish (Chrysichthys nigrodigitatus) among others (Ikeh,

2007).

Fish has many values that make its’ production a worthwhile venture.

Akintomide, Gbemiga and Ahmed (2005), enumerated the importance of fish thus; it is

a vital source of food for man and feed for livestock, providing about 16 per cent of

animal protein consumed by the world’s population. It serves as a major source of

income for many people who derive direct and indirect income from fish. Fish oil, a

bye-product of fish is used in the manufacturing of cod liver oil, which is a good source

of vitamin A. Fish species like Rita rita and Chanda ranga are termed ‘ornamental

fishes’ because of their brilliant colours and hence used for aesthetics.

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More importantly, land not suitable for habitation or any other form of agriculture

like swamps can become a ‘gold mine’ when converted to a fish farm. Fish farming

creates employment for youths and young school leavers, as fish offers many

enterprises that can serve as a source of livelihood for the youths like production of fish

seed, production of table fish, transportation and handling of fish, processing and

preservation of fish. Such employment opportunities can reduce crime and its

attendant effects such as loss of innocent lives, destruction of property amongst others.

Fish can be reared conveniently in tanks within living environment hence little or

nothing will be spent in the acquisition of land for such an enterprise. Experts in fishery

and related fields are regularly engaged in various forms of research which culminate in

innovations of divers sorts that help humanity especially in the field of education.

Furthermore, Okafor (2007) identified a very striking, valuable and prized

importance of fish in the enhancement of human health. The author noted that fish

contains Omega III fatty acid that reduces the risk of cardiovascular diseases,

hypertension, arteriosclerosis among others. Fish is thus medically prescribed as

preferred animal protein to beef, mutton, chevron, pork and chicken especially for

people who are over fourty (40) years. Omega III fatty acid is also good for proper

development of brain cells in the developing foetus. Fish is therefore a welcome diet

for pregnant women and young children who need it for development of high Intelligent

Quotient (IQ).

The demand for fish has increased beyond the natural supply resulting in a high

pressure for fish culture. Fish culture is the rearing of fish in captivity or an enclosure

such as pond, cage, raceways or tanks (Akpaniteaku, 2007). Fish catches from the

‘wild’ can no more meet dietary need of humans hence fish culture has come up as a

field of wealth opportunities for individuals with required interest, knowledge and skills.

Fish culture was developed somewhat from an Indigenous Agricultural Knowledge

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System (IAKS) practised by artisanal fish farmers in the early 1940s who got used to

keeping part of their catch in ditches filled with water for storage and sometimes for

weight gain. Later on in the 1950s, series of experiments and rudimentary campaign

for fish culture started and after the civil war prospective farmers ventured into various

fish species and their culture trials (Akpaniteaku, 2010). This IAKS developed into what

is presently known as fish culture. Fish culture therefore can be defined as rearing of

fish in captivity or controlled water systems such as ponds, tanks and cages. However,

the following factors according to Tibbetts (2004) should be considered for fish culture

purposes; adaptability of fish specie to culture environment, availability of fingerlings,

feeding habit of the specie, growth rate, resistance to diseases and species

acceptability. Clarias and Heterobanchus species meet almost the indices above and

hence are commonly recommended to the entrepreneur who desires to venture into fish

farming. These species are mostly used for intensive fish culture in Nigeria.

An entrepreneur as defined by Mamman (2008) is an individual who has the

willingness and ability to seek out investment opportunities, establish and run an

enterprise successfully. The author further describes an entrepreneur as one who

identifies, develops and brings visions to life under conditions of risk and considerable

uncertainties. The vision may be an innovative idea, an opportunity or simply a better

way to do something. Fish farms are springing up speedily all over the South-east zone

but the sector still needs experts who will infuse innovative ideas into fish production

enterprises to make it more productive and essentially more profitable to the investors.

Akpan (2004) sees the entrepreneur as one having that inner drive that fires actions in

the man of business who invests his resources now with the hope of recovering it with

gain in a future date.

In the Schumpeterian school of thought, entrepreneurship is all about strategic or

innovative actions; the doing of things that are already being done in a new way

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(Akpan, 2004). Thus in fish farming, innovative knowledge and skills are equally

needed to fire the fish farmers and one sure way to do this is to train would-be fish

farmers to be competent technically and managerially. The starting and most influential

point is planning for the fish farming enterprise. In planning for the fish farming

enterprise, the entrepreneur ought to carry out careful analysis of the project to

determine its feasibility and viability. Feasibility of a project is concerned with the

practicability or possibility of the idea while viability of a project is concerned with the

worthwhileness or profitability of the venture. In order to determine the feasibility of a

fish farm project the entrepreneur must find answers to the following questions:

(i) Will the physical environment (e.g soil condition) allow for the execution of the

fish project?

(ii) Will the law of the country or State permit the establishment of a fish farm in my

proposed site?

(iii) Do I have access to technology or expert services for assistance in the fish

enterprise?

(iv) Will there be sufficient demand for the fish frys, fingerlings, table fish, etc?

(v) How much would be needed for the proposed fish enterprise, from what source

and at what costs?

(vi) What record system is best suited for the fish enterprise?

(vii) Will there be enough security to counter poaching?

(viii) Are input like fish feed available and at what cost?

(ix) What innovations can I add in my packaging of fish products to make it more

attractive to the consumers?

(x) Is labour available and affordable within the locality?

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(xi) Are there alternatives in the management procedure for cost effectiveness e.g

using locally prepared fish feeds instead of commercially prepared feeds?

(Appleby, 1994).

Having provided useful answers to the questions above, the next step according

to Appleby (1994) should be to supervise the establishment of fish ponds, which

involves construction of the fish ponds, treatment of the ponds, impounding the ponds

with water, pond fertilization and finally stocking of the ponds with frys. The

establishment of fish ponds is followed by carrying out management practices which

include feeding of the fish, regular change of water, vaccination of the fish, aeration of

the pond, etc. Effective management of the pond will ensure timely and robust harvest

and this will spell good profit for the entrepreneur. The entrepreneur may go further to

process and package beautifully the fish in handy and neat packs thus making it

possible for the fish to be sold in offices, homes and not only in the market place.

As the global economic down-turn persists, government at all levels and areas

are resorting to taking tactical and strategic measures to contain the scarcity of

employment opportunities for graduates from their respective educational systems.

One of these measures is the reawakening of entrepreneurship as a veritable angle to

economic independence of any nation and its citizens. Thus, school graduates trained

with entrepreneurial competencies are equipped with the ability to combine various

input factors in an innovative manner to generate value to the customer with the hope

that this value will exceed the cost of the input factors thereby generating superior

returns (profit) that result in the creation of wealth.

Competency according to Hornby (2000) is having enough skill and knowledge

to do something to the necessary standard. Competency therefore in the context of this

work entails the possession of all relevant knowledge, attitudes and skills that are

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necessary for entrepreneurial fish farming by Ordinary National Diploma (OND)

graduates in agriculture. Such competencies include: planning for fish enterprises,

establishment and management of fish pond, fish breeding and hatchery, harvesting

and marketing of fish and processing and preservation of fish. Planning for fish

enterprises will entail determination of type and scope of business, formulation of goals

and objectives of the business, formulation of business strategies, implementation and

execution of strategies and evaluation. Establishment and management of the fish

pond include such activities as: selection of pond type and size, marking out of pond

area, excavating of pond, grassing of pond, stocking of pond, feeding of fish, aeration of

pond among others. Fish breeding and hatchery is aimed at fish multiplication and it

involves activities such as: select breeding parents with desirable qualities, obtain

extracts of pituitary gland from donor fish, inject breeding stock with anaesthetic,

dissect males to expose testes, incise testes to collect milt among others. Harvesting

and marketing of fish involve activities such as: safe harvesting method to minimize

shock and injury to the fish, identify appropriate mesh size to use, grading of harvested

fish, advertise fish using different communication channels, keep fish production and

sales record among others. Processing and preservation of fish is done to extend its

shelf life. It involves activities such as: gutting of fish, salting of fish, smoking of fish,

freezing of fish among others. These competencies are necessary for the successful

performance of tasks involved in the fish production process. If these competencies

are identified and incorporated into the curriculum of OND programme in agriculture, it

will result in the production of graduates who will be competent enough to establish and

manage their own fish farms.

In South-east Nigeria, there are existing fish farms contributing their quota to the

National Fish Production Figure. Some of these fish farms are owned and managed by

individuals who scarcely have formal training in fish production. Such fish farmers

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depend mainly on the extension agents who offer technical assistance to them from

time to time. Extension agents are experts in specialized fields in agriculture who act

as links between research institutes and the farmers. According to Akpaniteaku (2010),

the extension agents obtain information on recent technological innovations in

agriculture and disseminate such information to the farmers and also guide them on

how to adopt and adapt such innovations. Ordinary National Diploma (OND) graduates

in Agriculture should boost national fish production figures by investing in fish farming

but that will be possible when they are entrepreneurially trained. Such entrepreneurial

training will build in them innovativeness, dynamism, creativity, profit-orientedness,

leadership, self confidence and sound human relationship. Armed with all these

qualities and the technical knowledge on fish production earned in the course of the

OND programme, such graduates will be enthusiastic to venture into fish production

enterprises. This will certainly improve the productivity of the fishery sector.

Improvement in the view of Hornby (2000) is the act of making something better

than before. Princeton (2007) defines improvement as a change for better which

results in progress and subsequent development. Improvement in the opinion of

Galesburg (2007) is a conscious activity undertaken based on achieving the target

objectives of an organization. With reference to this study, improvement connotes the

performance indices/gap to be acquired by OND graduates of agriculture to enable

them engage in entrepreneurial fish farming. Such performance gap cannot be

extracted without a need assessment.

Need assessment as defined in Wikipedia (2011) is a process of determining

and addressing needs or ‘gaps’ between current conditions and desired conditions.

They can be a desire to improve current performance or to correct a deficiency.

According to Rouda and Mitchell (1995) need assessment is a systematic exploration of

the ways things are and the way they should be in relation to individual or

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organizational performance. Rouda and Mitchell (1995) further broke the need analysis

process into two components:

1. Determine current state of skills, knowledge and abilities of present and or future

employees.

2. Identify desired or necessary skills, knowledge or abilities for personal or

organizational success.

This analysis focuses on the necessary job tasks standards as well as the skills,

knowledge and abilities needed to accomplish them successfully. This study therefore

aimed at finding competency improvement needs of Ordinary National Diploma

graduates in agriculture for entrepreneurial fish farming.

An Ordinary National Diploma (OND) graduate of agriculture is one who has

successfully undergone four semesters of classroom, laboratory and workshop

activities including a semester of Students Industrial Work Experience Scheme

(SIWES) as recommended by the National Board for Technical Education (NBTE) in an

accredited School of Agriculture (NBTE, 1990). The cardinal goal of the Ordinary

National Diploma in Agricultural Technology is to produce technicians capable of

applying modern farming techniques in direct agricultural production (NBTE, 1990).

Among the recommended courses in the NBTE document – Curriculum and Course

Specifications (1990) is “Basic Fisheries Technology”. The objectives of the course are

that on completion of the course, the students will be able to:

Outline the development of fisheries in Nigeria.

Understand the relationship between hydrography and fisheries.

Understand the essential requirement for the establishment of a fish pond.

Understand the construction procedures of a pond.

Understand the culture of brackish and fresh water fish.

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Understand the harvesting process of fish in ponds.

Understand fish preservation, processing and distribution methods (NBTE,

1990).

In South-east Nigeria comprising five States – Anambra, Abia, Ebonyi, Enugu

and Imo, there are three accredited Schools of Agriculture; the College of Agriculture in

Mgbakwu, Anambra State, the Federal School of Agriculture in Ishiagu, Ebonyi State,

and the recently established College of Agriculture and Entrepreneurial Studies in

Iwollo, Enugu State. These institutions turn out graduates who ought to be creators of

wealth especially in the fish production enterprises. Such fish enterprises include fish

seed production, table fish production, fish feed production, ornamental fish production

among others. Experiences have shown that most of them carefully file their

certificates and prepare beautiful curriculum vitae and regularly peruse the internet and

newspapers for employment opportunities with their general education counterparts.

The College of Agriculture is a Technical and Vocational Education (TVE) institution

and one of the objectives of Technical and Vocational Education in the National Policy

on Education (2004) is to give training and impact the necessary skills to individuals

who shall be self-reliant economically. Is this objective really being pursued in the

Colleges of Agriculture? If the graduates of these institutions are entrepreneurally

competent, the change would have been visible. Therefore, it becomes necessary to

identify competency improvement needs of Ordinary National Diploma graduates of

agriculture for entrepreneurial fish farming in the South-east zone.

Statement of Problem

In South-eastern Nigeria, the media houses almost on a daily basis roll out

unsavoury information bordering on armed robbery, kidnapping, cult activities and the

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likes. Inhabitants of this zone now live in fear both in the day and in the night. Anyone

can be the next victim. These robberies and kidnappings are executed by the youths,

some of whom are graduates of various institutions which may also include Colleges of

Agriculture.

Every young person looks forward to the day he will start earning an income,

rent or build his own house and ultimately raise his own family. The youths look up to

the government for empowerment to achieve these desires. The government can

empower the youths by equipping tertiary institutions especially the TVE oriented ones

with appropriate facilities and employing relevant and skilled manpower (lecturers) to

work in such institutions. These will result in the production of graduates with improved

work skills, attitude and knowledge to be self-employed and earn their daily living while

contributing to the development of the State and Nation. Ibeneme (2009) stated that

the development of human capital remains the best strategy in the fight against poverty

and hunger. The author opined that human capital can best be developed through the

improvement and advancement of Vocational Technical Education (VTE) which has as

its cardinal goal the inculcation of appropriate skills, right attitude and good knowledge

to individuals for self-reliance and contribution to national development. One of such

VTE institutions that should equip the young ones with skills especially in the area of

agriculture and indeed fish farming is College of Agriculture.

The Colleges of Agriculture are Vocational Technical Education (VTE)

institutions whose products should be skilled, knowledgeable and posses the right

attitudes to assert themselves in the economic scheme of things. One way to achieve

this will be to profitably invest in fish farming after graduation from such an institution.

By so doing they will be responsibly employed, self-reliant and producing tonnes of fish

that will improve the protein intake of the citizenry and ultimately result in the economic

growth of the nation.

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Fish farming is one of the occupational programmes offered by students in

Colleges of Agriculture but on a visit to one of these colleges by the researcher and

interaction with some students of the institutions revealed the non-existence of relevant

facilities like fish ponds. This means that any knowledge the graduates have on fish

farming ended in the classroom and lacked practical experience. This shows a

discrepancy with the curriculum content and objectives as provided by the NBTE. The

NBTE document already cited in the background has no provision for skills needed in

planning for fish enterprise and skills needed for fish breeding. If the competencies

needed for entrepreneurial fish farming are identified and fully incorporated in the

training programme of the Colleges of Agriculture, the future Ordinary National Diploma

graduates will be certainly equipped for self-reliance, poverty alleviation and

contribution to national economic development. Therefore, this study was designed to

identify the competency improvement needs of Ordinary National Diploma (OND)

graduates of agriculture for entrepreneurial fish farming.

Purpose of the Study

The major purpose of this study was to determine Competency Improvement

Needs of Ordinary National Diploma graduates in Agriculture for Entrepreneurial Fish

Farming in the South-eastern zone. Specifically, the study sought to:

1. find out competencies required by Ordinary National Diploma graduates in

Agriculture for success in planning for fish enterprises;


Agriculture for establishment and management of fish ponds;


Agriculture for success in breeding and hatching of fish frys;

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Agriculture for harvesting and marketing of fish;


Agriculture for effective preservation and processing of fish.

6. determine the competencies where the Ordinary National Diploma graduates in

Agriculture need improvement for success in planning for fish enterprises;

7. determine the competencies where Ordinary National Diploma graduates in

Agriculture need improvement in the establishment and management of fish

ponds;


Agriculture need improvement for success in breeding and hatching of fish frys;


Agriculture need improvement for effective harvesting and marketing of fish;


Agriculture need improvement for effective preservation and processing of fish.

Significance of the Study

The findings of this study is beneficial to the National Board for Technical

Education (NBTE), government of the five (5) Eastern States, management and staff of

Colleges of Agriculture, fish farmers in the south eastern zone, Ordinary National

Diploma graduates in agriculture and future researchers.

The study provided information that could be used in reviewing and repackaging

programme for entrepreneurial training of students of Colleges of Agriculture by the

NBTE. Such review will expand the scope of the current curriculum through the

addition of course units in entrepreneurial education, incorporating such topics as skills

in planning for fish enterprises and breeding and hatching of fish frys. The mastery of

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such skills will prepare and build confidence in the Ordinary National Diploma

graduates of agriculture to venture into fish farming.

The study provided information to the government of the five South Eastern

States on the need to provide physical facilities necessary for training in fish farming.

Such facilities include fish ponds, aerator pumps, small scale feed millers, smoking

kilns, induced breeding kit among others. This will ensure that students in Colleges of

Agriculture undergo practical training in fish farming and not mere classroom activities.

Occupational programmes like fish enterprise need a lot of practical exposure to ensure

success.

The study also provided information in the areas where staff of the Colleges of

Agriculture needs to update their knowledge to strengthen their competence in training

the graduates. Such areas include entrepreneurial education and induced fish

breeding.

The study also provided information to practising and would-be farmers on

competencies needed for improvement in fish farming. This study provided tips for the

would-be farmers on feasibility and viability studies which is necessary before

embarking on fish farming. The practising fish farmers will also advance their

knowledge by acquiring information on improved fish feeding practices, fish health

management, better marketing strategies etc. This will improved their yields and

subsequently boost their income.

The findings of this study if incorporated into the OND curriculum will reposition

OND graduates in agriculture better thus making them competent entrepreneurs in fish

farming.

Future researchers will also benefit from this study as a reference material and a

base for further research work.

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Research Questions

The following research questions guided the study:

1. What are the competencies required by Ordinary National Diploma graduates in

Agriculture for success in planning for fish enterprises?


agriculture for establishment and management of fish ponds?


Agriculture for success in breeding and hatching of fish frys?


Agriculture for effective harvesting and marketing of fish?


Agriculture for effective preservation and processing of fish?

6. What are the competency improvement needs of Ordinary National Diploma

graduates in Agriculture for success in planning for fish enterprises?


graduates in Agriculture for establishment and management of fish ponds?


graduates in Agriculture for success in breeding and hatching of fish frys?


graduates in Agriculture for effective harvesting and marketing of fish?


graduates in Agriculture for effective preservation and processing of fish?

Hypotheses of the Study

Five null hypotheses formulated for this study were tested at 0.05 level of

significance.

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H01: There is no significant difference in the mean ratings of responses of agricultural

extension agents, lecturers in the Fishery Department of Colleges of Agriculture

and OND graduates in agriculture on competencies required by Ordinary

National Diploma graduates in agriculture in planning for fish enterprise.


extension agents, lecturers in the Fishery Department of Colleges of Agriculture

and OND graduates in agriculture on competencies required for successful

establishment and management of fish ponds by Ordinary National Diploma

(OND) graduates in agriculture.


extension agents, lecturers in Fishery Department of Colleges of Agriculture and

OND graduates in agriculture on competencies required for profitable breeding

and hatching of fish frys by Ordinary National Diploma (OND) graduates in

agriculture.



OND graduates in agriculture on competencies required for profitable harvesting

and marketing of fish by Ordinary National Diploma (OND) graduates in

agriculture.



OND graduates in agriculture on competencies required for successful

preservation and processing of fish by Ordinary National Diploma (OND)

graduates in agriculture.

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Scope of the Study

The study was restricted to identification of competency improvement needs for

entrepreneurial fish farming by Ordinary National Diploma graduates in the South-east

zone of Nigeria. These competency improvement needs are in areas like: planning for

fish enterprise, establishment and management of fish ponds, breeding and hatching of

fish frys, harvesting and marketing of fish and preservation and processing of fish.

The respondents for the study were restricted to OND graduates of agriculture,

agricultural extension agents and lecturers in Fishery Department of Colleges of

Agriculture in the South-east zone.

Assumption of the Study

In carrying out this study, the following assumptions were made:

1. That lecturers in Colleges of Agriculture were competent to respond to the

questionnaire because they have the necessary knowledge and skills as a result

of their training and they have been teaching courses on fishery in their various

institutions.

2. The Agricultural Extension Agents were competent to respond to the

questionnaire because they have undergone training in fishery and have been

visiting fish farmers of dives scales for educational interactions.

3. The Ordinary National Diploma graduates having passed through the OND

programme in agricultural technology know exactly the competencies they have

acquired in fish farming and the areas where they need improvement for

entrepreneurial fish farming.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

The review of related literature was arranged under the following subheadings:

1. Conceptual Framework

Graduate Unemployment

Mitigation Potentials

Need Assessment

2. Theoretical Framework

Occupational Theory

Schumpeterian Theory of Entrepreneurship

3. Fish Production Enterprises

Planning for Fish Enterprise

Fish Pond Establishment and Management

Fish Breeding and Hatchery

Fish Harvesting and Marketing

Processing and Preservation of Fish

4. Related Empirical Studies

5. Summary of Literature Review

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Conceptual Framework

Conceptual framework in the view of Mujer (2003), refers to a set of coherent

ideas organized in a manner that makes them easy to be communicated to others. It is

an overview of ideas that shape the way a study is carried out. Michiko (2009) added

that conceptual framework is used in a research work to outline possible course of

action thereby displaying a flow pattern for the work. The conceptual framework of this

study is presented in form of a schematic diagram embodying such concepts as

graduate unemployment, mitigation potentials, need assessment among others.

Graduate Unemployment

A graduate according to Hornby (2000) is an individual who has successfully

completed a set course of study at school and received a certificate. Unemployment

according to Websters (1997) is a condition where one wants to work but cannot get a

job. Graduate unemployment therefore can be explained as a situation where certified

products of colleges and universities desire to work but cannot find jobs to engage

themselves.

Graduate unemployment is a cankerworm that is seriously threatening Nigeria’s

economic development. It is an obvious phenomenon that is felt both directly and

indirectly by its citizens. The resultant effects of graduate unemployment are

manifested in several social vices like kidnapping, armed robbery, prostitution, thuggery

etc. These unhealthy and regularly occurring social vices have kept the citizens of this

country in fear and made the nation so insecure for any meaningful investment.

Hunger and poverty are increasing daily and there is low level protein intake of the

majority of Nigerians.

The antecedent to this current ugly situation is the production of graduates with

very little or no meaningful skills acquired for sustainable livelihood. This stemmed from

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inadequate training facilities in the institutions including Colleges of Agriculture and also

poor quality training staff (lecturers).

There is hope for a reverse or at least some level of improvement of this current

ugly situation of unemployment if the mitigation potentials of vocational and technical

education is explored especially in the area of entrepreneurial fish farming by OND

graduates of agriculture.

Mitigation Potentials

Mitigation according to British Broadcasting Corporation (2002) is a reduction in

the unpleasantness or painfulness of something. It also explained potential as ability of

being useful. Mitigation potentials of entrepreneurial fish farming in the present

unemployment situation in Nigeria cannot be overemphasized. These mitigation

potential will lie latent until the performance gap between possessed competencies and

actual competencies needed for entrepreneurial fish farming is ascertained and filled.

These gaps can be filled through a need assessment study as this work is set to

accomplish. When the findings and recommendations are fully implemented, the

competency improvement needs of these graduates would have been satisfied.

The result will be the acquisition of adequate knowledge, skill and attitude in

varying profitable areas in fish industry like fish breeding, table fish production,

transportation and marketing of fish, processing and preservation of fish and

ornamental pisciculture. The impact will be felt greatly in the nation as these graduates

will become self-reliant and abstain from social vices. These will improve the national

security and increase economic growth.

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Needs Assessment

Needs according to Procter (2002), are the things one must possess in order to

have a satisfactory life. Assessment according to the same author is the consideration

or judgement of someone or something in relation to some stated standards. Need

assessment therefore can be defined as the consideration of someone to determine the

things he must possess to have a satisfactory life.

Need assessment in the view of Rouda and Kussy (1995) is a systematic

exploration of the way things are and the way they should be. The authors affirmed

that need assessment is usually associated with organization and individual’s

performance so as to make wise investment in training. The authors further identified

four steps that should be adopted when conducting need assessment. These steps

are:

(a) perform a gap analysis to identify, current skills, knowledge and abilities;

(b) identify priorities and importance of possible activities;

(c) identify causes of performance problems;

(d) identify possible solutions and growth opportunities.

Rosset and Sheldon (2001) said that in need assessment, the starting point is to

carry out job performance analysis to determine the need gap and what is causing the

gap. When carrying out the analysis according to the authors there is need to look at

the entire spectrum that surrounds the job, the processes and the environment.

The authors advised that in order to diagnose need properly, the analyst should

use multiple method/techniques of need assessment to get a true picture of what is

required. The methods/techniques they suggested are: direct observation of the

workers, consultation with persons in key positions armed with specific knowledge,

review of relevant literature, use of questionnaire, interviews/psycho-productive items,

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use of focus group discussion, use of record and report studies and work samples.

This work combined the use of questionnaire, review of relevant literature and focus on

group discussion.

Need assessment helps the researcher to select the strategy an institution might

use to solve the identified problems. Need assessment in this context is the evaluation

of OND graduates to expose competencies they posses and the ones they ought to

posses for entrepreneurial fish farming and ascertain the necessity or otherwise of

modifying their instructional programme.

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FIG. I: Conceptual Framework of the Study (Schemer)

Source: Monwuba, Nnennaya S., 2011.

Poor skill development of graduates

Inadequate training facilities

Inadequate skilled training staff

Graduate unemployment/underemployment

Poor national economic growth

Kidnapping

Social Vices Armed Robbery

Insecurity Prostitution

Hunger and Poverty Arson & Murder

Mitigation Potentials of Entrepreneurial

Education in Fish Farming

Need assessment.

Need specification.

Identification of solutions for

improvement.

Self-reliance/Empowerment

Reduction in Social Vices

National Security

Increased Economic Growth

Process

Impact

Result

Acquisition of adequate knowledge, skill and attitudes in varying

profitable enterprises in fish industry:

- Table fish production

- Fish breeding

- Transportation and marketing of fish

- Processing and preservation of fish

- Ornamental pisciculture

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Poor skill development of OND graduates in agriculture as occasioned by

inadequate training facilities and inadequate skilled training staff has resulted principally

in the unemployment of these graduates. This state of unemployment has encouraged

social vices such as kidnapping, armed robbery, prostitution, arson and murder. These

vices have resulted to insecurity of lives and property of citizens in the South east zone

of Nigeria. Entrepreneurial education has mitigation potentials to counter the vices

enumerated above and this potential can be explored through conducting a need

assessment of the OND graduates in agriculture for entrepreneurial fish farming. Such

need assessment will expose areas in their curriculum that need to be revised. When

such a revised curriculum is put in use, it will lead to the production of graduates with

adequate knowledge, skills and attitudes to venture entrepreneurially into varying

profitable enterprises in the fish industry such as table fish production, fish breeding,

transportation and marketing of fish, ornamental piscicluture among others. The impact

of this change will be manifested in self-reliance of the OND graduates in agriculture,

reduction in social vices, national security and increased economic growth.

Theoretical Framework of the Study

The theoretical framework of this study was based on occupational theory and

the Schumpeterian theory of entrepreneurship. A theory as defined by Beaucham in

Olaitan (2003) is a set of related statements that are arranged so as to give functional

meaning to a set of series of events. The author further said that the set of related

statements may take the form of descriptions, operational constructs, assumptions,

postulations, hypotheses, generalizations, laws and theorems.

Occupation in the view of Osinem (2008) is one’s primary work role in the field of

employment which is always associated with economic returns. The author sees

occupation as a part of a person’s time and energy invested for success. Occupation

25

can therefore be termed a trade, profession or an activity through which one earns a

living. Similarly, Benhart (1995) explained occupation as the work a person does

regularly to earn his living, a principal activity in one’s life time that one does to earn

money. Occupation therefore is an activity that serves as one’s source of livelihood.

Occupational theory according to Taba (1982) is stated as the

compartmentalization of occupation into job components with detailed task and

modified actors surrounding it. Furthermore, the author stated that occupational theory

approach is concerned with the listing of all jobs, tasks as well as the skills, knowledge

and attitude the learner must acquire to enable him gain entry and function effectively in

an occupation. In an attempt to expound the occupational theory, Nebechukwu (2005)

broke the theory further into occupational skill elements and occupational value. This

means that an occupation must have skill elements in which an individual could be

trained for a life time employment and that such occupation must have value that

attracts individuals to it. Some of these values may be economic or social.

The Schumpeterian theory of entrepreneurship was developed by Joseph

Schumpeter and it refers to those innovative activities of mobilizing productive resource

for the purpose of doing new things or doing things that are already being done in a

new way. The author maintained that the major motivation for entrepreneurial activity is

profit. The author sums entrepreneurship as “creative response” (Akpan, 2004).

Entrepreneurial ability in the view of Mamman (2008) is a product of man’s desire to

acquire wealth and the fear of poverty. For entrepreneurship to sprout and grow, it

requires some boosters or challenges like consumers crave for new goods or services,

a desire for new methods of production and the emergence of new markets.

The study focused on competency improvement needs of Ordinary National

Diploma (OND) graduates of agriculture for entrepreneurial fish farming. This study

therefore identified the entrepreneurial competencies (technical and managerial)

26

needed for profitability in fish farming. After identification of the competency

improvement needs of OND graduates in agriculture for entrepreneurial fish farming, a

recommendation was made to the appropriate body (NBTE) for repackaging of the

OND curriculum in agriculture for more effectiveness.

Approaches to the Development of Occupation in Fish Farming

There are several approaches to the development of occupation in fish farming

for the Ordinary National Diploma (OND) graduates of agriculture. These were noted

by Olaitan (2003) to include: competency-based approach, job analysis approach and

task analysis approach.

Competency-Based Approach

To be competent according to Mitshelle in Olaitan (2003) means that the

individual has acquired the knowledge, skills, attitude and judgement which he requires

in order to perform successfully at a specified proficiency level in a given work.

Competency according to Sullivan (1995) is the performance of a job to a specified

standard under specific condition. The author also explained that in a competency-

based training system, the units of progression are mastery of specific knowledge and

skill and it is learner or participant centred. In addition, Olaitan, Nwachukwu, Igbo,

Onyemaechi and Ekong (1999) stated that competency approach is a process of

designing and delivering strategies which help a student to acquire knowledge, skills

and attitude needed for successful entry into an occupation and it involves arranging

these skills knowledge and attitude to be learnt in a hierarchy of difficulty. Ezeani

(1999) identified the hierarchy or steps involved in a competency model as:

1. Identification of all tasks to be learnt.

27

2. Identification of the competencies required in order to carry out a particular

function effectively and using the identified competencies as a basis for teaching

and learning.

3. Arrangement of tasks or jobs in appropriate courses.

4. Organising knowledge and skills for each task or jobs into hierarchy.

5. Determining what one needs to know for mastery of each knowledge or skill.

The competency based approach was useful for this study in the sense that it

guided the identification of skill items for entrepreneurial fish farming where the OND

graduates in agriculture are proficient and the skill items where they are partly or non-

proficient and hence need improvement.

Job Analysis Approach

To execute a job successfully requires mastery of certain skills. According to

Hornby (2000) job involves responsibilities or functions carried out by an individual in

achieving an objective or a goal. Job analysis according to Allen in Egbule (2004) is

the scientific study and statement of all facts concerning a job which reveals its content

and modifying factors which surround it. The author further stated that a determination

of what should be taught should be the first operation in the development of a training

programme and this he called trade analysis. This can be accomplished by listing the

skills, knowledge and attitude the learner must be taught to understand the complete

trade. Olaitan, Nwachukwu, Igbo, Onyemaechi and Ekong (1999) enumerated the

steps in job analysis as:

1. Identify the success of the job

2. Identify the traits that will predict the criteria for success.

3. Identify what a worker does.

28

Olaitan and Alli (1997) stated that job analysis can be used to accomplish the

following:

1. Establish a primary system for selecting and placement on the job.

2. Establish criteria for job success

3. Furnish preliminary estimations of the training which may be evaluated in

selecting persons for the job.

4. Estimate traits which differentiate success on one job from success on another.

Job analysis approach was utilized in this study to establish boundary on content

scope for literature review. Such literature reviewed helped to identify relevant skills

from where questionnaire items were generated on competencies needed for

entrepreneurial fish farming by OND graduates in agriculture.

Task Analysis Approach

A task according to Webster (1997) is a definite amount of work set or

undertaken. A task was further explained by Mager in Olaitan (2003) as logically

related set of functions required for the completion of a job. Task analysis according to

Egbule (2004) is a procedure of breaking down job activities in terms of relative time

spent, difficulty of learning, criticality, importance and frequency. This is done by using

critical incident technique, observations, interviews, questionnaire, expert judgement

and self report. In the opinion of Olaitan and Alli (1997) task analysis is a two-way

operation:

1. Task listing which is providing all the steps that may be included in a job.

2. Task detailing which is listing all the steps involved in each task in terms of what

the individual does when performing the steps involved in achieving a job.

29

Task analysis thus as a discrete learning item have definite starting and stopping

points. They further explained that task analysis involves developing a list of tasks that

are usually performed by practitioners in an occupation o accomplish a job, validating

the task and using the list in the development of a course of study. Osuala (1995)

identified the following steps as necessary for task analysis:

1. Break occupation into various tasks.

2. Break the tasks into specific learning activities.

3. Validate the activities through review of job function to be performed.

4. Identify materials and methods for performing each activity.

5. Implement the activities.

The knowledge of task analysis helped in the partitioning of fish farming

occupation into tasks and specific task activities. Example of a task as used in this

study is planning for fish enterprise and a task activity under it is to formulate objectives

for the enterprise.

Fish Production Enterprises

Planning for Fish Enterprise

Planning is a prerequisite for success in any farming enterprise, fish farming

inclusive. Planning was defined by Appleby (1994) as the selection of enterprise

objectives and departmental goals and finding ways of achieving them. The author

further explained that planning is hinged upon the existence of alternatives and the

ability to take decisions regarding what to do, how to do it and who should carry it out.

Breaking business planning into components Mamman (2008) identified these

components to include determination of type and scope of business, determination of

goals and objectives of the business, formulation of business strategies,

30

implementation and execution of strategies and evaluation. Yalokwu (2002) identified

steps which should be adopted in the process of planning for enterprise to include:

identification of opportunities, determination of mission, goals and objectives, evaluation

of alternative course of action, policy plan formulation, implementation and review of

plan. Highlighting planning as a veritable tool in the establishment of any enterprise,

Etuk (1993) stated that prospective investors in any enterprise should identify their

source of income for operation, identify personnel as well as consumers or markets for

their products.

Olaitan and Mama (2001) explained farm planning as a deliberate attempt by a

farmer to arrange and document enterprise activities in order before implementing

them. The authors explained activities involved in planning to include formulation of

specific objectives for the enterprise, revising the objectives periodically, drawing up

programme plan for the different enterprises, deciding on the farm enterprise to adopt,

budgeting for the farm, planning for the procurement of input and the selection of

appropriate equipment for specific farm operations. Fulmer in Meade (1999), described

steps to be included in thorough planning process of a fish enterprise. These include

choosing objectives of the fish enterprise, surveying of resources like soil, water and

fish seeds. Other angles to fish enterprise planning according to the authors are

establishment of policies, identification of alternative courses of action, creating rules

and procedures for workers, establishment of budget and a time-table for the

enterprise.

The Food and Agricultural Organisation (FAO, 1991), advocated that starting a

fish farming business requires a lot of knowledge, skill and planning as the investor

would have to look into a lot of variables to make the business possible. According to

them, the very first thing that any prospective fish farming business owner has to do is

to acquire as much knowledge in fish culture as possible. He should take some college

31

courses or work with an established fish farming expert to know the in and out in fish

farming. The prospective fish farmer needs to study the conditions that surround his

proposed location of the fish farm. He must take into account his source of water,

possible market for the fish since it is not profitable to harvest tonnes of fishes with no

buyer. He will also consider processes of registering the farm. After this survey

according to the FAO (1991), it is now time to chart the financial aspect by determining

the expected and unexpected expenses of the business and sources of funds. Through

the financial analysis, the prospective farmer will to an extent know how much profit to

make and how long it will take to pay back the overhead.

Durborov (2000) provided a checklist that will aid the prospective fish farmer plan

effectively for his enterprise. Answering ‘yes’ to all or most of the questions will

guarantee success of the project all things being equal.

Yes No

1. Do you have suitable pond or a pond site?

2. Do you have most of the equipment (aerator pump, feed bins etc.)?

3. Do you have the necessary financial resources or certain of source of funds?

4. Have you made an estimate of investment cost, annual cost and return?

5. Have you estimated the impact of changes in fish prices and feed cost?

6. Will the expected profit provide an adequate return for your labour, management

and risk?

7. Can you afford to forgo income until you sell your first crop?

8. Have you picked record systems best suited to your situation?

9. Are you willing to devote time and effort required?

10. Are you sure of market for your fish at the time of the year plan to harvest them?

11. Is water available for the farm?

12. Is the water quality suitable for fish farming?

13. Will security be provided to prevent poaching?

14. Are good quality feed available at affordable cost?

15. Is there a convenient source for drugs and chemicals?

16. Are fingerlings available at affordable cost?

17. Are you aware of government agencies that can provide you with educational

and technical assistance?

32

Durborov (2000) added that taking a plunge into fish farming should be done

only after careful economic planning. A good way to start is to list the income and

expenses you expect. Next, make a list of the expendable items you will need to buy

like feed, fingerlings, labour, fuel, equipment, repairs and interest on borrowed money.

All these make up the variable cost. Finally, make a list cost for everything associated

with machinery, which are the fixed costs eg. pond construction, pumps, feed bins and

buildings.

According to Chakroft (1998), a farmer must consider what kind of fish culture is

possible in the space he has. He must also decide what his resources will

accommodate and the fish type to culture that is popular in his area. The author further

stated that the farmer should make room in his plan for slight mortality since it is very

natural for some weaker fish to die in the pond. A fish farmer who does not expect

some deaths according to the author may get discouraged and give up before giving his

project a chance to work.

Chakroft (1998) further emphasized three common fish cultures which are

monoculture, polyculture and monosex culture. The author defined monoculture as the

culture of only one species (kind) of fish in a pond. It can be tilapia of one specie,

common carp or any other single fish specie. This culture system makes management

of the fish easier since their requirements are the same but disease or parasite spread

is faster. Polyculture according to Chakroft (1998) is the raising of two or more fish

species together in a pond. Fish stocked in a polyculture must be able to live together

and not compete with each other as each of the species eats a different food from the

pond.

Reddy (1999) defined monosex culture as the raising of only one sex of one

species of fish in a pond. The author explained that in some species of fish like tilapia

where the males grow faster than the females, monosex (only males) are used for

33

culture purpose. This helps to avoid prolific breeding which results in overcrowding and

all the energy of the fish goes into growth and not into breeding.

Ikeh (2007) stressed that consumers preferences within the locality of production

should be considered to ensure effective demand. The author suggested some species

which are preferred for consumption in the South-eastern Nigeria with their local

names:

TABLE 2.1: Fish Species

Biological Name Common Name Igbo Name

Heterobanchus spp Catfish Azu isi

Clarias spp Catfish Alila

Heterotis niloticus African Bony Tongue Okpo

Oreochromis niloticus Tilapia Ikpokpo

Gymnarchus niloticus Mormyrid Azu asa

Lates niloticus Nile Perch Aja

Citharinus latus Moonfish Azu mpete

Fish Pond Establishment and Management

Fish pond could be nursery, rearing or stock pond. Fish pond whether large or

small, expensive or inexpensive are all very much the same. Agreeing to this, Chakroft

(1998) stated that fish pond construction follow the same principles whether the pond is

a simple backyard pond or a large hatchery pond. The enumerated the steps in pond

construction to include:

- Surveying of the land

- Marking out the pond area

- Measuring and marking out the walls

- Excavating the pond bottom if necessary

- Building the drainage system

- Building the water inlet

- Building the wall

- Sealing the pond bottom and walls.

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Prior to pond construction, Ita (1994), noted a major prerequisite in fish farming

to be choice of a suitable site. The author said that apart from concrete pond that can

be sited anywhere, earthen pond must be sited on a soil with 20 – 30 per cent clay by

weight to minimize seepage. Pure clay should be avoided to prevent cracking of pond

walls at the peak of harmattan weather.

Ikeh (2007) identified the basic requirements for concrete pond construction to

include land, solid blocks, cement, gravel, sand, water, pegs, ropes, PVC pipes, iron

rods and water pump. The author also enumerated the procedure for concrete pond

construction as:

1. Clear the site

2. Peg out the desired size of the pond with twine to demarcate the pegged area.

3. Dig up the pond foundation to about 45 cm – 60 cm deep and remove the dug up

soil.

4. Floor the pond bed with a concrete mix of cement, sand and gravel in the ratio of

1:2:4 respectively with 1 kg of Pudlo or water-proof cement added to it. Floor to

a thickness of between 7.5 cm – 10 cm. Slope the floor towards the side of the

pond through which the pond water would drain.

5. Dig holes and vertically place reinforcement iron rods of 3/8 or ½ inch diametre at

the four corners of the pond and cover with concrete to the “german floor” level.

6. Erect block walls along the four sides of the pond using solid blocks.

7. Using a formwork, place plain concrete mix to form raised pillars in the corners of

the pond.

8. Install the drainage and overflow pipes and screen the overflow pipes with gauze

to prevent loss of fish.

9. Plaster the entire inner walls, outer walls and floor the pond with a good thick

layer of “mortar.”

35

10. Install plumbing fittings

11. Use the dug up soil to brace the outer walls and compact the soil.

12. If electricity is available, extend a point of light to the pond to attract insects to

the pond at night.

13. Fence off the pond to prevent children or domestic animals from drowning.

Ikeh (2007) also enumerated the steps for construction of earthen ponds as:

1. Clear the site.

2. Peg out the desired dimensions and join the pegs with twine demarcating the

pond area.

3. Dig up the soil to about 1.5 metre deep.

4. Compact the dyke walls of the pond by pounding it with a log of wood.

5. Slope the pond floor by ensuring that the shallow end is about knee deep and

the deeper end about waist deep.

6. Install the pond inlet and outlet by making a gap on the dyke that is nearest to

the water source and placing the inlet pipe to be at a height above the water

level.

7. Spread out the top soil earlier removed on the dyke, manure and grass.

8. Fence the pond if possible to prevent poaching and predators and probably

children and domestic animal from drowning in the pond.

Before stocking the pond with fingerlings, certain preliminary preparations are

necessary to bring the pond condition close to liveable level of fish. Ikeh (2007) noted

that for concrete ponds, there will be the need to wash-off the cement to avoid loss of

fingerlings due to the high level of alkanity occasioned by the cement dust. He added

that this is achieved by filling the pond with water, dumping dry grass and dry chicken

36

droppings inside the pond and allowing them to lie in the pond for 3 – 5 days. The

rotting of these materials will release acidic substances which will counteract the

“alkalized water” occasioned by the cement dust thereby balancing the pH of the water.

The whole pond content is emptied and the pond thoroughly washed. The pond is then

filled with good quality water.

For earthen ponds according to Ikeh (2007), there is need for liming and

fertilization. Liming as defined by Akpaniteaku (2008) is the application of liming

substances to the soil or pond to correct imbalances in the soil or water pH by raising

the pH of the medium and neutralizing iron compounds which are undesirable

especially to pond biota. The author listed liming substances to include limestone

(Calcium Carbonate), slaked lime (Calcium Hydroxide) quick lime (Calcium oxide).

According to the author, quantity of lime used varies depending on size of pond and

acidic level of the soil. Lime should be mixed with the upper layer of the pond bottom to

a depth of 5 cm and to a height of 30 cm and allowed to stand for seven days. Within

this period, the pH level must have risen to the desired level and fertilization of pond

can commence. Akpaniteaku (2007) further encouraged pond fertilization to increase

and sustain production of adequate zoo plankton which forms the natural food of fish.

The author named the fertilizing materials as animals dung or NPK fertilizer.

Having prepared the pond, the next activity is stocking of the pond with

fingerlings. Fingerlings from reputable fish farms or hatcheries are preferred to those

from the wild. Ita (1994) explained that this is because they are already exposed to the

stress associated with routine pond management like sampling and separation

according to size and sexes. The author further stated that stock from hatchery or fish

farm should undergo the process of acclimatization before being released to the pond

by putting them in the pond water during transportation to their next habitat.

37

Growth rate of fish according to Inyang and Odd (1996) depend mostly on stocking

density. They noted that crowded populations suppress increase in the weight and size

of the individual fishes due to constant competition for food and life space resulting in

stress. They indicated the high density of fish in a pond could make it difficult for fish to

move and reach the food and thus depress feeding rate so that food availability could

become a limiting factor even though excess food is given. They also observed that

high rate of mortality is more common in ponds with high stocking density. Inyang and

Odo (1996) recommended a stocking density of ten (10) Catfish fingerlings of 1 – 3

gramme by weight and 4 – 6 cm by size per metre square for monoculture and six (6)

fingerlings of 1 -3 gramme by weight and 4 – 6 cm by size per metre square for

polyculture. Catfish can be stocked with the tilapune of 5 – 15 gramme in the ratio of

3:2. They further emphasized that stocking should be done in the morning or evening

to minimize stress and this is done by lowering the bowl containing the fingerlings into

the pond water and tilting it to one side to allow the fish swim out of the container. This

reduces shock and stress on the fingerlings. Proper management of the fish will follow

suit through daily activities done to care for them.

Chakroft (1998) admitted that pond and fish in them must be taken care of daily.

It is important that the fish farmer follow a checklist of things to do. This will lessen the

chances that something will go wrong in the pond. The author noted also that it is

important that the pond be checked same time everyday and recommended early

morning as the best time because oxygen level in the water is lowest then and fish are

more likely to have trouble this time of the day. He therefore provided some guidelines:

(a) Check For Leaks

Check all walls, gates, water inlets and outlets. It is possible for a plug on a

drainage pipe to be loose or partly loose so that water leaks from the pond.

38

(b) Feed the Fish

According to Chakroft (1998), supplementary feeding is necessary for effective

growth of the fishes. This is accomplished by feeding the fish industrially prepared fish

feed or using whole meals or other materials like maize, sorghum, brewers’ waste,

soyabean, blood meal, or groundnut cake. These supplement feeds should be put at

particular spots in the pond where the fish will note and always converge for feeding.

Akintomide, Ahmed, Obhahie and Olaifa (2008) noted that the grade or quality of feed

materials should be taken seriously as poor, contaminated, mouldy and stale feed

materials can spell harm for the fish. According to the authors, fish feeds are better

utilized when served in bits to the fish over a period of time than single bulk feeding. It

is a good practice to maintain specific regular periods of feeding as the fish population

become accustomed to the timing and thus they are expectant and well positioned to

receive the food when served. At the slightest sound or movement at the feeding

spots, they would often rush to be fed and thus less feed wastage and better feed

utilization is ensured.

Durborov (2000) stated that fish food must be palatable and of a size that can be

eaten by the fish. The author identified four forms of fish feed that can be used for

supplementary feeding of fish as, meals, crumbs, floating pellets and sinking pellets.

The author further stated that feed size and form used depends on fish size, water

temperature and type of management. Meal and crumbles are used for frys and small

fingerlings. Floating pellets is preferred when water temperature is above 18°C (65°F)

to monitor feeding behaviour and sinking pellets is used when temperature falls below

18°C. The author generally noted that factors which affect the amount of feed fish will

eat are water temperature, water quality, size of feed, palatability of feed, frequency of

feeding, location of feeding sites, health of fish and size of fish.

39

Health Management of Fish

According to Chakroft (1998), a farmer can tell much about his fish by watching

them carefully. Most times the health condition of the fish is detected by carefully

observing them. Durborov (2000) noted that appearance or action can indicate that the

fish is not normal. Usually according to him, a reduction in feeding activity is a signal of

health danger in the fish pond. Other abnormal behaviour patterns include listlessness,

reduced activity, piping or gasping for oxygen, convulsive or erratic behaviour and

grouping around in-flowing or out-flowing water. Other symptoms of abnormality are

sores, discoloured areas, frayed fins, swollen belly and popeye (protruding eyes). Any

of these according to Durborov (2000) could serve as a “red flag” that something is

wrong and should be checked immediately as failure to do so could result in the loss of

some or all of the fish in the pond.

To achieve excellent fish health, Akintomide et al (2005) listed preventive

measures necessary in fish pond management as: procure fish seed from reputable

sources; use disease resistant strains as fish seed; select fish with relatively high

tolerance level to stress factors; maintain water of high quality within the pond by proper

waste management and regular water change; proper stocking of pond, feeding of

cultured fish with adequate quantity and quality of feed; disinfect pond after each

production; periodic examination of fish for parasites; fencing of fish pond from pests;

predators and organisms that may serve as intermediate lost in disease transfer;

quarantine and prophylactic treatment of new and suspected fish; vaccination against

some common parasitic agents such as vibrio, acromonas and channel catfish virus

through topical, dip or oral applications; proper disposal of dead fish and pond aeration

to increase dissolved oxygen in the pond.

40

Keep Poachers Away

Poaching according to Webster (1997) is to take game or fish illegally from

another person’s property. Poachers can render a fish business unprofitable and

subsequently discourage the farmer from future investment in fish farming. Reddy

(1999) identified poaching as one of the biggest problem in fish culture. He noted that

the high value of fish and the ready market makes the fresh water pond prone to

poaching. The following measures according to the author have been found to be

effective against poaching: fixing barbed wire in criss-cross manner over the pond,

fencing of farm, employing security guards and the use of trained dogs.

Keep Farm Records

Record keeping is the documentation of important activities that go on in a

business enterprise. Olaitan (1994) outlined the purpose of farm records as farm

record reveals how much it costs to produce a particular item on the farm; farm record

provides a history of farm operations from one period to another thus enabling

comparison to be made; it reveals areas where a farmer has been most efficient in his

farm operations; farm record helps farmers to do a better job of planning future farm

projects; good farm record helps a farmer to obtain loans more easily from banks; farm

records shows easily the profit or loss made in the business and farm records are

useful for proper tax assessment.

Durborov (2000) highlighted record keeping as a vital activity in fish farm

management and noted that the farmer must be able to closely estimate the number of

fish and the weight of fish in the pond at any given time. Such data can be produced

quickly if record keeping is meticulously done of the progress made in the farm.

Records like daily feeding, weekly pond record, weight gain record, mortality record

41

should be neatly kept. He maintained that without good records you do not know if you

are making or loosing money and you cannot identify problem areas.

Fish Breeding and Hatchery

Artificial breeding of fish has not only succeeded in solving the problem of

reproduction of fishes in captivity. It has also been a source of relief to many fish

farmers who otherwise would have been competing for the scarce and low performing

seeds from the wild. Some fish specie like tilapia reproduce easily in captivity but some

others like the African Catfish find it difficult to reproduce in captivity (Olopade, 2005).

Akpaniteaku (2010) advocated that certain aspects of life of the fish could be

manipulated to effect egg maturation and ovulation which could not normally occur in

captivity. He added that such manipulation could be done with the use of pituitary

injection to induce breeding of a number of species that do not ordinarily spawn under

confinement. The use of pituitary gland in breeding of fish might not end so soon

because of its economic, research and academic reasons which are crucial to artificial

breeding of fish.

The first step in fish breeding is selection of the right males and females. Aluko,

Woru and Aremu (2003) gave some useful hints in selection of appropriate males and

females for breeding:

- Fish that have brighter colours and good markings, good finage and movement.

- Fish that have good appetite.

- Non-deformed fish that are not stunted.

- Use fishes in their prime that are not immature or old.

Agreeing to this principle, Brown (1993) noted that broodfish are selected for the

qualities they impart to their progeny such as growth rate, disease resistance and fleshy

42

quality. They continued by classifying fish sexually into two groups: the sexually

dimorphic and the sexually isomorphic species. The sexually dimorphic species show

obvious primary and secondary characteristics of their gender. The males of this group

are often larger and more colourful with more elaborate finage. The sexually

isomorphic group shows hardly any apparent difference in the two sexes. It is therefore

very difficult to distinguish between the two sexes in this group. Often, the only

deciding factor could be the shape of the genital papilla and a more rounded belly in the

female.

According to Jhingran and Pulin (2002) since most fishes do not breed naturally

under pond conditions, they should be induced to breed in captivity. The authors

further listed the external distinguishing features of mature brood stock of both male

and female sexes of carps as shown in Table 2.2:

TABLE 2.2: External Distinguishing Features of Mature Breeding Stock of Carps

Item Male Female

1. Pectoral fin relatively long and prominent

with well developed thick outermost rays.

Pectoral fin relatively small with the

outermost rays not very thick.

2. Inner surface of the pectoral fin facing the

body is rough to feel by touch.

Inner surface of the pectoral fin facing the

body is smooth to feel by touch.

3. Abdomen does not generally show a

conspicuous bulge and is not very soft to

touch. Abdomen shows median ridge in

front of vent.

Abdomen shows a conspicuous bulge

which extends pas the pelvic up to genital

aperture. Soft abdomen and no median

ridge in front of vent.

4. Vent not protruding but pit-like in

appearance.

Genital aperture is protruding and swollen,

turgid and shows pinkish margins.

5. Milky white milk exudes through genital

aperture on applying gentle pressure to

abdomen.

Ova visible inside genital aperture when

gentle pressure is applied to the abdomen.

Swollen and reddish vent.

6. Body thinner and linear in shape relative to

adult female of same age.

Body stouter in appearance relative to adult

male of same age.

Culled from: Hatching Manual for the common Chinese and Indian major carps by

Jhingran V.G. and Pulin, R.S.V., p. 44.

43

Similarly Akpaniteaku (2010) differentiated in both sexes the stages of gonadal

maturation of Catfish as can be seen in Table 2.3.

TABLE 2.3: Stages of Gonadal Maturation of Catfish

Stages Male Female

1. Testes are transparent with

spermatogonia located towards the

lobular walls.

Ovaries are almost empty and

transparent.

2. Translucent or opaque tests with

spermatogonia located around the lobular

walls

Ovaries are semi-transparent with eggs

that cannot be distinguished from one

another.

3. Yellowish testes with clear distribution of

blood vessels.

Ovaries with visible but inseperable

eggs, greenish grey in colour and clear

distribution of blood vessels.

4. Testes with empty lobular walls, milky-

white in colour and clear distribution of

blood vessels.

Ovaries are greenish grey in colour with

seperable eggs and fully distributed

blood vessels.

5. Same characteristics as in stage four but

testes whitish and full of milt.

Same characteristics as in stage IV (4)

with free flowing eggs on slight

abdominal pressure.

Culled from: Catfish Breeding in Africa by Akpaniteaku, R. C., pp. 10 – 11.

After choosing the parents, the next activity is to condition them so that they can

spawn. To spawn according to Webster (1997) is to produce eggs in great numbers by

fish. Spawning is achieved by stimulating their environment to be as close as possible

to their natural breeding environment. According to Aquatic Community (2008) such

manipulation of the culture medium could be achieved by providing hiding places or

crevices, spawning mats, reducing the water level to half the normal height and adding

5 per cent of the water volume everyday using a spray bar or a drip system to make the

fish feel that it is raining since most fishes spawn during the rainy season.

Induced breeding is a more technical and scientific method of breeding fish.

According to Jhingran and Pulin (2002), the most commonly adopted technique in

44

induced breeding is hypophysation which involves injecting mature male and female

with extracts of pituitary gland taken from other mature fish. In choosing the donor fish

for the pituitary gland, it is best to choose freshly killed fish that are sexually mature and

unspent. The fish pituitary is known to secrete about nine (9) hormones namely;

- Follicle Stimulating Hormone (FSH)

- Luteinising Hormone (LH)

- Thyrotrophic Hormone

- Adenocorticotropic Hormone

- Prolactin

- Somatotrophic Hormone

- Oxytocin Hormone

- Vasopressin

- Melanocyte Stimulating Hormone

Source: Akpaniteaku (2010). Catfish Breeding in Africa.

Akpaniteaku (2010) further listed the following equipment as necessary for

induced breeding; dissecting kit, plastic table, top loading scale, kitchen knife, 2 ml

syringe and needle, towel, tissue paper, mortar and pestle, common salt, a bottle of

liquid disinfectant, a litre bottle, injection water, filtered water, plastic container,

mosquito netting, plastic basins, water analysis kit and thermometer.

To ensure higher percentage success, Akpaniteaku (2010) further highlighted

that the inducing potency of the gonadotropic hormone of the female breeders is high

especially the gravid, mature ones. The pituitaries of the gravid female are therefore

more effective than those of other females and the males. He further noted that it is

very important to match the weight of the pituitary donor with that of the recipient or

spawner and this is done using the top loading scale.

45

According to Martin (2001), the process of induced breeding is initiated by the

extraction of the pituitary gland which is accomplished by killing the donor and cutting

the head off with the kitchen knife. The palate of the mouth should be opened with a

pair of pincers to collect the pituitary, a pinky-white, globule – like organ located at the

base of the brain. The use of spatula and needle make the collection of the gland

safer. The pituitary extract is ground in the mortar using physiological salt solution of

about 1.0 ml or bottled water for injection. The author further explained that after

grinding the pituitary in the water, the solution should be centrifuged to separate tissues

from the supernatant’, i.e. the liquid lying above a solid residue after centrifugation. The

syringe is then used to draw the liquid suspension from the solution and administered

intra-peritoneal at the base of the pectoral fin of the fish or intra-muscular directly to the

tail muscles of the fish. Although the most effective place is a point between the base

of the dorsal fin and lateral line of the fish. To ensure a good result, Martin (1995)

further emphasized that the needle should penetrate the muscles of the spawner about

1.0 cm at an angle lower than 45o. This is to ensure that the hormone is successfully

pushed into the muscles after which the area is rubbed with the thumb.

Jhingran and Pulin (2002) noted that a system of two injections have been

evolved in which the first injection called a stimulating or primary dose of 2 – 4 mg of

pituitary per kilogramme of body weight of the recipient female is given followed six

hours later by a second dose called a resolving dose of 8 – 12 mg/kg body weight. In

this manner, a total of 10 – 16 mg/kg body weight is injected to the female spawner.

For the recipient male fish, a single dose of 2 – 4 mg/kg body weight is given at the time

of second injection of the female fish.

According to Akpaniteaku (2010), the pituitary hormone will begin to have some

effect and make the spawners restless three hours later. This will make them struggle

to escape thus containers where the fish are put are covered with mosquito netting

46

which must be properly tied with rubber band. He further stated that it takes about

twelve hours for the induced spawners to ovulate if the inducing agent is highly potent.

Inducement according to him is best done in the evening so that stripping of eggs and

fertilization will be carried out the next day. He further added that the dissection of the

male is done with a pair of scissors from the genital upto the head region to expose the

two testes which are usually bulky with cream coloured lobes which contain ripe milt.

He explained that during stripping of the eggs, the spawner should be held with the

towel and after drying the body with tissue paper, the ovulated eggs are collected in a

clean dry bowl by pressing the abdomen gently towards the genital opening. Following

this, the testes are incised with a razor blade and the milt spread over the eggs and

thoroughly mixed before adding water. The fertilized eggs are then washed a few times

with clean water to remove excess milt.

Akintomide et al (2005) explained that the fertilized eggs are then transferred

into incubation trays with tiny base holes of about 1.8 mm that are arranged with

nursery troughs. A continuous flow of fresh water is released through the troughs at a

calculated rate to maintain the quality of water. Fertilized eggs according to them are

expected to hatch into larvae within 18 – 20 hours at a temperature of 25°C and active

larvae swim out through the pores of the trough base into the nursery troughs thus

siphoning out dead eggs and larvae. The trays are removed and the swimming larvae

left for about three days to absorb their yolk sacs before being fed. The next day being

the fourth day, the larvae are able to take their first meal and so are now referred to as

frys. The frys are now ready to leave the hatchery into culture tanks or ponds.

Brown (1993) advised that frys should be fed live microscopic organisms and not

artificial feed because of their size and high sensitivity. The fish breeder should

therefore make proper plan to produce zooplanktons before the fry stage to ensure

continuous and adequate nutrition of the frys. The green manure method of producing

47

natural fish food originated from China and extended to nursery ponds in Nigeria in

2006 according to Akpaniteaku (2010). In this method, there is a basal application of

green manure in nursery ponds six days to the emergence of frys. The nutrient content

of the water will increase after application of manure and zooplankton can reach a peak

in 4 – 7 days. The frys according to the author can depend solely on the zooplankton

till the fingerling stage. Bruised lettuce plants can serve as a good green manure. The

author maintained that great care should be taken at this stage by adding fresh water

once every five days and ensuring adequate aeration of the pond. If frys are carefully

managed, they will advance to the fingerling stage 30 days after stocking.

Fish Harvesting and Marketing

Harvesting of fish is one of the most important aspects of fish farming and it is

frequently overlooked. However, harvesting pond-raised fish can be one of the most

labour intensive aquacultural activity, as observed by Wurts (2000). Crosby (2009)

defines fish harvesting as the collection of fish from a pond for sale or domestic

consumption. He noted that ponds are harvested by total or partial method and that

such activity should take place during cool weather (60 – 65°F) especially in the early

morning hours to minimize harvesting stress.

Kumar (1992) enumerated some considerations that will inform the time of

harvest of fish to include growth rate of fish, market demand, desired market size and

pond condition. He further suggested that fish should be harvested before the law of

diminishing returns starts operating. Total pond harvest according to Kumar (1992) is

accomplished by draining and seining the pond. First the pond is partially drained (20 –

30 per cent) to concentrate the fish and thereafter the pond is repeatedly seined until

most (80 per cent) of the fish are captured. The pond is drained further and the seining

48

process continued. Often fish concentrate on depressed basins where they are netted

during final drainage.

Multiple or partial harvesting according to Wurts (2000) is particularly useful

when seining for larger fish to meet market demand or to reduce size variability. It

involves the seining and removal of fish at regular intervals throughout the production

season since seine mesh size determines the size of fish caught. The author further

revealed some general guidelines for selecting a harvest seine as: seine length should

be about 1½ times greater than pond width, net depth should be about 1½ to 2 times

greater than pond depth, seine should be made of nylon or polyethylene twine, coat

with plastic or tar based materials to prevent catfish spines from becoming entangled in

the net and use of appropriate mesh size to catch the minimum fish size desired as

shown in the table below.

TABLE 2.4: Approximate Mesh Size of Nets Required To Harvest Catfish of

Different Sizes

Bar Mesh Size (Inches) Smallest Fish Size Caught (lbs)

¾ 1/10

1 ½

13/8 ¾

15/8 1

1¾ 1½

2 2

Source: Culled from World Aquaculture by Wurts, William A. (2000), p. 23.

Describing the seine net further, Crosby (2009) explained that seine nets are

typically made of nylon or polyester with a knotless – weave to minimize injury to the

fish and polystyrene floats are secured every 8 to 12 inches along the float line and

49

lead weights are secured every 8 to 10 inches along the bottom or lead line. Seines

according to her are usually pulled by at least two people tending to their respective

lead lines. Even though seining allows harvest of a large number of fish in a short time,

Kumar (1992) emphasized that seines can be harsh on fish leading to scale loss, skin

abrasion, fin and eye damage. He also noted that seines may not be effective as a

harvesting tool for pond bottoms that have stumps, roots and other large debris. In

such situations, the author suggested the use of traps, trotlines or throw lines.

Kumar (1992) further enumerated some precautions to be taken during fish

harvest:

- Weed infestation if any should be removed before harvesting.

- All the anti-poaching device kept in the pond should be removed before netting.

- Feeding should be stopped 24 hours before harvesting because fish with full

stomach handle poorly.

- Harvesting should be done during cool, clear weather and time should be

adjusted to suit market hours.

- Harvested fish should always be kept in watertight containers used for storing

live fish or kept under shade after washing.

Once fish is harvested, it is essential that it gets to its destination as soon as

possible via marketing. Alabama System (2010) explained that innovative and effective

approaches to marketing are usually the key to financial success in the aquaculture

business. T The author noted that the most profitable way to sell fish is usually directly

to the consumer either live or with some level of processing. Therefore, potential

marketing outlets should be examined before harvesting takes place. According to the

author, the choice of market depends on several factors which include the amount of

time and money to be spent on marketing of the fish, the number of fish to be sold, the

50

ability to transport the fish and proximity to the market. For a small scale fish farmer,

direct sales through the following outlets could be more convenient and profitable.

- Local customers

- Roadside markets

- Office building sales

- Local restaurant

- Local supermarkets

- Fairs and Festivals

Durborov (2000) noted that after fishing, fish should be sorted and only those in

good condition, healthy and not damaged should be sold as live fish. Therefore, fish so

classified according to the author is first conditioned in water of appropriate quality to

reduce stress, inhibit metabolism and such water should be properly oxidized.

However, nowadays special tanks with aeration system are used for transportation of

live fish for marketing.

Fish Processing and Preservation

Of all flesh foods, fish is the most susceptible to tissue decomposition and

microbial spoilage. This is largely due to the presence of slime producing bacteria

which is present on every fish and which multiplies rapidly on a dead fish. Schafer

(1990) identified some of these bacteria species as Pseudomonas, Alcaligenes, Vibrio,

Micrococcus and Serratia. Schafer (1990) defined fish preservation as the process of

extending the shelf life of fish by applying the principles of chemistry, engineering and

other branches of science in order to improve the quality of the product. The fish

preservation methods according to the author include salt curing, smoking, freezing and

canning. However, no matter the method adopted, evisceration or disemboweling

51

should be done immediately after the fish is killed to prevent the gut enzymes from

becoming functional.

Salt curing according to Eyo (2001) is the use of common salt (sodium chloride)

to preserve fish. The purpose of salt according to him is to remove water from fish

tissues by osmosis thereby rendering water unavailable for microbial growth. The fish

in this case are beheaded and gutted and are layered alternately with dry salt crystals

in a drum, barrel or tank with lid until it is filled. The fish is left for 8 – 10 days and by

this time, the brine has become reddish brown in colour due to the presence of blood.

Another salting method which he called brining involves stirring an excess of salt into a

container of clean water until no more salt would dissolve to make it a saturated salt

solution. The fish is then left in the saturated brine for a few days and in about 6 days,

the fish and brine will reach an equilibrium. Brining gives the fish a better taste and

appearance in addition to preservation.

Smoking, another method of fish preservation involves placing gutted and salted

fish over smoke for at least six hours. Smoking is an ancient method of preserving fish.

Eyo (2001) stated that the National Institute for Freshwater Fisheries Research has

produced smoking kilns known as the “Kainji gas smoking kiln.” This kiln is very

efficient and durable and produces smoked fish of acceptable quality and extended

shelf life.

The drying method of preserving fish according to Eyo (2001) involves removal

of moisture using natural heat from the sun or mechanical devices. In either case, the

fish is gutted, washed and salt is sprinkled on them before drying. The author further

explained freezing which is a method of preservation using refridgerators where the

temperature falls steadily until the fish begins to freeze.

Another method of preservation which involves processing according to

Bykowski and Dutkiewiz (1996) is canning. Canning according to the authors is a

52

process involving heat treatment of fish in sealed containers made of tin plates and

aluminimum cans until the product has been fully sterilized. The authors stated that

during canning, heat treatment should be sufficient to destroy all heat sensitive bacteria

and spores especially Clostridium botulinum which causes botulism, a deadly food

poisoning condition.

Review of Related Empirical Studies

Some related empirical studies were reviewed. In a study carried out by Dumbiri

(2005) on work skills required by graduates of secondary schools for employment in

fish enterprises in Delta State, he developed three research questions for the study and

formulated three null hypotheses that were tested at a probability of 0.05 level of

significance. The author made use of questionnaire to collect data from 105

respondents on work skills required in fish and breeding enterprises and pond

management enterprises.

The author made use of the mean and standard deviation to analyse the data for

answering the research questions and used the t-test statistic to test the null hypothesis

at probability of 0.05 level of significance. The author found out that secondary school

graduates require 48 work skills items in fish breeding and hatchery, 55 work skill items

in pond management and harvesting and 45 work skill items in preservation and

marketing. The result of the hypotheses tested revealed that there was no significant

difference in the mean ratings of the responses of the group of respondents on work

skills required by secondary school graduates for employment in fish enterprises.

This empirical work is related to the study in the sense that it explored some

relevant enterprises in fish farming such as fish breeding and hatchery, fish harvesting,

fish marketing and fish processing.

53

A study conducted by Lovelace and Labrecque (1991), in Texas on professional

improvement needs of administrators of post secondary technical vocational

programmes sought to develop a database that identifies the professional improvement

needs of post secondary technical vocational administrators and to disseminate the

findings of the need assessment for planning faculty development. A structured

questionnaire was developed from a review of literature that identified competencies

performed by individuals employed in the administration of technical vocational

programmes. These tasks were then validated by practitioners at four Texas Colleges.

A needs assessment was conducted by mailing questionnaires to co-ordinators,

directors of faculty development asking for their present and desired levels of

development for 133 tasks/competency statements.

Biographical information also was collected. The study found out that 54 per

cent of the 438 administrators who responded felt that their institutions did not provide

assistance in developing a plan for professional development. The respondents

indicated a need for professional development in all 133 competency task statements

on the questionnaire, with the most pressing needs related to programme planning,

development and evaluation. Recommendations were made to develop more

extensive professional development programmes for post secondary administrators.

This is a professional need improvement study which sought to generate need

areas for the target population of the work. It employed that use of structured

questionnaire embodying competency task items. The present work is hinged on need

assessment and also used a structured questionnaire comprising of competency task

items for entrepreneurial fish farming to expose areas where OND graduates in

agriculture need improvement for entrepreneurial fish farming.

Sowande (2002) carried out a study on technical competency improvement

needs of metalwork teachers in Nigeria Colleges of Education. The study sought to

54

identify the technical competency (Theory and Practical) improvement needs of

metalwork technology teachers in Nigeria Colleges of Education and the in-service

training programmes that staff development programmes would be based. The

population of the study consisted of 156 teachers of metalwork (lecturers and

instructors) in 28 Colleges of Education across the country. The entire population was

used for the study. The researcher developed 79 questionnaire items on theoretical

and practical competencies in metalwork and the plausible in-service training

programmes for retraining the teachers. It was subjected to the validation by three

experts and tested for reliability using Cronbach’s Alpha method with co-efficient of

0.92, the teachers were requested to indicate their competency needs both in theory

and practical aspect of areas in sheet work, welding and fabrication, foundry and

foraina and machine practice. A mean rating on a 3-point Likert scale, t-test, chi-square

and ANOVA were used for data collection and hypotheses analyses.

The findings from the study revealed that metalwork teachers (lecturers and

instructors) indicated competency improvement needs (both theory and practical) on 5

out of 11 theoretical and all the 11 practical competencies in sheet metalwork. The

study further found out that the respondents required competency improvement needs

on 5 out of 15 theoretical and 14 out of 15 practical competencies in welding and

fabrication. The study also showed metalwork teachers, lecturers and instructors

indicated needs for competency improvement in all the 17 practical competencies in

foundry and forging. It was also found out in the study that respondents indicated

competency improvement needs on 11 out of 44 theoretical and 33 out of 44 practical

competencies in machine shop practice. The major recommendations of the study

were that government should make effort to provide enough in service training

programme for metalwork teachers. In addition the identified competency improvement

needs of the respondents should form the basis for the in-service training programme to

55

be organized by the training institution. The findings of Sowande buttressed the need

for professional improvement needs of metalwork teachers for better performance in

the field.

This work used three different groups of respondents thereby adopting analysis

of variance (ANOVA) technique for testing of hypotheses. The present work also used

three different groups of respondents for the study which were agricultural extension

agents, lecturers and OND graduates in Fishery Departments of Colleges of agriculture.

Testing of hypotheses for this study therefore adopted ANOVA technique.

Aguolu (2007) carried out a study on identification of competency improvement

needs of supervisors of teachers of agriculture in primary and post-primary schools in

Federal Capital Territory, Abuja. Nine research questions were developed in

consonance with what the study sought to find out. Eight null hypotheses were also

formulated and tested at the probability of 0.05 level of significance. The study made

use of survey research design. A questionnaire was developed for data collection. It

was subjected to the validation by three experts and tested for reliability using

Cronbach’s Alpha Method. A co-efficient of 0.944 was obtained the population of the

study was Three Hundred and Thirty-Three (333) respondents made up of fifty-three

(53) university lecturers and two hundred and eighty (280) supervisors of schools in

FCT who were involved in data collection. The data collected were analysed using

mean, standard deviation and Improvement Needed Index (INI) to answer the research

questions and t-test statistic was used for testing the null hypothesis. The findings from

the study indicated that 8 modules with their corresponding competencies in which the

supervisors of teachers of agriculture required improvement were identified. They

were: Planning instruction 8 competencies, organising instruction 10 competencies,

implementing instruction 14 competencies, evaluation 8 competencies, helping

teachers manage practical in agriculture 18 competencies, helping teachers maintain

56

student teacher relationship 15 competencies, helping teachers maintain teacher,

community relationship 10 competencies and helping teachers guide students for

vocational and occupational choice 14 competencies.

The result of the null hypothesis tested showed that there was no significant

difference between the mean ratings of responses of university lecturers and

supervisors of schools on ninety-four (94) competencies where supervisors of teachers

of agriculture needed improvement while there was a significant difference in three (3)

items. It was recommended that the eight modules and their corresponding

competencies identified by this study be packaged and used for training new recruited

supervisors and for retaining the old ones to improve their performance on the job in

Federal Capital Territory.

The data collected for this work was analysed using mean and Improvement

Needed Index (INI) to answer the research questions. The present work equally

adopted the use of mean and INI to answer the research questions raised in this study

since the present work is on needs assessment.

Abu (2008) carried out a study on the identification of competency improvement

needs of farmers in soil conservation in Kogi State. Seven (7) research questions were

developed and answered in line with what the study sought to find out. Six null

hypotheses were formulated and tested at the probability of 0.05 level of significance

and 532 degree of freedom. The study made use of survey research design. A

questionnaire was developed from the review of related literature and used for

collecting of data for the study. The questionnaire was face validated by three experts

and tested for reliability using Cronbach’s Alpha Method with a co-efficient of 0.91. The

questionnaire was used to collect data from 540 respondents made up of 330

registered crop farmers and 210 agriculture extension agents. The data collected for

the study were analysed using weighted mean, standard deviation and improvement

57

need index (INI) to answer the research question and t-test statistic was used to test

the null hypothesis of no significant difference. The findings of the study indicate that 6

modules and their corresponding 316 competencies were needed by farmers for soil

conservation practices. It was also found out that farmers need improvement in the

modules listed below and their corresponding competencies in soil conservation

practices.

1. Tillage 14 carpeting

2. Soil Testing and Analyses 83 ,,

3. Soil Erosion Prevention and Control 94 ,,

4. Maturing 57 ,,

5. Crop Rotation 16 ,,

6. Afforestation 83 ,,

The data collected for this work was analysed using mean and Improvement

Needed Index (INI) to answer the research questions. The present work equally adopt

the use of mean and INI to answer the research questions raised in this study since the

present work is on needs assessment.

Wyld (2009) found out from his work that fish farming involves different skills like

fish pond construction, breeding of fish among others, which can empower people to be

self-reliant. Self-reliance of the OND graduates in agriculture through fish farming is the

inherent purpose of the present work. When the areas of need and the means of filling

them are identified, OND graduates in agriculture can become self-reliant by practicing

entrepreneurial; fish farming.

58

Summary of Literature Review

Related literature on fish farming was reviewed with a view to identifying

competencies required for equipping Ordinary National Diploma graduates in

agriculture for profitable fish farming. The review on occupational theory and

Schumpeterian theory of entrepreneurship was made and various approaches for

identifying skills reviewed. These included competency based approach, job analysis

approach and task analysis approach.

The study identified the use of task analysis and competency based approaches

for developing the skills and their proficiency levels in various enterprises in fish

farming. The review also presented the opinions and views of many authors in fish

farming in the following areas: planning for the fish enterprise, fish pond establishment

and management, fish breeding and hatchery, fish harvesting and marketing and

processing and preservation of fish.

The literature provided input for the development of instrument for data

collection. The instrument for data collection helped to generate competency

improvement needs in entrepreneurial fish farming for OND graduates in agriculture.

The identified competencies in which the OND graduates in agriculture need

improvement are recommended to NBTE for review and repackaging of their curriculum

for more effectiveness.

59

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter presented the procedure adopted for this study. It is presented

under the following sub-headings: design of the study, area of the study, population for

the study, sample and sampling technique, instrument for data collection, validation of

the instrument, reliability of the instrument, method of data collection and method of

data analysis.

Design of the Study

The study adopted a descriptive survey research design. Survey design

according to Ali (2006) is a descriptive study that makes use of a population or sample

to document, describes and explains what is in existence or the present status of a

phenomena being investigated. The author further stated that in survey studies, views

and facts about things or individuals are collected through questionnaire, observation or

interview which are analysed and used for answering research questions. The design

was therefore appropriate for the study because it elicited information from agricultural

extension agents, lecturers in Fishery Departments of Colleges of Agriculture and

Ordinary National Diploma graduates in agriculture through the use of questionnaire on

competencies required for entrepreneurial fish farming. It also elicited information from

OND graduates through the use of questionnaire on their competency improvement

needs for entrepreneurial fish farming.

Area of the Study

The study was carried out in the South-eastern zone of Nigeria, which is made

up of: Abia, Anambra, Ebonyi, Enugu and Imo States. This area lies between the

60

zones of tropical to deciduous forest with moderate rainfall and average humidity which

presents a convenient climate for fish farming. Moreover, this area houses many

eateries which create a high demand for fish thus encouraging investment in fish

farming. This zone has three (3) Colleges of Agriculture that produce Ordinary National

Diploma graduates in Agriculture. These Colleges are: College of Agriculture,

Mgbakwu; Federal School of Agriculture, Ishiagu and College of Agriculture and

Entrepreneurial Studies, Iwollo.

Population for the Study

The population for the study was five hundred and sixty-eight respondents made

up of five hundred and sixteen agricultural extension workers from the five eastern

States (see Appendix I), fourty Higher National Diploma students in their first year who

have completed the OND programme (students registration list, Federal School of

Agriculture, Ishiagu, 2011). It also includes nine lecturers in Colleges of Agriculture,

three of the lecturers are from College of Agriculture, Mgbakwu while the other six

lecturers are from Federal School of Agriculture, Ishiagu (staff list, College of

Agriculture, Mgbakwu and Federal School of Agriculture, Ishiagu, 2011). The other

two institutions (Iwollo and Mgbakwu) are yet to start Higher National Diploma

programmes in Agriculture and therefore do not have OND graduates in Agriculture.

Sample and Sampling Technique

Sampling was done only on agricultural extension workers leaving the other

groups of the respondents because of their small number. The proportionate random

sampling method was employed to obtain a sample of the agricultural extension

workers involved in the study. The sample size was 30 per cent of staff representation

from each of the Agricultural Development Programme (ADP) Agencies of the five (5)

61

States. This gave rise to a sample size of 154 agricultural extension workers thus

giving a total of 203 respondents for the study.

Instrument for Data Collection

The instrument for data collection was the structured questionnaire consisting of

109 items (see appendix) generated from review of literature. The questionnaire was

divided into two parts. Part one was used to collect information on the personal data of

the respondents, while part two of the instrument was in four sections with two

components of 4-point response scale each. It also sought information from the

Ordinary National Diploma (OND) graduates in agriculture on the level of performances

of competencies for entrepreneurial fish farming.

The sections were:

1 – Competencies in planning for fish enterprises.

2 – Competencies in fish pond establishment and management.

3 – Competencies in fish breeding and hatching of frys.

4 – Competencies in harvesting and marketing of fish.

5 – Competencies in processing and preservation of fish.

The response scale options for competencies required were:

Highly Required (HR) = 4

Moderately Required (MR) = 3

Slightly Required (SR) = 2

Not Required (NR) = 1

The response scale options for performance of competencies were:

High Performance (HP) = 4

Average Performance (AP) = 3

Low Performance (LP) = 2

62

No Performance (NP) = 1

Validation of Instrument

The instrument was subjected to face validation by three experts (see appendix):

the first one was from the Agricultural Education Unit of the Department of Vocational

Teacher Education, University of Nigeria, Nsukka; the second one from the Department

of Zoology, University of Nigeria, Nsukka and thirdly from Agricultural Development

Programme (ADP), Awka. They were requested to use their expertise in determining

the suitability of the instrument items for collecting data for the study. Based on their

recommendations, the instrument was adjusted and reconstructed and in the final

analysis 109 items marked ‘appropriate’ were finally approved by the supervisor for the

study.

Reliability of Instrument

The instrument was administered on three lecturers, ten students of College of

Agriculture, Ozoro and ten extension agents in Delta State which was not part of the

population for the study.

The reliability of the instrument was established using Cronbach Alpha Method

to determine the internal consistency of the instrument. A reliability coefficient of 0.94

was obtained (see appendix) which indicated that the instrument was reliable for the

collection of data for the study.

Method of Data Collection

The instrument was administered to the respondents with the help of five hired

and trained assistants who were familiar with the study area. They were further

directed to request the extension agents, lecturers in Fishery Department of Colleges of

63

Agriculture and OND graduates to check and fill the required response category option

only, while the Ordinary National Diploma (OND) graduates in agriculture checked and

filled the performance response category option.

The research assistants were given three weeks to distribute and collect the

copies of the questionnaire which they returned to the researcher in the fourth week.

Method of Data Analysis

The data that was collected from the respondents were analysed using weighted

mean, standard deviation and Improvement Need Index (INI) to answer the research

questions. Analysis of Variance (ANOVA) technique was used to test the null

hypotheses at 0.05 level of significance.

The arithmetic mean (X) value for the item is 2.50 (4 + 3 + 2 + 1 = 10/4). Any

item therefore with a weighted mean value of 2.50 or above was regarded as required

while any item with a mean value below 2.50 was regarded as not required.

The Improvement Needed Index (INI) was used to answer the research

questions and take decision on the competencies where the Ordinary National Diploma

(OND) graduates in agriculture need improvement for entrepreneurial fish farming.

In taking decision on the improvement needs of Ordinary National Diploma

(OND) graduates of agriculture for entrepreneurial fish farming, the following activities

were carried out:

(i) The weighted mean of each item under the ‘Required’ category was calculated

(XR).

(ii) The weighted mean of each item under the ‘Performance’ category was

calculated (XP).

(iii) The difference of the two means was calculated (XR – XP).

64

The difference gave the need gap value which was compared with the

improvement needed index (INI) for decision making as follows:

(a) Where the difference is zero (XR – XP = 0) that is neutral, it indicated that there

was no need for improvement on the item because the level at which the item

was required was equal to the level of performance.

(b) Where the difference is positive (XR – XP = positive), it indicated need for

improvement on the item because the level at which the item was required was

greater than the level of performance.

(c) Where the difference is negative (XR – XP = negative), it indicated that there was

no need for improvement on the item because the level at which the item was

performed was higher that the level required.

Each of the null hypotheses was tested using the analysis of variance technique.

If the computed value was greater than the critical value the null hypotheses was

rejected but if the reverse was the case, the null hypotheses was accepted.

65

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

The data collected for the study were analysed and presented in this chapter.

The analysis and presentation were organized based on research questions and

hypotheses of the study.

Presentation of Data

Research Question 1

What are the competencies required by Ordinary National Diploma Graduates in

Agriculture for Success in Planning for Fish Enterprises?

The data for answering research question one were presented in Table 4.1.

TABLE 4.1

Mean Ratings of the Responses of Agricultural Extension Agents,

Lecturers of Colleges of Agriculture and Ordinary National Diploma Graduates in

Agriculture on the Competencies Required by OND Graduates in Agriculture for

Success in Planning for Fish Enterprises in South-eastern Nigeria.

S/N

Item Statement N = 196

x SD Remarks

1 Determine fish enterprise to adopt eg. fish seed production, table fish production etc.

3.77 0.52 Required

2 Select specie(s) of fish to culture 3.83 0.45 ,,

3 Formulate objectives for the enterprise 3.47 0.84 ,,

4 Determine scope of enterprise eg. large scale, small scale etc. 3.34 0.65 ,,

5 Draw up programme plan for the enterprise 3.58 0.49 ,,

6 Formulate business strategies eg. technology to be adopted for production, marketing etc.

3.58 0.64 ,,

7 Assess alternative courses of action 3.12 0.83 ,,

8 Budget for the fish enterprise 3.57 0.68 ,,

9 Identify source of fund for the enterprise eg. loan, personal savings etc. 3.61 0.69 ,,

10 Identify personnel to work with, at different stages 3.37 0.90 ,,

11 Determine various sales outlets eg. hotels, markets, offices, etc. 3.58 0.70 ,,

12 Determine appropriate recording system 3.53 0.78 ,,

13 Identify equipment for specific operations: scientific and indigenous types

3.35 0.67 ,,

14 Identify source of water eg. borehole, stream, rain water etc. 3.63 0.54 ,,

15 Identify sources of inputs like fingerlings, feed, drugs etc. 3.74 0.50 ,,

16 Establish procedure for registering the farm. 3.15 0.76 ,,

66

17 Determine security features for farm eg. security personnel, electrified fence

3.40 0.81 ,,

18 Identify agencies that will provide technical assistance 3.51 0.71 ,,

19 Select suitable site for earthen pond, fish tank etc. 3.65 0.60 ,,

The data in table 4.1 revealed that the mean ratings of the responses of

Agricultural Extension Agents, Lecturers in Colleges of Agriculture and OND Graduates

in Agriculture ranged from 3.12 to 3.83. The mean cut-off point is 2.50, therefore all the

items were required by OND Graduates in Agriculture for Success in Planning for Fish

Enterprises in South-eastern Nigeria. The standard deviation ranged from 0.45 to 0.90

indicating that the respondents were very close to the mean in each item and they were

not too far from one another in their responses on the competency items required by

OND graduates for success in Planning for Fish Enterprises in South-eastern Nigeria.

Research Question 2

What are the competencies required by Ordinary National Diploma Graduates in

Agriculture for Establishment and Management of Fish Ponds?

The data for answering research question two were presented in Table 4.2.

TABLE 4.2




Establishment and Management of Fish Ponds in South-eastern Nigeria.

S/N


x SD Remarks

1

Cluster A: Establishment of Fish Pond Select pond type eg. fish seed, table fish etc.

3.67

0.58

Required

2 Determine pond size 3.65 0.60 Required

3 Survey the pond area 3.40 0.66 ,,

4 Mark out the pond area 3.39 0.70 ,,

5 Excavate the pond 3.61 0.67 ,,

6 Build water control in and out of the pond 3.37 0.69 ,,

7 Build the pond wall 3.45 0.82 ,,

8 Seal the pond bottom and walls 3.33 0.71 ,,

67

9 Grass the pond i.e earthen pond 3.19 0.75 ,,

10 Provide shade plants like plantain and banana on the bonds 3.32 0.81 ,,

11 Clean pond for use 3.60 0.71 ,,

12 Introduce water into pond 3.70 0.61 ,,

13 Test water pH. 3.66 0.71 ,,

14 Lime pond to correct water pH 3.43 0.75 ,,

15 Fertilize pond to build in the planktons 3.63 0.74 ,,

16 Stock ponds with fingerlings 3.76 0.55 ,,

17 Handling of fingerlings at stocking 3.70 0.60 ,,

18

Cluster B: Management of Fish Pond Feed fish with appropriate feedstuff

3.64

0.65

Required

19 Weigh fish periodically for weight gain 3.46 0.65 ,,

20 Aerate pond to maintain good oxygen level 3.60 0.69 ,,

21 Erect fence to prevent predators 3.59 0.73 ,,

22 Prevent poaching using security features 3.63 0.69 ,,

23 Regularly fill pond to maintain water level 3.62 0.62 ,,

24

Cluster C: Disease Control of Fish Observe health status of fish through their movement

3.57

0.72

Required

25 Observe health condition of fish through their body appearance 3.55 0.84 ,,

26 Vaccinate fish periodically 3.62 0.75 ,,

27 Cull fish that show signs of ill-health 3.63 0.73 ,,

28 Disinfect pond after each production 3.69 0.61 ,,

29 Quarantine fish before stocking 3.61 0.81 ,,

30 Proper disposal of dead fish 3.73 0.70 ,,




items were required by OND Graduates in Agriculture for Establishment and

Management of Fish Pond in South-eastern Nigeria. The standard deviation ranged

from 0.55 to 0.81 indicating that the respondents were very close to the mean in each

item and they were not too far from one another in their responses on the competency

items required by OND Graduates for Establishment and Management of Fish Pond in

South-eastern Nigeria.

Research Question 3

What are the competencies required by Ordinary National Diploma graduates in

Agriculture for success in Breeding and Hatching of Fish Frys?

The data for answering research question three were presented in Table 4.3.

68

TABLE 4.3




Success in Breeding and Hatching of Fish Frys in South-eastern Nigeria.

S/N


x SD Remarks

1

Cluster A: Fish Breeding Activities Select brood stock with desirable qualities eg. fleshy quality

3.80

0.62

Required

2 Identify features of mature brood stock of both male and female 3.65 0.65 ,,

3 Segregate brood stock to avoid uncontrolled spawning like in tilapia 3.62 0.70 ,,

4 Choose donor fish with desirable qualities 3.67 0.71 ,,

5 Extract pituitary gland from donor fish 3.52 0.86 ,,

6 Inject appropriate quantities of hormone for induction of the brood stock 3.55 0.84 ,,

7 Inject brood stock with anaesthetics to reduce restlessness 3.51 0.90 ,,

8 Prevent escape of the injected females due to restlessness 3.52 0.84 ,,

9 Strip females for egg according to specifications 3.60 0.78 ,,

10 Dissect males to expose testes for milt collection 3.56 0.79 ,,

11 Incise testes to release milt 3.51 0.86 ,,

12 Spread milt over eggs and thorough mixing of milt and eggs 3.54 0.79 ,,

13

Cluster B: Hatchery Procedure Transfer fertilized eggs into incubator trays/hatchery

3.69

0.71

Required

14 Maintain appropriate incubator temperature of 250C 3.71 0.58 ,,

15 Release continuous flow of water for aeration of incubator 3.61 0.73 ,,

16 Observe the eggs for characteristics of hatching of the specie 3.55 0.79 ,,

17 Scoop larvae with ladle 3.59 0.70 ,,

18 Keep larvae in aerated medium 3.59 0.73 ,,

19 Leave larvae in the tank to absorb their yolk sacs 3.54 0.79 ,,

20 Feed frys on the fourth day with food 3.56 0.79 ,,

21 Transfer frys to prepared rearing ponds 3.60 0.75 ,,




items were required by OND Graduates in Agriculture for success in breeding and

hatching of fish frys in South-eastern Nigeria. The standard deviation ranged from 0.58

to 0.90 indicating that the respondents were very close to the mean in each item and

they were not too far from one another in their responses on the competency items

required by OND graduates for success in Breeding and Hatching of Fish Frys in


69

Research Question 4


Agriculture for Effective Harvesting and Marketing of Fish?

The data for answering research question four were presented in Table 4.4.

TABLE 4.4




Effective Harvesting and Marketing of Fish in South-eastern Nigeria.

S/N


x SD Remarks

1

Cluster A: Harvesting of Fish Determine appropriate time to harvest fish for seed or table use

3.68

0.64

Required

2 Determine harvesting method to adopt for maximum safety of the fish 3.69 0.60 ,,

3 Identify appropriate mesh size to use 3.65 0.65 ,,

4 Determine markets before harvesting of fish 3.57 0.72 ,,

5 Remove obstacles in ponds before harvesting 3.58 0.72 ,,

6 Remove anti-poaching devices in pond before harvesting 3.59 0.75 ,,

7 Stop feeding fish at the appropriate time before harvesting i.e 24 hours 3.48 0.77 ,,

8 Harvest fish at the appropriate time i.e early morning or evening to reduce climatic stress.

3.72

0.64

,,

9 Draw net from deep part of the pond and pull slowly towards the shallow end

3.61

0.67

,,

10 Carry out post-harvest handing eg. keep harvested fish in water 3.63 0.69 ,,

11 Cluster B: Marketing of Harvested Fish Grade fish according to sizes and weights

3.69

0.72

Required

12 Clean and dress fish for sale 3.53 0.83 ,,

13 Carry harvested fish to farm gate for sale 3.17 0.78 ,,

14 Carry harvested fish to offices, hotels and supermarkets for sale 3.14 0.80 ,,

15 Advertise the fish for sale through different communication channels ahead of harvest using bill-boards, radio etc.

3.33

0.67

,,

16 Keep fish production and sales record 3.69 0.62 ,,

17 Carry out account reconciliation to determine level of profit or loss 3.68 0.63 ,,




items were required by OND Graduates in Agriculture for effective harvesting and

marketing of fish in South-eastern Nigeria. The standard deviation ranged from 0.62 to

70

0.83 indicating that the respondents were not too far from the mean or from one

another in their responses.

Research Question 5


Agriculture for Effective Preservation and Processing of Fish?

The data for answering research question five were presented in Table 4.5.

TABLE 4.5




Effective Preservation and Processing of Fish in South-eastern Nigeria.

S/N


x SD Remarks

1

Cluster A: Processing of Fish Specify the preservation technique to adopt

3.64

0.66

Required

2 Be-head and gut fish to delay onset of deterioration 3.47 0.74 ,,

3 Wash gutted fish 3.46 0.77 ,,

Cluster B: Preservation of Fish Sub-Cluster Bi: Salting of Fish

4 Apply salt on gutted fish and dry 3.53 0.67 ,,

5 Lay fish with dry salt in a container 3.59 0.69 ,,

6 Stir excess salt into a tank of clean water to make a brine solution 3.44 0.79 ,,

7 Leave fish in brine solution for six days 3.21 0.75 ,,

8

Cluster Bii: Smoking of Fish Burn firewood to produce smoke not flame

3.27

0.70

Required

9 Operate gas smoking kiln to smoke fish 3.30 0.63 ,,

10 Salt fish before smoking 3.27 0.65 ,,

11 Place fish over smoking chamber 3.36 0.67 ,,

12 Turn fish regularly to avoid burning 3.42 0.61 ,,

13 Regulate heating of gas smoking kiln to avoid charring the fishes 3.56 0.67 ,,

14

Sub-Cluster Biii: Drying of Fish Salt fish and lie them loosely under the sun

3.43

0.70

Required

15 Operate mechanical dryer for drying of fish 3.38 0.68 ,,

16 Regulate dryer to avoid burning the fish 3.39 0.67 ,,

17 Check sun-dried fish for pest infestation and treat with salt 3.34 0.69 ,,

18 Collect and store sun-dried fish in the evening to prevent dew from falling on them

3.50

0.75

,,

19

Sub-Cluster Biv: Refridgeration of Fish Operate freezing facilities for refridgeration of fish eg. cold rooms, freezers

3.55

0.80

Required

20 Pack fish in cold rooms and freezers 3.54 0.78 ,,

21 Use of alternative power supply to sustain refridgerating temperature 3.53 0.75 ,,

22 Place harvested fish in iced boxes or containers 3.57 0.71 ,,

71




items were required by OND Graduates in Agriculture for effective preservation and

processing of fish in South-eastern Nigeria. The standard deviation ranged from 0.61

to 0.80 indicating that the respondents were not too far from the mean or from one

another in their responses.

Research Question 6

What are the competency improvement needs of Ordinary National Diploma

graduates in Agriculture for success in planning for fish enterprises?

The data for answering research question six were presented in Table 4.6.

TABLE 4.6

Performance Gap Analysis (PGA) of the Mean Ratings of Responses of

Ordinary National Diploma Graduates in Agriculture on the Competencies Where

They Need Improvement for Success in Planning for Fish Enterprises in South-

eastern Nigeria.

S/N


xR xP PG = (xR – xP)

Remarks


3.76

2.79

0.97

IN

2 Select specie of fish to culture 3.83 2.71 1.11 ,,

3 Formulate objectives for the enterprise 3.47 1.99 1.48 ,,

4 Determine scope of enterprise eg. large scale, small scale 3.34 2.69 0.64

5 Draw up programme plan for the enterprise 3.58 2.87 0.71 ,,


3.58

1.82

1.76

,,

7 Assess alternative courses of action 3.12 2.72 0.40 ,,

8 Budget for the fish enterprise 3.57 1.72 1.85 ,,

9 Identify source of fund for the enterprise 3.61 2.76 0.84 ,,

10 Identify personnel to work with, at different stages 3.37 2.92 0.45 ,,

11 Determine various sales outlets eg. hotels, markets, offices etc. 3.58 2.85 0.73 ,,

12 Determine appropriate recording system 3.53 2.95 0.58 ,,

13 Identify equipment for specific operations, scientific and indigenous types

3.35

3.00

0.35

,,

14 Identify source of water eg. borehole, stream, rain water 3.63 2.87 0.76 ,,

72

15 Identify sources of inputs like fingerlings, feed, drug etc. 3.74 2.87 0.87 ,,

16 Establish procedure for registering the farm 3.15 2.78 0.38 ,,

17 Determine security features for the farm eg. security personnel, electrified fencing.

3.40

3.09

0.31

,,

18 Identify agencies that will provide technical assistance 3.51 2.77 0.74 ,,

19 Select suitable site for earthen pond, fish tank, etc. 3.65 3.15 0.51 ,,

Key:

XR = Mean Required

XP = Mean Performance

PG = Performance Gap

IN = Improvement Needed

INN = Improvement Not Needed

The data presented in table 4.6 revealed that the performance gap values for the

19 competency items ranged from 0.31 to 1.85. All the performance gap values were

positive indicating that the OND graduates in Agriculture needed improvement in all the

19 competency items in Planning for Fish Enterprise in South-eastern Nigeria.

Research Question 7


graduates in Agriculture for Establishment and Management of Fish Ponds?

The data for answering research question seven were presented in Table 4.7.

TABLE 4.7



They Need Improvement in Establishment and Management of Fish Ponds in


S/N



Remarks

1

Cluster A: Establishment of Fish Pond Select pond type eg. fish seed, table fish

3.67

2.99

0.68

IN

2 Determine pond size 3.65 3.19 0.46 ,,

3 Survey the pond area 3.40 1.56 1.84 ,,

73

4 Mark out the pond area 3.39 1.51 1.88

5 Excavate the pond 3.61 3.26 0.35 ,,

6 Build water control in and out of the pond 3.37 1.93 1.44 ,,

7 Build the pond wall 3.45 2.38 1.07 ,,

8 Seal the pond bottom and walls 3.33 2.31 1.02 ,,

9 Grass the pond i.e earthen pond 3.19 2.44 0.75 ,,

10 Provide shade plants like plantain and banana on the bonds 3.32 3.33 -0.01 INN

11 Clean pond for use 3.60 2.67 0.93 IN

12 Introduce water into pond 3.70 3.54 0.16 ,,

13 Test water pH. 3.66 1.49 2.17 ,,

14 Lime pond to correct water pH 3.43 1.36 2.07 ,,

15 Fertilize pond to build in the planktons 3.63 1.38 2.25 ,,

16 Stock ponds with fingerlings 3.76 1.49 2.27 ,,

17 Handling of fingerlings at stocking 3.70 1.38 2.32 ,,

18


3.64

1.62

2.02

IN

19 Weigh fish periodically for weight gain 3.46 1.59 1.87 ,,

20 Aerate pond to maintain good oxygen level 3.60 2.64 0.96 ,,

21 Erect fence to prevent predators 3.59 1.82 1.77 ,,

22 Prevent poaching using security features 3.63 1.74 1.89 ,,

23 Regularly fill pond to maintain water level 3.62 1.82 1.80 ,,

24


3.57

2.87

0.70

,,

25 Observe health condition of fish through their body appearance

3.55

1.59

1.96

,,

26 Vaccinate fish periodically 3.62 1.62 2.00 ,,

27 Cull fish that show signs of ill-health 3.63 1.62 2.01 ,,

28 Disinfect pond after each production 3.69 1.56 2.13 ,,

29 Quarantine fish before stocking 3.61 1.62 1.99 ,,

30 Proper disposal of dead fish 3.73 3.75 -0.02 INN


28 competency items ranged from 0.16 to 2.32, which were positive while performance

gap values for two competency items were -0.01 and -0.02 respectively indicating

negativity. This indicated that OND graduates in Agriculture in South-eastern Nigeria

needed improvement in 28 competency items identified for effectiveness in

establishment and management of fish pond while no improvement is needed in

provision of shade plants on the pond bonds and proper disposal of dead fish.

Research Question 8


graduates in Agriculture for success in Breeding and Hatching of Fish Frys?

The data for answering research question eight were presented in Table 4.8.

74

TABLE 4.8



They Need Improvement for Success in Breeding and Hatching of Fish Frys in


S/N



Remarks

1


3.80

2.08

1.72

IN

2 Identify features of mature brood stock of both male and female

3.65

1.97

1.68

,,

3 Segregate brood stock to avoid uncontrolled spawning like in tilapia

3.62

2.03

1.59

,,

4 Choose donor fish with desirable qualities 3.67 1.90 1.77 ,,

5 Extract pituitary gland from donor fish 3.52 1.79 1.73 ,,

6 Inject appropriate quantities of hormone for induction of the brood stock

3.55

1.87

1.68

,,

7 Inject brood stock with anaesthetics to reduce restlessness 3.51 1.79 1.72 ,,

8 Prevent escape of the injected females due to restlessness 3.52 1.74 1.78 ,,

9 Strip females for egg according to specifications 3.60 1.82 1.78 ,,

10 Dissect males to expose testes for milt collection 3.56 1.77 1.79 ,,

11 Incise testes to release milt 3.51 1.90 1.61 ,,

12 Spread milt over eggs and thorough mixing of milt and eggs 3.54 1.92 1.62 ,,

13 Cluster B: Hatchery Procedure Transfer fertilized eggs into incubator trays/hatchery

3.69

1.92

1.77

,,

14 Maintain appropriate incubator temperature of 250C 3.71 2.10 1.61 ,,

15 Release continuous flow of water for aeration of incubator 3.61 2.03 1.58 ,,

16 Observe the eggs for characteristics of hatching of the specie 3.55 2.00 1.55 ,,

17 Scoop larvae with ladle 3.59 2.15 1.44 ,,

18 Keep larvae in aerated medium 3.59 1.97 1.62 ,,

19 Leave larvae in the tank to absorb their yolk sacs 3.54 2.03 1.51 ,,

20 Feed frys on the fourth day with food 3.56 2.08 1.48 ,,

21 Transfer frys to prepared rearing ponds 3.60 2.13 1.47 ,,


21 competency items ranged from 1.44 to 1.79. All the performance gap values were

positive indicating that the OND graduates in Agriculture needed improvement in all the

21 competency items identified in breeding and hatching of fish frys in South-eastern

Nigeria.

75

Research Question 9


graduates in Agriculture for Effective Harvesting and Marketing of Fish?

The data for answering research question nine were presented in Table 4.9.

TABLE 4.9



They Need Improvement for Effective Harvesting and Marketing of Fish in South-

eastern Nigeria.

S/N



Remarks

1


3.68

1.84

1.84

IN

2 Determine harvesting method to adopt for maximum safety of the fish

3.69

1.66

2.03

,,

3 Identify appropriate mesh size to use 3.65 2.15 1.50 ,,

4 Determine markets before harvesting of fish 3.57 2.96 0.61 ,,

5 Remove obstacles in ponds before harvesting 3.58 2.76 0.82 ,,

6 Remove anti-poaching devices in pond before harvesting 3.59 3.60 -0.01 INN

7 Stop feeding fish at the appropriate time before harvesting i.e 24 hours

3.48

3.53

-0.05

,,


3.72

3.73

-0.01

,,


3.61

3.44

0.17

IN

10 Carry out post-harvest handling eg. keep harvested fish in water

3.63

3.02

0.61

,,


3.69

3.72

-0.03

INN

12 Clean and dress fish for sale 3.53 2.49 1.04 IN

13 Carry harvested fish to farm gate for sale 3.17 3.64 -0.47 INN

14 Carry harvested fish to offices, hotels and supermarkets for sale

3.14

3.49

-0.35

,,


3.33

3.46

-0.13

,,

16 Keep fish production and sales record 3.69 1.59 2.10 IN

17 Carry out account reconciliation to determine level of profit or loss

3.68

2.44

1.24

,,

The data presented in table 4.9 revealed that 10 out of the 17 competency items

have performance gap values that ranged from 0.17 to 2.10 and were positive

indicating that the OND graduates in Agriculture need improvement in the 10

76

competency items. Seven competency items (Nos. 6, 7, 8, 11, 13, 14 and 15) have

performance gap values which ranged from -0.01 to -0.47 which were negative

indicating that the OND graduates in Agriculture do not need improvement in the seven

competency items in Harvesting and Marketing of Fish in South-eastern Nigeria.

Research Question 10


graduates in Agriculture for Effective Preservation and Processing of Fish?

The data for answering research question ten were presented in Table 4.10.

TABLE 4.10

Performance Gap Analysis of the Mean Ratings of Responses of Ordinary

National Diploma Graduates in Agriculture on the Competencies Where They

Need Improvement for Effective Preservation and Processing of Fish in South-

eastern Nigeria.

S/N



Remarks

1


3.64

1.03

2.61

IN

2 Be-head and gut fish to delay onset of deterioration 3.47 2.44 1.03 ,,

3 Wash gutted fish with water 3.46 3.64 -0.18 INN


4 Apply salt on gutted fish and dry 3.53 2.59 0.94 IN

5 Lay fish with dry salt in a container 3.59 3.90 -0.31 INN

6 Stir excess salt into a tank of clean water to make a brine solution 3.44 2.31 1.13 IN

7 Leave fish in brine solution for six days 3.21 1.93 1.28 ,,

8


3.27

2.38

0.89

,,

9 Operate gas smoking kiln to smoke fish 3.30 2.28 1.02 ,,

10 Salt fish before smoking 3.27 3.68 -0.41 INN

11 Place fish over smoking chamber 3.36 3.68 -0.32 ,,

12 Turn fish regularly to avoid burning 3.42 3.51 -0.09 ,,

13 Regulate heating of gas smoking kiln to avoid charring the fishes 3.56 2.38 1.18 IN

14


3.43

3.44

-0.01

INN

15 Operate mechanical dryer for drying of fish 3.38 2.44 0.94 IN

16 Regulate dryer to avoid burning the fish 3.39 1.78 1.61 ,,

17 Check sun-dried fish for pest infestation and treat with salt 3.34 2.98 0.36 ,,


3.50

2.44

1.06

,,

77

19

Sub-Cluster Biv: Refridgeration of Fish

Operate freezing facilities for refridgeration of fish eg. cold rooms, freezers

3.55

2.51

1.04 ,,

20 Pack fish in cold rooms and freezers 3.54 3.12 0.42 ,,

21 Use of alternative power supply to sustain refridgerating temperature 3.53 2.64 0.89 ,,

22 Place harvested fish in iced boxes or containers 3.57 3.56 -0.08 INN

The data presented in table 4.10 revealed that the performance gap values for

the 15 out of the 22 competency items ranged from 0.36 – 2.61 and were positive

indicating that OND graduates in Agriculture need improvement in the 15 competency

items in processing and preservation of fish. Seven competency items (nos. 3, 5, 10,

11, 12, 14 and 22) have performance gap values which ranged from -0.08 to -0.41 and

were negative indicating that the OND graduates in Agriculture do not need

improvement in the seven competencies for Processing and Preservation of Fish in


Testing of Hypotheses

Hypothesis 1

There is no significant difference in the mean ratings of the responses of

Agricultural extension agents, lectures in Fishery Department of Colleges of Agriculture

and OND graduates in Agriculture on Competencies Required by OND graduates in

Agriculture in Planning for Fish Enterprise.

The data for testing hypothesis one is presented in Table 4.11.

78

TABLE 4.11

Analysis of Variance (ANOVA) of the Mean Ratings of the Responses of

Agricultural Extension Agents, Lecturers in Fishery Department of Colleges of

Agriculture and OND graduates in Agriculture on the Competencies Required by

OND graduates in Agriculture in Planning for Fish Enterprise.

S/N

Item Statement N = 196 (Extension Agents 148; Lecturers 9

and OND Graduates 39)

Sum of Square

df Mean Square

F-Cal F-tab Remarks


Between Groups (BG) Within Groups (WG) Total (T)

0.896 52.309 53.205

2 193 195

0.448 0.271

1.652 3.00 NS

2 Select specie(s) of fish to culture

BG WG T

1.116 38.328 39.444

2 193 195

0.558 0.199

2.810 3.00 ,,

3 Formulate objectives for the enterprise

BG WG T

3.368 129.448 132.816

2 193 195

1.684 0.671

2.511 3.00 ,,

4 Determine scope of enterprise eg. large scale, small scale etc.

BG WG T

2.549 81.226 83.775

2 193 195

1.275 0.421

3.028 3.00 S

5 Draw up programme plan for the enterprise

BG WG T

0.596 93.097 93.693

2 193 195

0.298 0.482

0.618 3.00 NS


BG WG T

0.596 79.097 79.693

2 193 195

0.298 0.410

0.728 3.00 ,,

7 Assess alternative courses of action

BG WG T

12.310 120.751 133.061

2 193 195

0.155 0.626

9.838 3.00 S

8 Budget for the fish enterprise

BG WG T

1.938 88.062 90.000

2 193 195

0.969 0.456

2.124 3.00 NS

9 Identify source of fund for the enterprise

BG WG T

1.682 90.849 92.531

2 193 195

0.841 0.471

1.786 3.00 ,,

10 Identify personnel to work with, at different stages

BG WG T

2.416 155.395 157.811

2 193 195

1.208 0.805

1.500 3.00 NS

11 Determine various sales outlets eg. hotels, markets, offices, etc.

BG WG T

0.498 95.354 95.852

2 193 195

.249

.494 0.504 3.00 ,,

12 Determine appropriate recording system

BG WG T

0.888 117.985 118.872

2 193 195

0.444 0.611

0.726 3.00 ,,

13 Identify equipment for specific operations: scientific and indigenous types

BG WG T

0.964 87.444 88.408

2 193 195

0.482 0.453

1.064 3.00 ,,

14 Identify source of water eg. borehole, stream, rain water etc.

BG WG T

0.259 57.552 57.811

2 193 195

0.129 0.298

0.434 3.00 ,,

15 Identify sources of inputs like fingerlings, feed, drugs etc.

BG WG T

0.446 48.799 49.245

2 193 195

0.223 0.253

0.882 3.00 ,,

79

16 Establish procedure for registering the farm.

BG WG T

4.836 106.572 111.408

2 193 195

2.418 0.552

4.379 3.00 S

17 Determine security features for farm eg. security personnel, electrified fence

BG WG T

2.382 126.776 129.158

2 193 195

1.191 0.657

1.813 3.00 NS

18 Identify agencies that will provide technical assistance

BG WG T

0.041 98.939 98.980

2 193 195

0.020 0.513

0.040 3.00 ,,

19 Select suitable site for earthen pond, fish tank etc.

BG WG T

0.658 69.750 70.408

2 193 195

0.329 0.361

0.910 3.00 ,,

The analysis of variance (ANOVA) presented in table 4.11 showed that the F-

calculated values of 16 out of the 19 competency items ranged from 0.040 to 2.810

which were all less than the F-critical (F-tab) value of 3.00 at 0.05 level of significance.

This indicated that there was no significant difference in the mean ratings of the

responses of Agricultural Extension Agents, Lecturers and OND graduates in

Agriculture on the 16 competencies required by OND graduates in Agriculture in

planning for fish enterprise in South-eastern Nigeria. Therefore, the null hypothesis of

no significant difference in the mean responses of the three groups of respondents was

accepted on 16 competencies required for planning for fish enterprise in South-eastern

Nigeria.

The F-cal values of the remaining three items specifically items 4, 7 and 16 were

3.028, 9.838 and 4.379 respectively. These values were all greater than the F-tab

value of 3.00 at 0.05 level of significance. This indicated that there was significant

difference in the mean ratings of the responses of Agricultural Extension Agents,

Lecturers and OND graduates in Agriculture on the three competency items required by

OND graduates in Agriculture in planning for fish enterprise. Therefore, the null

hypothesis of no significant difference in the mean ratings of the responses of the three

groups of respondents was rejected on the three competencies.

80

Hypothesis 2


Agricultural extension agents, lectures in Fishery Department of Colleges of Agriculture

and OND graduates in Agriculture on Competencies Required for Successful

Establishment and Management of Fish Ponds by OND graduates in Agriculture.

The data for testing hypothesis two is presented in Table 4.12.

TABLE 4.12




OND graduates in Agriculture in the Establishment and Management of Fish Pond.

S/N



Sum of Square

df Mean Square

F-Cal F-tab Remarks

1

Cluster A: Establishment of Fish Pond Select pond type eg. fish seed, table fish


0.550 64.552 65.102

2 193 195

0.275 0.334

0.822

3.00

NS

2 Determine pond size BG WG T

0.658 69.750 70.408

2 193 195

0.329 0.361

0.910 3.00 ,,

3 Survey the pond area BG WG T

1.271 83.887 85.158

2 193 195

0.636 0.435

1.462 3.00 ,,

4 Mark out the pond area BG WG T

7.216 89.534 96.750

2 193 195

3.608 0.464

7.777 3.00 S

5 Excavate the pond BG WG T

0.750 88.000 88.750

2 193 195

0.375 0.456

0.822 3.00 NS

6 Build water control in and out of the pond

BG WG T

6.520 87.031 93.551

2 193 195

3.260 0.451

7.230 3.00 S

7 Build the pond wall BG WG T

1.481 131.106 132.587

2 193 195

0.740 0.679

1.090 3.00 NS

8 Seal the pond bottom and walls

BG WG T

6.571 92.531 99.102

2 193 195

0.286 0.479

0.853 3.00 ,,

9 Grass the pond i.e earthen pond

BG WG T

7.691 100.942 108.633

2 193 195

0.846 0.523

2.353 3.00 ,,

10 Provide shade plants like plantain and banana on the bonds

BG WG T

8.349 120.039 128.388

2 193 195

0.175 0.622

1.712 3.00 ,,

11 Clean pond for use BG WG T

1.924 95.234 97.158

2 193 195

0.962 0.493

1.950 3.00 ,,

81

12 Introduce water into pond BG WG T

1.667 71.169 72.836

2 193 195

0.834 0.369

2.261 3.00 ,,

13 Test water pH. BG WG T

1.805 95.970 97.776

2 193 195

0.903 0.497

1.815 3.00 ,,

14 Lime pond to correct water pH

BG WG T

4.711 105.289 110.000

2 193 195

0.356 0.546

2.318 3.00 ,,

15 Fertilize pond to build in the planktons

BG WG T

1.568 103.983 105.551

2 193 195

0.784 0.539

1.455 3.00 ,,

16 Stock ponds with fingerlings

BG WG T

0.010 58.235 58.245

2 193 195

0.005 0.302

0.017 3.00 ,,

17 Handling of fingerlings at stocking

BG WG T

0.093 69.540 69.633

2 193 195

0.046 0.360

0.129 3.00 ,,

18


BG WG T

1.126

80.154 81.280

2

193 195

0.563 0.415

1.356

3.00

,,

19 Weigh fish periodically for weight gain

BG WG T

2.006 80.667 82.673

2 193 195

1.003 0.418

2.400 3.00 ,,

20 Aerate pond to maintain good oxygen level

BG WG T

0.805 92.154 92.059

2 193 195

0.402 0.477

0.843 3.00 ,,

21 Erect fence to prevent predators

BG WG T

0.864 102.661 103.526

2 193 195

0.432 0.532

0.813 3.00 ,,

22 Prevent poaching using security features

BG WG T

0.775 92.776 93.551

2 193 195

0.388 0.481

0.806 3.00 NS

23 Regularly ill pond to maintain water level

BG WG T

1.554 72.507 74.061

2 193 195

0.777 0.376

2.068 3.00 ,,

24


BG WG T

1.306 100.694 102.000

2 193 195

0.653 0.522

1.251

3.00

NS

25 Observe health condition of fish through their body appearance

BG WG T

1.289 137.298 138.587

2 193 195

0.644 0.711

0.906 3.00 ,,

26 Vaccinate fish periodically BG WG T

1.395 106.906 108.301

2 193 195

0.697 0.554

1.259 3.00 ,,

27 Cull fish that show signs of ill-health

BG WG T

1.568 101.983 103.551

2 193 195

0.784 0.528

1.483 3.00 ,,

28 Disinfect pond after each production

BG WG T

0.893 72.740 73.633

2 193 195

0.446 0.377

1.184 3.00 ,,

29 Quarantine fish before stocking

BG WG T

1.682 124.849 126.531

2 193 195

0.841 0.647

1.300 3.00 ,,

30 Proper disposal of dead fish

BG WG T

0.690 95.979 96.669

2 193 195

0.345 0.497

0.694 3.00 ,,

82

The analysis of variance (ANOVA) presented in table 4.12 showed that the f-


which were less than the f-critical (F-tab) value of 3.00 at 0.05 level of significance.




establishment and management of fish pond. Therefore, the null hypothesis of no

significant difference in the mean responses of the three groups of respondents was

upheld on the 28 competencies required for establishment and management of fish

pond in South-eastern Nigeria.

The f-calculated values of the remaining two items specifically items 4 and 6

were 7.777 and 7.230 respectively. These values were all greater than the f-table value

of 3.00 at 0.05 level of significance. This indicated that there was significant difference

in the mean ratings of the responses of Agricultural Extension Agents, Lecturers and

OND graduates in Agriculture on the two competency items required by OND graduates

in Agriculture in establishment and management of fish pond. Therefore, the null

hypothesis of no significant difference in the mean ratings of the responses of the three

groups of respondents was rejected on the two competency items.

Hypothesis 3


Agricultural Extension Agents, Lectures in Fishery Department of Colleges of

Agriculture and OND graduates in Agriculture on Competencies Required for Success

in Breeding and Hatching of Fish Frys by OND graduates in Agriculture.

The data for testing hypothesis three is presented in Table 4.13.

83

TABLE 4.13




OND graduates in Agriculture in Breeding and Hatching of Fish Frys.

S/N



Sum of Square

df Mean Square

F-Cal F-tab Remarks

1



0.451 75.385 75.836

2 193 195

0.226 0.391

0.578

3.00

NS

2 Identify features of mature brood stock of both male and female

BG WG T

0.190 82.520 82.710

2 193 195

0.095 0.428

0.222 3.00 ,,

3 Segregate brood stock to avoid uncontrolled spawning like in tilapia

BG WG T

1.395 92.906 94.301

2 193 195

0.697 0.481

1.449 3.00 ,,

4 Choose donor fish with desirable qualities

BG WG T

0.123 99.321 99.444

2 193 195

0.061 0.515

0.119 3.00 ,,

5 Extract pituitary gland from donor fish

BG WG T

0.121 144.797 144.918

2 193 195

0.061 0.750

0.081 3.00 NS

6 Inject appropriate quantities of hormone for induction of the brood stock

BG WG T

1.084 137.503 138.587

2 193 195

0.542 0.712

0.761 3.00 ,,

7 Inject brood stock with anaesthetics to reduce restlessness

BG WG T

0.906 156.088 156.994

2 193 195

0.453 0.809

0.560 3.00 ,,

8 Prevent escape of the injected females due to restlessness

BG WG T

0.472 136.446 136.918

2 193 195

0.236 0.707

0.334 3.00 ,,

9 Strip females for egg according to specifications

BG WG T

1.810 117.149 118.959

2 193 195

0.905 0.607

1.491 3.00 ,,

10 Dissect males to expose testes for milt collection

BG WG T

1.634 120.631 122.265

2 193 195

0.817 0.625

1.307 3.00 ,,

11 Incise testes to release milt

BG WG T

1.796 141.199 142.995

2 193 195

0.898 0.732

1.227 3.00 ,,

12 Spread milt over eggs and thorough mixing of milt and eggs

BG WG T

1.561 119.113 120.674

2 193 195

0.780 0.617

1.264 3.00 ,,

13

Cluster B: Hatchery Procedure Transfer fertilized eggs into incubator trays/hatchery

BG WG T

0.675

99.340 100.015

2

193 195

0.338 0.515

0.656

3.00

,,

14 Maintain appropriate incubator temperature of 25

0C

BG WG T

0.945 65.055 66.000

2 193 195

0.472 0.337

1.401 3.00 ,,

84

15 Release continuous flow of water for aeration of incubator

BG WG T

1.561 102.740 104.301

2 193 195

0.781 0.532

1.467 3.00 ,,

16 Observe the eggs for characteristics of hatching of the specie

BG WG T

1.397 121.093 122.490

2 193 195

0.699 0.627

1.113 3.00 ,,

17 Scoop larvae with ladle BG WG T

0.736 94.790 95.526

2 193 195

0.368 0.491

0.749 3.00 ,,

18 Keep larvae in aerated medium

BG WG T

1.095 102.431 103.526

2 193 195

0.547 0.531

1.031 3.00

,,

19 Leave larvae in the tank to absorb their yolk sacs

BG WG T

1.338 119.412 120.750

2 193 195

0.669 0.619

1.081 3.00 ,,

20 Feed frys on the fourth day with food

BG WG T

2.318 117.947 120.265

2 193 195

1.159 0.611

1.896 3.00 ,,

21 Transfer frys to prepared rearing ponds

BG WG T

2.891 106.267 109.158

2 193 195

1.446 0.551

2.625 3.00 ,,


calculated values of all the 21 competency items ranged from 0.081 to 2.625 which

were all less than the f-tab value of 3.00 at 0.05 level of significance. This indicated

that there was no significant difference in the mean ratings of the responses of

Agricultural Extension Agents, Lecturers and OND graduates in Agriculture on the 21

competencies required by OND graduates in Agriculture in breeding and hatching of

fish frys. Therefore, the null hypothesis of no significant difference in the mean

responses of the three groups of respondents was upheld on the 21 competencies

required for breeding and hatching of fish frys in South-eastern Nigeria.

Hypothesis 4

There will be no significant difference in the mean ratings of the responses of


Agriculture and OND graduates in Agriculture on Competencies Required for effective

Harvesting and Marketing of Fish by OND graduates in Agriculture.

The data for testing hypothesis four is presented in Table 4.14.

85

TABLE 4.14




OND graduates in Agriculture in Harvesting and Marketing of Fish.

S/N



Sum of Square

df Mean Square

F-Cal F-tab Remarks

1



1.530

79.220 80.750

2

193 195

0.765 0.410

1.863

3.00

NS

2 Determine harvesting method to adopt for maximum safety of the fish

BG WG T

0.893 68.740 69.633

2 193 195

0.446 0.356

1.253 3.00 ,,

3 Identify appropriate mesh size to use

BG WG T

1.137 81.272 82.409

2 193 195

0.568 0.421

1.349 3.00 ,,

4 Determine markets before harvesting of fish

BG WG T

1.968 98.170

100.138

2 193 195

0.984 0.509

1.935 3.00 NS

5 Remove obstacles in ponds before harvesting

BG WG T

1.007 98.687 99.694

2 193 195

0.503 0.511

0.984 3.00 ,,

6 Remove anti-poaching devices in pond before harvesting

BG WG T

1.095 108.431 109.526

2 193 195

0.547 0.562

0.974 3.00 ,,

7 Stop feeding fish at the appropriate time before harvesting i.e 24 hours

BG WG T

1.037 113.917 114.954

2 193 195

0.519 0.590

0.879 3.00 ,,


BG WG T

0.255 78.867 79.122

2 193 195

0.128 0.409

0.312 3.00 ,,


BG WG T

0.100 86.650 86.750

2 193 195

0.050 0.449

0.111 3.00 ,,

10 Carry out post-harvest handing eg. keep harvested fish in water

BG WG T

0.234 91.577 91.811

2 193 195

0.117 0.474

0.247 3.00 ,,


BG WG T

0.168 101.847 102.015

2 193 195

0.084 0.528

0.159

3.00

,,

12 Clean and dress fish for sale

BG WG T

2.117 132.755 134.872

2 193 195

1.059 0.688

1.539 3.00 ,,

13 Carry harvested fish to farm gate for sale

BG WG T

7.735 110.367 118.102

2 193 195

2.867 0.572

1.763 3.00 ,,

86

14 Carry harvested fish to offices, hotels and supermarkets for sale

BG WG T

1.084 137.503 138.587

2 193 195

0.542 0.712

0.761 3.00 ,,


BG WG T

5.637 81.465 87.102

2 193 195

1.818 0.422

1.677 3.00 ,,

16 Keep fish production and sales record

BG WG T

0.916 73.099 74.015

2 193 195

0.458 0.379

1.210 3.00 ,,

17 Carry out account reconciliation to determine level of profit or loss

BG WG T

0.745 77.642 78.387

2 193 195

0.373 0.402

0.926 3.00 ,,


calculated values of all the 17 competency items ranged from 0.111 to 1.935 which

were all less than the f-tab value of 3.00 at 0.05 level of significance. This indicated

that there was no significant difference in the mean ratings of the responses of

Agricultural Extension Agents, Lecturers and OND graduates in Agriculture on the 17

competencies required by OND graduates in Agriculture for harvesting and marketing

of fish. Therefore, the null hypothesis of no significant difference in the mean

responses of the three groups of respondents was upheld on the 17 competencies

required for harvesting and marketing of fish in South-eastern Nigeria.

Hypothesis 5



Agriculture and OND graduates in Agriculture on Competencies Required for

Successful processing and preservation of fish by OND graduates in Agriculture in


The data for testing hypothesis five is presented in Table 4.15.

87

TABLE 4.15



Agriculture and OND graduates in Agriculture on the Competencies Required by OND

graduates in Agriculture for successful Processing and Preservation of Fish.

S/N



Sum of Square

df Mean Square

F-Cal F-tab Remarks

1



1.888

83.112 85.000

2

193 195

0.944 0.431

2.193

3.00

NS

2 Be-head and gut fish to delay onset of deterioration

BG WG T

3.368 103.448 106.816

2 193 195

1.284 0.536

2.142 3.00 NS

3 Wash gutted fish with water

BG WG T

2.413 112.337 114.750

2 193 195

1.207 0.582

2.073 3.00 ,,


4 Apply salt on gutted fish and dry

BG WG T

0.849 87.968 88.817

2 193 195

0.424 0.456

0.931 3.00 NS

5 Lay fish with dry salt in a container

BG WG T

0.838 92.687 93.526

2 193 195

0.419 0.480

0.873 3.00 ,,

6 Stir excess salt into a tank of clean water to make a brine solution

BG WG T

0.675 119.590 120.265

2 193 195

0.338 0.620

0.545 3.00 ,,

7 Leave fish in brine solution for six days

BG WG T

2.183 105.610 108.423

2 193 195

1.407 0.547

2.571 3.00 ,,

8


BG WG T

7.415

87.253 94.668

2

193 195

2.707 0.452

2.201

3.00

,,

9 Operate gas smoking kiln to smoke fish

BG WG T

5.260 71.577 76.837

2 193 195

0.630 0.371

1.091 3.00 ,,

10 Salt fish before smoking BG WG T

9.654 72.550 82.204

2 193 195

4.827 0.376

12.841 3.00 S

11 Place fish over smoking chamber

BG WG T

5.952 81.048 87.000

2 193 195

2.976 0.420

1.087 3.00 NS

12 Turn fish regularly to avoid burning

BG WG T

3.896 67.956 71.852

2 193 195

1.948 0.352

5.533 3.00 S

13 Regulate heating of gas smoking kiln to avoid charring the fishes

BG WG T

0.516 87.867 88.383

2 193 195

0.258 0.567 3.00 NS

88

14


BG WG T

0.632

95.368 96.000

2

193 195

0.316 0.494

0.640

3.00

,,

15 Operate mechanical dryer for drying of fish

BG WG T

5.450 84.611 90.061

2 193 195

1.725 0.438

2.216 3.00 ,,

16 Regulate dryer to avoid burning the fish

BG WG T

5.313 81.437 86.750

2 193 195

2.656 0.422

6.295 3.00 S

17 Check sun-dried fish for pest infestation and treat with salt

BG WG T

8.270 83.505 91.776

2 193 195

4.135 0.433

9.557 3.00 S


BG WG T

2.365 106.635 109.000

2 193 195

1.182 0.553

2.140 3.00 NS

19

Sub-Cluster Biv: Refridgeration of Fish Operate freezing facilities for refridgeration of fish eg. cold rooms, freezers

BG WG T

2.012 122.575 124.587

2 193 195

1.006 0.635

1.584

3.00

NS

20 Pack fish in cold rooms and freezers

BG WG T

3.474 115.200 118.674

2 193 195

1.737 0.597

2.910 3.00 ,,

21 Use of alternative power supply to sustain refridgerating temperature

BG WG T

2.950 107.866 110.816

2 193 195

1.475 0.559

2.639 3.00 ,,

22 Place harvested fish in iced boxes or containers

BG WG T

1.306 96.694 98.000

2 193 195

0.653 0.501

1.303 3.00 ,,



which were less than the f-critical (F-tab) value of 3.00 at 0.05 level of significance.




preservation and processing of fish. Therefore, the null hypothesis of no significant

difference in the mean responses of the three groups of respondents was upheld on the

18 competencies required for preservation and processing of fish in South-eastern

Nigeria.

The f-calculated values of the remaining four competency items specifically

items 10, 12, 16 and 17 were 12.841, 5.538, 6.295 and 9.557 respectively. These

89

values were all greater that f-table value of 3.00 at 0.05 level of significance. This

indicated that there was significant difference in the mean ratings of the responses of

Agricultural Extension Agents, Lecturers and OND graduates in Agriculture on the four

competency items required by OND graduates in Agriculture for preservation and

processing of fish. Therefore, the null hypothesis of no significant difference in the

mean ratings of the responses of the three groups of respondents was rejected on the

four competency items.

Findings of the Study (Research Questions)

The following findings emerged from the study based on the research questions

answered and the hypotheses tested.

SECTION 1

Competencies required by OND graduates in Agriculture for Success in Planning

for Fish Enterprises in South-eastern Nigeria.

It was found out that all the 19 competency items identified by the study were

required by OND graduates in Agriculture for success in planning for fish enterprises in

South-eastern Nigeria. The competency items are listed below:

Competencies required for Planning for Fish Enterprises

1. Determine fish enterprise to adopt eg. fish seed production, table fish production etc.

2. Select specie(s) of fish to culture.

3. Formulate objectives for the enterprise.

4. Determine scope of enterprise eg. large scale, small scale etc.

5. Draw up programme plan for the enterprise.

6. Formulate business strategies eg. technology to be adopted for production,

marketing etc.

90

7. Assess alternative courses of action.

8. Budget for the fish enterprise.

9. Identify source of fund for the enterprise eg. loan, personal savings etc.

10. Identify personnel to work with, at different stages.

11. Determine various sales outlets eg. hotels, markets, offices, etc.

12. Determine appropriate recording system.

13. Identify equipment for specific operations: scientific and indigenous types.

14. Identify source of water eg. borehole, stream, rain water etc.

15. Identify sources of inputs like fingerlings, feed, drugs etc.

16. Establish procedure for registering the farm.

17. Determine security features for farm eg. security personnel, electrified fence.

18. Identify agencies that will provide technical assistance.

19. Select suitable site for earthen pond, fish tank etc.

SECTION 2

Competencies required by OND graduates in Agriculture for Establishment and

Management of Fish Pond in South-eastern Nigeria.


required by OND graduates in Agriculture for establishment and management of fish

ponds in South-eastern Nigeria. The competency items are listed below in three

clusters.

1.

Cluster A: Establishment of Fish Pond

Select pond type eg. fish seed, table fish etc.

2. Determine pond size.

3. Survey the pond area.

4. Mark out the pond area.

91

5. Excavate the pond.

6. Build water control in and out of the pond.

7. Build the pond wall.

8. Seal the pond bottom and walls.

9. Grass the pond i.e earthen pond.

10. Provide shade plants like plantain and banana on the bonds.

11. Clean pond for use.

12. Introduce water into pond.

13. Test water pH.

14. Lime pond to correct water pH.

15. Fertilize pond to build in the planktons.

16. Stock ponds with fingerlings.

17. Handling of fingerlings at stocking.

18.

Cluster B: Management of Fish Pond

Feed fish with appropriate feedstuff.

19. Weigh fish periodically for weight gain.

20. Aerate pond to maintain good oxygen level.

21. Erect fence to prevent predators.

22. Prevent poaching using security features.

23. Regularly fill pond to maintain water level.

24.

Cluster C: Disease Control of Fish

Observe health status of fish through their movement.

25. Observe health condition of fish through their body appearance.

26. Vaccinate fish periodically.

27. Cull fish that show signs of ill-health.

28. Disinfect pond after each production.

92

29. Quarantine fish before stocking.

30. Proper disposal of dead fish.

SECTION 3

Competencies required by OND graduates in Agriculture for Success in Breeding

and Hatching of Fish Frys in South-eastern Nigeria.


required by OND graduates in Agriculture for success in breeding and hatching of fish

frys in South-eastern Nigeria. The competency items are listed below in two clusters:

1.

Cluster A: Fish Breeding Activities

Select brood stock with desirable qualities eg. fleshy quality.

2. Identify features of mature brood stock of both male and female.

3. Segregate brood stock to avoid uncontrolled spawning like in tilapia.

4. Choose donor fish with desirable qualities.

5. Extract pituitary gland from donor fish.

6. Inject appropriate quantities of hormone for induction of the brood stock.

7. Inject brood stock with anaesthetics to reduce restlessness.

8. Prevent escape of the injected females due to restlessness.

9. Strip females for egg according to specifications.

10. Dissect males to expose testes for milt collection.

11. Incise testes to release milt.

12. Spread milt over eggs and thorough mixing of milt and eggs.

13.

Cluster B: Hatchery Procedure

Transfer fertilized eggs into incubator trays/hatchery.

14. Maintain appropriate incubator temperature of 250C.

15. Release continuous flow of water for aeration of incubator.

16. Observe the eggs for characteristics of hatching of the specie.

93

17. Scoop larvae with ladle.

18. Keep larvae in aerated medium.

19. Leave larvae in the tank to absorb their yolk sacs.

20. Feed frys on the fourth day with food.

21. Transfer frys to prepared rearing ponds.

SECTION 4

Competencies required by OND graduates in Agriculture for Effective Harvesting

and Marketing of Fish in South-eastern Nigeria.


required by OND graduates in Agriculture for effective harvesting and marketing of fish

in South-eastern Nigeria. The competency items are listed below two clusters:

1.

Cluster A: Harvesting of Fish

Determine appropriate time to harvest fish for seed or table use.

2. Determine harvesting method to adopt for maximum safety of the fish.

3. Identify appropriate mesh size to use.

4. Determine markets before harvesting of fish.

5. Remove obstacles in ponds before harvesting.

6. Remove anti-poaching devices in pond before harvesting.

7. Stop feeding fish at the appropriate time before harvesting i.e 24 hours.

8. Harvest fish at the appropriate time i.e early morning or evening to reduce climatic

stress.

9. Draw net from deep part of the pond and pull slowly towards the shallow end.

10. Carry out post-harvest handing eg. keep harvested fish in water.

11.

Cluster B: Marketing of Harvested Fish

Grade fish according to sizes and weights.

94

12. Clean and dress fish for sale.

13. Carry harvested fish to farm gate for sale.

14. Carry harvested fish to offices, hotels and supermarkets for sale.

15. Advertise the fish for sale through different communication channels ahead of

harvest using bill-boards, radio etc.

16. Keep fish production and sales record.

17. Carry out account reconciliation to determine level of profit or loss.

SECTION 5

Competencies required by OND graduates in Agriculture for Effective

Preservation and Processing of Fish in South-eastern Nigeria.


required by OND graduates in Agriculture for effective preservation and processing of

fish in South-eastern Nigeria. The competency items are listed below in two clusters

and four sub-clusters:

1.

Cluster A: Processing of Fish

Specify the preservation technique to adopt.

2. Be-head and gut fish to delay onset of deterioration.

3. Wash gutted fish with water.

Cluster B: Preservation of Fish

Sub-Cluster Bi: Salting of Fish

4. Apply salt on gutted fish and dry.

5. Lay fish with dry salt in a container.

6. Stir excess salt into a tank of clean water to make a brine solution.

7. Leave fish in brine solution for six days.

Cluster Bii: Smoking of Fish

95

8. Burn firewood to produce smoke not flame.

9. Operate gas smoking kiln to smoke fish.

10. Salt fish before smoking.

11. Place fish over smoking chamber.

12. Turn fish regularly to avoid burning.

13. Regulate heating of gas smoking kiln to avoid charring the fishes.

14.

Sub-Cluster Biii: Drying of Fish

Salt fish and lie them loosely under the sun.

15. Operate mechanical dryer for drying of fish.

16. Regulate dryer to avoid burning the fish.

17. Check sun-dried fish for pest infestation and treat with salt.

18. Collect and store sun-dried fish in the evening to prevent dew from falling on them.

19.


Operate freezing facilities for refridgeration of fish eg. cold rooms, freezers.

20. Pack fish in cold rooms and freezers.

21. Use of alternative power supply to sustain refridgerating temperature.

22. Place harvested fish in iced boxes or containers.

SECTION 6

Competency Improvement Needs of OND graduates in Agriculture for Success in

Planning for Fish Enterprises in South-eastern Nigeria.

It was found out from the study that OND graduates in Agriculture need

improvement in all the 19 competency items identified for effective planning for fish

enterprises in South-eastern Nigeria. The competencies are:

1. Determine fish enterprise to adopt eg. fish seed production, table fish production etc.


96


4. Determine scope of enterprise eg. large scale, small scale etc.


6. Formulate business strategies eg. technology to be adopted for production,

marketing etc.


8. Budget for the fish enterprise.

9. Identify source of fund for the enterprise eg. loan, personal savings etc.

10. Identify personnel to work with, at different stages.

11. Determine various sales outlets eg. hotels, markets, offices, etc.


13. Identify equipment for specific operations: scientific and indigenous types.

14. Identify source of water eg. borehole, stream, rain water etc.

15. Identify sources of inputs like fingerlings, feed, drugs etc.


17. Determine security features for farm eg. security personnel, electrified fence.

18. Identify agencies that will provide technical assistance.

19. Select suitable site for earthen pond, fish tank etc.

SECTION 7

Competency Improvement Needs of OND graduates in Agriculture for

Establishment and Management of Fish Pond in South-eastern Nigeria.


improvement in 28 out of 30 competency items identified for establishment and

management of fish ponds. These competency items are in three clusters:

Cluster A: Establishment of Fish Pond

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1. Select pond type eg. fish seed, table fish etc.








9. Grass the pond i.e earthen pond.



12. Test water pH.

13. Lime pond to correct water pH.




17.


Feed fish with appropriate feedstuff.






23.


Observe health status of fish through their movement.

24. Observe health condition of fish through their body appearance.

98





However, it was also found out that OND graduates in Agriculture did not need

improvement in two out of the 30 competency items identified for establishment and

management of fish pond. The items are:

1. Provide shade plants like plantain and banana on the bonds.


SECTION 8

Competency Improvement Needs of OND graduates in Agriculture for Success in

Breeding and Hatching of Fish Frys in South-eastern Nigeria.


improvement in all 21 competency items identified for success in breeding and hatching

of fish frys. The competency items are:

1.


Select brood stock with desirable qualities eg. fleshy quality.

2. Identify features of mature brood stock of both male and female.

3. Segregate brood stock to avoid uncontrolled spawning like in tilapia.

4. Choose donor fish with desirable qualities.

5. Extract pituitary gland from donor fish.

6. Inject appropriate quantities of hormone for induction of the brood stock.

7. Inject brood stock with anaesthetics to reduce restlessness.

8. Prevent escape of the injected females due to restlessness.

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9. Strip females for egg according to specifications.

10. Dissect males to expose testes for milt collection.


12. Spread milt over eggs and thorough mixing of milt and eggs.

13.

Cluster B: Hatchery Procedure

Transfer fertilized eggs into incubator trays/hatchery.

14. Maintain appropriate incubator temperature of 250C.

15. Release continuous flow of water for aeration of incubator.

16. Observe the eggs for characteristics of hatching of the specie.



19. Leave larvae in the tank to absorb their yolk sacs.



SECTION 9

Competency Improvement Needs of OND graduates in Agriculture for Effective

Harvesting and Marketing of Fish in South-eastern Nigeria.


improvement in 10 out of 17 competency items identified for effective harvesting and

marketing of fish. The competency items are:

1.


Determine appropriate time to harvest fish for seed or table use.

2. Determine harvesting method to adopt for maximum safety of the fish.



100

5. Remove obstacles in ponds before harvesting.

6. Draw net from deep part of the pond and pull slowly towards the shallow end.

7. Carry out post-harvest handing eg. keep harvested fish in water.

8.

Cluster B: Marketing of Harvested Fish

Clean and dress fish for sale.


10. Carry out account reconciliation to determine level of profit or loss.


improvement in 7 out of the 17 competency items identified for effective harvesting and

marketing of fish. The items are:

1. Remove anti-poaching devices in pond before harvesting.

2. Stop feeding fish at the appropriate time before harvesting i.e 24 hours.

3. Harvest fish at the appropriate time i.e early morning or evening to reduce climatic

stress.

4. Grade fish according to sizes and weights.


6. Carry harvested fish to offices, hotels and supermarkets for sale.

7. Advertise the fish for sale through different communication channels ahead of

harvest using bill-boards, radio etc.

SECTION 10

Competency Improvement Needs of OND graduates in Agriculture for Effective

Preservation and Processing of Fish in South-eastern Nigeria.

101


improvement in 15 out of the 22 competency items identified for effective processing

and preservation of fish. The competency items are:

1.

Cluster A: Processing of Fish


2. Be-head and gut fish to delay onset of deterioration.


Sub-Cluster Bi: Salting of Fish

3. Apply salt on gutted fish and dry.

4. Stir excess salt into a tank of clean water to make a brine solution.


6.

Sub-Cluster Bii: Smoking of Fish

Burn firewood to produce smoke not flames.

7. Operate gas smoking kiln to smoke fish.

8. Regulate heating of gas smoking kiln to avoid charring the fishes.

9.


Operate mechanical dryer for drying of fish.

10. Regulate dryer to avoid burning the fish.

11. Check sun-dried fish for pest infestation and treat with salt.

12. Collect and store sun-dried fish in the evening to prevent dew from falling on them.

13.


Operate freezing facilities for refridgeration of fish eg. cold rooms.

14. Pack fish in cold rooms and freezers.

15. Use of alternative power supply to sustain refridgerating temperature.

102


improvement in 7 out of the 22 competency items identified for effective processing and

preservation of fish. The items are:






6. Salt fish and lie them loosely under the sun.

7. Place harvested fish in iced boxes or containers.

Findings on the Null Hypotheses Tested

Hypothesis 1

It was found out that there was no significant difference in the mean ratings of

the responses of the three groups of respondents (148 Agricultural Extension Agents, 9

Lecturers in Fishery Department of Colleges of Agriculture and 39 OND graduates in

Agriculture) on 16 out of 19 competency items required by OND graduates in

Agriculture for Planning for Fish Enterprises in South-eastern Nigeria. The null

hypothesis of no significant difference was therefore upheld for the 16 competency

items. However, there was significant difference in the mean ratings of the responses

of the three groups of respondents on three competency items required by OND

graduates in Agriculture for planning for fish enterprises in South-eastern Nigeria.

Therefore, the null hypothesis of no significant difference was rejected for the three

competency items.

103

Hypothesis 2





Agriculture for Establishment and Management of Fish Pond in South-eastern Nigeria.

The null hypothesis of no significant difference was therefore upheld for the 28

competency items. However, there was significant difference in the mean ratings of the

responses of the three groups of respondents on two competency items required by

OND graduates in Agriculture for establishment and management of fish pond in South-

eastern Nigeria. Therefore, the null hypothesis of no significant difference was rejected

for the two competency items on establishment and management of fish pond.

Hypothesis 3




Agriculture) on 21 competency items required by OND graduates in Agriculture for

success in Breeding and Hatching of Fish Frys in South-eastern Nigeria. The null


items required for success in breeding and hatching of fish frys.

Hypothesis 4




104

Agriculture) on all 17 competency items required by OND graduates in Agriculture for

effective Harvesting and Marketing of fish in South-eastern Nigeria. The null


items required for effective harvesting and marketing of fish.

Hypothesis 5





Agriculture for effective Processing and Preservation of Fish in South-eastern Nigeria.

The null hypothesis of no significant difference was therefore upheld for the 18

competency items required for effective processing and preservation of fish. However,

there was significant difference in the mean ratings of the responses of the three

groups of respondents on four competency items required by OND graduates in

Agriculture for effective processing and preservation of fish in South-eastern Nigeria.

Therefore, the null hypothesis of no significant difference was rejected for the four

competency items.

Discussion of the Findings

The findings of the study were discussed based on the research questions

answered and the hypotheses tested and presented thus:

1. Competencies Required by OND Graduates in Agriculture for Success in

Planning for Fish Enterprises in South-eastern Nigeria.

It was found out from the study that all the respondents agreed that all the 19

competencies identified in planning for fish enterprises were required by OND

graduates for entrepreneurial fish farming in South-eastern Nigeria. These

105

competencies include: determine fish enterprise to adopt, select species of fish to

culture, formulate objectives for the enterprise, determine scope of enterprise, draw up

programme plan, formulate business strategies, assess alternative courses of action,

budget for the fish enterprise, identify source of fund, identify personnel to work with,

determine various sales outlet, determine appropriate recording system, identify

equipment for specific operations, identify source of water, identify sources of inputs,

establish procedure for registering the farm, identify agencies that will provide technical

assistance and select suitable site.

The findings of the study in planning for fish enterprises were in agreement with

components of planning as identified by Mamman (2008) which include: determination

of types and scope of business, determination of goals and objectives of the business

formulation of business strategies and implementation of business strategies. The

findings were also in agreement with the statement of Etuk (1993) that prospective

investors in any enterprise should identify their source of income for operation, identify

personnel as well as consumers or markets for their products. The findings were also

in conformity with the activities involved in farm planning as explained by Olaitan and

Mama (2001) to specifically include: formulation of specific objectives for the enterprise,

revising the objectives periodically, drawing up programme plan for different

enterprises, budgeting for the enterprise, planning for procurement of input and

selection of appropriate equipment for specific operations.

The opinions, statements and observations of the authors in planning for

enterprises gave credence to the findings of this study on competencies required by

OND graduates for success in planning for fish enterprises.

106

2. Competencies Required by OND Graduates in Agriculture for



competencies identified in establishment and management of fish pond were required

by OND graduates in Agriculture for entrepreneurial fish farming in South-eastern

Nigeria. These competencies include: select pond type, determine pond size, survey

pond area, mark out pond area, excavate pond, build water control, build pond wall,

seal pond bottom and walls, grass pond, provide shade plant, clean pond, introduce

water into pond, test water pH, lime pond, fertilise pond, stock pond, handle fingerlings

at stocking, feed fish, weigh fish periodically, aerate pond, erect fence, prevent

poaching, refill pond, observe fish health through movement and body appearance,

vaccinate fish periodically, cull fish, disinfect pond, quarantine fish and disposal of dead

fish.

The findings of the study in establishment and management of fish pond were in

line with steps for construction of earthen ponds as identified by Ikeh (2007): clear the

site, peg out dimensions, dig up soil, compact the dyke walls, slope the pond floor,

install water inlet and outlet, grass the pond, manure the pond, lime the pond and fence

the pond. The findings were also in agreement with the statement of Akintomide et al

(2005) that fish pond management embraces procurement of fish seed from reputable

sources, proper stocking of pond, feeding of fish with adequate quantity and quality

feed, regular water change, disinfect pond after each production, periodic examination

of fish for parasites, fencing of pond from pests, quarantine of new fish, vaccination

through topical, dip or oral applications, pond aeration and proper disposal of dead fish.

The opinions and observations of the authors on establishment and

management of fish pond justified the findings of the study on competencies required

107

by OND graduates in Agriculture for effectiveness in establishment and management of

fish pond.

3. Competencies Required by OND Graduates in Agriculture for Success in

Breeding and Hatching of Fish Frys in South-eastern Nigeria.


competencies identified in breeding and hatching of fish frys were required by OND


competencies include: select quality brood stock, identify maturity features in brood

stock, segregate brook stock, choose quality donor fish, extract pituitary gland, inject

hormone and anaesthetics to brood stock, strip females of eggs, dissect males, incise

testes, mix milt and eggs, transfer fertilized egg to hatchery, maintain appropriate

temperature, aeration of hatchery, scoop larvae, feed frys with appropriate feed stuff

and transfer frys to prepared rearing ponds.

The findings of the study in breeding and hatching of frys tallied with the process

of induced breeding in the African Catfish as observed by Martins (1995) which are:

selection of appropriate males and females for breeding, selection of donor fish, hypo-

physation activity, extraction of milt and eggs, mixing of milt and eggs and incubation.

The findings were also in consonance with the views of Akpaniteaku (2010) who

highlighted skills that are essential for high percentage success in induced breeding of

fish to include: use of pituitary from gravid female fish, matching of weight of pituitary

donor with that of the recipient, use of pituitary from fleshly killed fish and injection of

appropriate dose of the pituitary extract in two phases.

The views and observations of the authors on breeding and hatching of fish frys

gave credence to the findings of the study on competencies required by OND

graduates in Agriculture for success in breeding and hatching of frys.

108

4. Competencies Required by OND Graduates in Agriculture for Effective

Harvesting and Marketing of Fish in South-eastern Nigeria.


competencies identified in harvesting and marketing of fish were required by OND

graduates in agriculture for entrepreneurial fish farming in South-eastern Nigeria.

These competencies include: determine appropriate time to harvest, determine safe

harvesting method, identify appropriate mesh size, determine markets before harvest,

remove obstacles, remove anti-poaching devices, harvest fish at the right time to

reduce climatic stress, carryout post-harvest handling, grade fish, clean and dress fish,

carry harvested fish to farm gate offices, hotels and markets for sale, advertise fish,

keep fish production and sales record and do account reconciliation at the end of each

production.

The findings of the study in harvesting and marketing of fish is in consonance

with the observations of Kumar (1992) who enumerated some considerations that

informs fish harvest to include market demand, growth rate of fish and ability to forestall

the operation of laws of diminishing return on the business. Durborov (2000) pointed

out some precautions to be taken during fish harvest which are in consonance with

findings of the study and they are: all anti-poaching device kept in the pond should be

removed before harvesting, feeding should be stopped 24 hours before harvesting to

prevent poor handling, harvesting should be done to suit market hours.

The opinions and suggestions of the authors on effective harvesting and

marketing of fish are in harmony with the findings of the study on competencies

required by OND graduates in Agriculture in effective harvesting and marketing of fish

and there justifies the findings.

109

5. Competencies Required by OND Graduates in Agriculture for Effective

Processing and Preservation of Fish in South-eastern Nigeria.

It was found out from the study that all the respondents agreed that the 22

competencies identified in processing and preservation of fish are required by OND


competencies include: specify preservation technique to adopt, be-head and gut fish,

wash gutted fish, lay fish with dry salt in a container, make a brine solution, produce

smoke and not flames by burning firewood, operate gas smoking kiln, operate

mechanical dryer, check and treat pest infestation on fish, pack fish in cold rooms, use

of alternative power supply and packing of fish in iced boxes.

The findings of the study in processing and preservation of fish is in conformity

with what Schafer (1990) stated, that in order to extend the shelf life of fish, salt curing,

smoking freezing and canning of fish can be adopted. The findings on drying method of

preserving fish agrees with the steps in preservation of fish by drying as stated by Eyo

(2001) which are gutting of fish, washing of gutted fish, sprinkling of salt on gutted fish

and drying of fish using natural heat from the sun or mechanical devices.

The views of the authors on processing and preservation of fish gave credibility

to the findings of the study on competencies required by OND graduates in Agriculture

for effective processing and preservation of fish.

6. Competency Improvement Needs of OND Graduates in Agriculture for

Effectiveness in Planning for Fish Enterprises in South-eastern Nigeria.

It was found out from the study that the OND graduates indicated that they need

improvement in all the 19 competency items identified for effective planning for fish

enterprises in South-eastern Nigeria. The competencies where the OND graduates in

agriculture need improvement are: determine fish enterprise to adopt, select species of

110

fish to culture, formulate objectives for the enterprise, determine scope of enterprise,

draw up programme plan, formulate business strategies, assess alternative courses of

action, budget for the fish enterprise, identify source of fund, identify personnel to work

with, determine various sales outlet, determine appropriate recording system, identify

equipment for specific operations, identify source of water, identify sources of inputs,

establish procedure for registering the farm, determine security features for the farm,

identify agencies that will provide technical assistance and select suitable site for the

fish farm.

The findings of the study were in conformity with the findings of Aguolu (2007) in

a study on identification of competency improvement needs of supervisors of teachers

of agriculture in primary and post-primary schools in the Federal Capital Territory,

Abuja. The author found out that the supervisors needed improvement in planning,

organising, implementing and evaluation of supervisory activities. The findings of this

study were also in line with the findings of Love Lace and Labrecque (1991) in a study

on professional improvement needs of administrators of post-secondary technical

vocational programmes in Texas. The author found out that the respondents indicated

a need for professional development in all 133 competency task statements with the

most pressing need related to programme planning.

The findings of the authors on improvement needs in planning gave credence to

the findings of this study on competency improvement needs of OND graduates in

Agriculture for effectiveness in planning for fish enterprises in South-eastern Nigeria.

111



It was found out from the study that the OND graduates in Agriculture indicated

that they need improvement in 28 out of the 30 competencies identified for

effectiveness in establishment and management of fish ponds in South-eastern Nigeria.

The competencies where the OND graduates in agriculture need improvement

are: select pond type, determine pond size, survey pond area, mark out pond area,

excavate the pond, build water control in and out of pond, build the pond wall, seal the

pond bottom, grass the earthen pond, clean the pond for use, introduce water into

pond, test water pH, lime pond to correct water pH, fertilize pond, stock pond, handle

fingerlings at stocking, feed fish appropriately, weigh fish periodically, aerate pond,

erect fence, build security features, regularly fill pond, observe fish movement, observe

fish appearance, vaccinate fish periodically, cull fish, disinfect pond and quarantine fish.

The findings of this study were in agreement with the findings of Sowande (2002)

in a study on technical competency (Theory and Practical) improvement needs of

metalwork teachers in Nigeria Colleges of Education. The author found out that the

respondents indicated that they needed improvement in five out of 15 theoretical and

14 out of 15 practical competencies in welding, 11 out of 44 theoretical and 33 out of 44

practical competencies in machine shop practice. In the course of this study, it was

found out and noted by the researcher that one of the Colleges of Agriculture used for

this study have no functional fish pond. This indicates that the products from such

college will have more of theoretical than practical experiences in establishment and

management of fish pond.

The findings of the authors on improvement needs in practical experiences in

vocational related disciplines gave credence to the findings of this study on competency

112

improvement needs of OND graduates in Agriculture for effectiveness in establishment

and management of fish pond in South-eastern Nigeria.


Success in Breeding and Hatching of Fish Frys in South-eastern Nigeria.

It was found out from the study that the OND graduates in Agriculture indicated

that they need improvement in all the 21 competencies identified for success in

breeding and hatching of fish frys in South-eastern Nigeria.

The competencies where the OND graduates need improvement are: select

quality brood stock, identify maturity features in brood stock, segregate brook stock

according to sexes, choose quality donor fish, extract pituitary gland, inject hormone

appropriately, prevent escapes of injected females, strip females of eggs, dissect males

to expose testes, incise testes for milt, spread milt over eggs, transfer fertilized egg to

hatchery, maintain appropriate temperature, aerate incubator, observe egg for hatching

characteristics, scoop larvae with ladle, keep larvae in aerated medium, leave larvae to

absorb their yolk sacs, feed frys and transfer frys to prepared rearing ponds.

The findings of this study responded positively with findings from the Curriculum

and Course Specifications (1990) of the NBTE for Basic Fisheries Technology, a

recommended course in the OND programme for Agriculture. The objectives of the

course already cited in page 8 in the introduction. Clearly shows absence of objectives

in breeding and hatching of fish frys. Since learning experiences are drawn from

programme objectives, it is logical to infer that the OND graduates may not have

passed through any learning experience in breeding and hatching of fish frys.

Therefore, there is a clear cut justification for credence to be laid on the findings of this

study on competency improvement needs of OND graduates in Agriculture for success

in breeding and hatching of fish frys in South-eastern Nigeria.

113


Effective Harvesting and Marketing of Fish in South-eastern Nigeria.

It was found out from the study that the OND graduates in Agriculture need

improvement in 10 out of 17 competencies identified for effective harvesting and

marketing of fish in South-eastern Nigeria. The competencies where the OND

graduates in agriculture need improvement are: determine appropriate time to harvest

fish, determine harvesting method to adopt, identify appropriate mesh size to use,

determine markets before harvest, remove obstacles in pond, draw net from deep

towards shallow part of pond, carryout post-harvest handling, clean and dress fish,

keep production and sales record and carry out account reconciliation to determine

profit or loss.

The findings of the study were conformity with the findings of Dumbiri (2005) in a

study on work skills required by graduates of secondary schools for employment in fish

enterprises in Delta State. The author found out that secondary school graduates

require 55 work skill items in pond management and harvesting and 45 work skill items

in preservation and marketing. The findings of this study is also in line with the findings

of Uga (2004) in a study on work-skill improvement needs of farmers in rice production

in Ebonyi State. The author indicated that farmers needed improvement in 9 work-skill

items in nursery establishment, 11 work=skill items in harvesting and 8 work-skill items

in marketing.

The findings of the authors on improvement needs gave credence to the findings

of this study on competency improvement needs of OND graduates in Agriculture for

effective harvesting and marketing of fish in South-eastern Nigeria.

114


Effective Processing and Preservation of Fish in South-eastern Nigeria.

It was found out from the study that the OND graduates in Agriculture need

improvement in 15 out of the 22 competencies identified for effective processing and

preservation of fish in South-eastern Nigeria. The competencies where the OND

graduates in Agriculture need improvement are: specify preservation technique to

adopt, be-head and gut fish, apply salt on gutted fish and dry, make a brine solution,

leave fish in brine for six days, burn firewood to produce smoke not flames, operate gas

smoking kiln, regulate heating of gas smoking kiln, operate mechanical dryer, regulate

dryer, check sun-dried fish for pest infestation and treat with salt, collect and store sun-

dried fish, operate freezing facilities for fish, pack fish in cold rooms and operate

alternative power source.

The findings of this study were in agreement with the findings of Bykowski and

Dutkiewiz (1996) on freshwater fish processing and equipment in small plants in Food

and Agriculture Organisation Fisheries Circular. The authors identified 10 skilled

needed for immediate preservation of harvested fish to prevent spoilage. The findings

of this study are also in conformity with the findings of Kneller, Lockwood and Waite

(1993) in a study on Agriculture and Mobile Fish Processing. The authors identified

that fish farmers can gain more if they engage in mobile fish processing which entails

be-heading fish, gutting fish, cleaning, cutting, packaging and selling fish in various

forms all on the wheels.

The findings of the authors on the processing and preservation of fish justified

the findings of this study on competency improvement needs of OND graduates in

Agriculture for effective processing and preservation of fish in South-eastern Nigeria.

115

Hypotheses

HO1: The findings of the study on null hypothesis one revealed that there was no

significant difference in the mean ratings of the responses of the three groups of

respondents (Lecturers, Extension Agents and OND graduates) on 16 out of 19

competency items required by OND graduates in Agriculture for effectiveness in

planning for fish enterprises in South-eastern Nigeria (see Table 11). The

implication of this was that the professional competencies and level of

experiences of the three groups of respondents did not influence their responses

on the 16 competency items required by OND graduates for effectiveness in

planning for fish enterprises in South-eastern Nigeria.

However, there was significant difference in the mean ratings of the

responses of the three groups of respondents (Lecturers, Extension Agents and

OND graduates) on 3 out of 19 competency items required by the OND

graduates in Agriculture for effectiveness in planning for fish enterprises in

South-eastern Nigeria. The implication of this was that the professional

competencies and level of experiences of the three groups of respondents

influenced their responses on the three competency items required by OND

graduates in Agriculture for effectiveness in planning for fish enterprises.

The findings of the study on hypothesis one were in line with the findings

of Sowande (2002) in a study on the technical competency improvement needs

of metalwork teachers in Nigeria Colleges of Education where it was found out

that there was no significant difference in the mean ratings of responses of the

three groups of respondents in 70 out of 79 but there was significant difference

in 9 out of 79 competencies required by metalwork teachers in Nigeria for

effective teaching of metalwork. The findings of the study on hypothesis one

were also in agreement with the findings of Dibio (2008) in a study on requisite

116

skills required by teachers of Agriculture for improving the teaching of yam

production in secondary schools in Enugu State where it was found out that

there was no significant difference in the mean ratings of the two groups of

respondents on 69 out of 80 but there was a significant difference on 11 out of

80 items in skills required by teachers of Agriculture for effective teaching of yam

production.

HO2: The findings of the study on null hypothesis two revealed that there was no



competency items required by OND graduates in Agriculture for effectiveness in

establishment and management of fish pond in South-eastern Nigeria (see Table

12). The implication of this was that the professional competencies and level of


on the 28 competency items required by OND graduates in Agriculture for

effectiveness in establishment and management of fish pond.


responses on the three groups of respondents (Lecturers, Extension Agents and


graduates in Agriculture for effectiveness in establishment and management of

fish pond. The implication of this was that the professional competencies and

level of experiences of the three groups of respondents influenced their

responses on the two competency items required by OND graduates in

Agriculture for effectiveness in establishment and management of fish pond.

The findings of the study on hypothesis two were in line with the findings

of Dumbiri (2005) in a study on work-skills required by graduates of secondary

117

schools for employment in fish enterprises in Delta State where it was found out

that there was no significant difference in the mean ratings of responses of the

two groups of respondents on 51 out of 55 work skill items in pond management

and harvesting but there was significant difference in 4 out of 55 work skill items

required in pond management and harvesting for employment of secondary

schools graduates in fish enterprises.

HO3: The findings of the study on null hypothesis three revealed that there was no


respondents (Lecturers, Extension Agents and OND graduates) on 21

competency items required by OND graduates in Agriculture for success in

breeding and hatching of fish frys in South-eastern Nigeria (see Table 13). The




success in breeding and hatching of fish frys in South-eastern Nigeria.

The findings of the study on hypothesis three were in line with the findings

of Nwankwo (2007) in a study on requisite skills in soil conservation required for

equipping secondary schools graduates for profitable crop production in Abia

State where it was found out that there was no significant difference in the mean

ratings of responses of the two groups of respondents on the 15 requisite skills

in tillage required by secondary school graduates for profitable crop production.

The findings of the study were also in agreement with the findings of Abu (2008)

in a study on the identification of competency improvement needs of farmers in

soil conservation in Kogi State where it was found out that there was no

118

significant difference in the mean ratings of the two groups of respondents on the

316 competencies required by farmers for soil conservation.

HO4: The findings of the study on null hypothesis one revealed that there was no


respondents (Lecturers, Extension Agents and OND graduates) on the 17

competency items required by OND graduates in Agriculture for effective

harvesting and marketing of fish in South-eastern Nigeria (see Table 14). The




effective harvesting and marketing of fish.

The findings of the study on hypothesis four is in line with the findings of

Onyemachi (2004) in a study on management skills required by teachers for

improvement in operating woodwork laboratory in Technical Colleges in Abia

and Enugu States where it was found out that there was no significant difference

in the mean ratings of responses of experienced and non-experienced teachers

on the skills required by woodwork teachers for effectiveness in operating

woodwork laboratory in technical colleges.

HO5: The findings of the study on null hypothesis five revealed that there was no



competency items required by OND graduates in Agriculture for effective

processing and preservation of fish in South-eastern Nigeria (see Table 15).

The implication of this was that the professional competencies and level of

119



effective processing and preservation of fish.


responses on the three groups of respondents (Lecturers, Extension Agents and


graduates in Agriculture for effective processing and preservation of fish. The


experiences of the three groups of respondents influenced their responses on

the four competency items required by OND graduates in Agriculture for effective


The findings of the study on hypothesis five were in agreement with the

findings of Mohammed (2007) in a study on entrepreneurial skills required by

secondary school graduates for success in rice production enterprise in Kwara

State where it was found out that there was no significant difference in the mean

ratings of responses of the three groups of respondents in 33 out of 37 but there

was significant difference on 4 out of 37 skilled items required by secondary

school graduates for success in processing and marketing of rice.

The findings of the authors on their hypotheses gave credence to the findings of

this study on the five hypotheses developed on competencies required by OND

graduates in Agriculture for planning in fish enterprises, establishment and

management of fish ponds, breeding and hatching of fish frys, harvesting and

marketing of fish and processing and preservation of fish in South-eastern Nigeria.

120

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Restatement of the Problems

South-eastern Nigeria is made up of Abia, Anambra, Ebonyi, Enugu and Imo

States. It presents a favourable environment climatically and commercially for fish

production but this potential is hardly being harnessed and OND graduates in

Agriculture who should bridge this gap are handicapped due to deficiencies inherent in

the educational process they were exposed to in the course of their journey through the

Ordinary National Diploma (OND) programme in Agriculture. The interaction of the

researcher with some of these OND undergraduates revealed that basic facilities for

fish farming like fish ponds, fish tanks, aerator pumps and so on were non-existent in

their institutions hence, they lack most of the competencies required for entrepreneurial

fish farming upon graduation. The administrators and funding ministries of such

institutions were implicated by the information on non-existence of fish farming facilities

in these institutions for quality instruction. The NBTE which serves as the regulatory

body is also implicated for approving such institutions without ensuring that necessary

facilities are in place. This negates quality assurance in vocational and technical

education. This study therefore attempted to identify the competency improvement

needs of OND graduates in Agriculture so that OND programmes in Agriculture could

be assessed and repackaged for more effectiveness by the relevant authorities.

121

Purpose of the Study

Specifically the study sought to:

1. find out competencies required by OND graduates in Agriculture for success in

fish enterprises.

2. find out competencies required by OND graduates in Agriculture for

establishment and management of fish ponds.

3. find out competencies required by OND graduates in Agriculture for success in

breeding and hatching of fish frys.

4. find out competencies required by OND graduates in Agriculture for harvesting

and marketing of fish.

5. find out competencies required by OND graduates in Agriculture for effective


6. determine the competencies where the OND graduates in Agriculture need

improvement for success in fish enterprises.


improvement in the establishment and management of fish ponds.


improvement for success in breeding and hatching of fish frys.


improvement for effective harvesting and marketing of fish.


improvement for effective processing and preservation of fish.

Summary of Procedure Used

Ten research questions were developed and answered by the study while five

null hypotheses were formulated and tested at 0.05 level of significance. The study

122

made use of survey research design for collection of data. The population for the study

was 568 made up of 516 Agricultural Extension Agents, 9 Lecturers from Fishery

Department of Colleges of Agriculture and 40 OND graduates in Agriculture. Sampling

was done using the proportionate random sampling method to obtain a sample size of

203 respondents made up 154 Agricultural Extension Agents, 9 Lecturers and 40 OND

graduates in Agriculture.

Relevant literature was reviewed to generate questionnaire items used for the

study. The questionnaire was divided into two parts, 1 and 2. Part I was used to collect

information on the personal data of the respondents. Part II was divided into two

sections, component A and component B. Component A was made up of

questionnaires items on competency requirement levels while Component B was made

up of questionnaire items on competency performance level. Three experts face

validated the instrument. 23 copies of the questionnaire were administered on three

lecturers and 10 students in College of Agriculture Ozoro and 10 extension agents in

Delta State which was not included in the study. The copies of the questionnaire were

collected and utilised for determining the internal consistency of the items using

Cronbach alpha method. This yielded a coefficient of 0.94 indicating that the

instrument was reliable. The questionnaire was administered on 203 respondents by

the researcher and five trained research assistants. Out of the 203 copies of the

questionnaire administered, 196 copies were retrieved and analysed. Mean, standard

deviation and improvement need index were used to answer the research questions,

while the ANOVA was used to test the null hypotheses at 0.05 level of significance.

The analysis helped to generate findings that were discussed in chapter four.

123

Major Findings of the Study

It was found out that;

1. OND graduates in Agriculture required competencies in the following areas to be

proficient in entrepreneurial fish farming: planning for fish enterprises – 19

competency items, establishment and management of fish pond -30 competency

items, breeding and hatching of fish frys – 21 competency items, harvesting and

marketing of fish – 17 competency items and processing and preservation of fish

– 22 competency items.

2. OND graduates in Agriculture need improvement in the following areas to be

successful in entrepreneurial fish farming: planning for fish enterprises – 19

competency items, establishment and management of fish pond - 28

competency items, breeding and hatching of fish frys – 21 competency items,

harvesting and marketing of fish – 10 competency items and processing and

preservation of fish – 15 competency items.

3. There was no significant difference in the mean ratings of the responses of the

three groups of respondents (Agricultural Extension Agents, Lecturers and OND

graduates in Agriculture) on 100 out of 109 competencies required for

entrepreneurial fish farming, specifically, 16 items in planning for fish enterprises,

28 items in establishment and management of fish pond, 21 items in breeding

and hatching of fish frys, 17 items in harvesting and marketing of fish and 18

items in processing and preservation of fish. Therefore, the null hypothesis of no

significant difference was upheld for the 100 competency items. However, there

was significant difference in the mean ratings of the responses of the three

groups of respondents on 9 competency items which were specifically, 3 items in

planning for fish enterprises, 2 items in establishment and management of fish

pond and 4 items in processing and preservation of fish.

124

Conclusion

The cardinal goal of the Ordinary National Diploma in Agricultural Technology

Programme as documented in the Curriculum and Course Specification (NBTE, 1990)

is to produce technicians capable of applying modern farming techniques in direct

agricultural production. Interaction of the researcher with some OND graduates in

Agriculture on Industrial Training revealed that most of these graduates were not

effectively exposed to learning experiences that will make them competent in fish

farming. The OND Agricultural Technology curriculum was therefore implicated. This

necessitated the study which is aimed at identifying competency improvement needs of

OND graduates in Agriculture for entrepreneurial fish farming.

The study therefore made the following contributions to knowledge and effective

practice of entrepreneurial fish farming:

1. The study provided information to the National Board for Technical Education on

areas where the products of their programme (OND graduates in Agriculture)

need improvement for entrepreneurial fish farming. This information could be

used by the board to repackage the OND Agricultural Technology curriculum

especially in fisheries for more effectiveness.

2. The study provided information to the administrators of Colleges of Agriculture

on the need for proper equipping of their fishery departments. Such information

could be used to provide relevant facilities for teaching fishery related courses

like fish ponds, aerator pumps, hatcheries and so on.

3. The study also provided information to the government of the five eastern states

on the need to properly fund the Colleges of Agriculture. Such information could

be used to improve the budgetary allocations to these institutions to enable them

provide relevant facilities for practical exposure of students in area like fisheries.

4. The study also provided information to prospective and practicing fish farmers on

125

the competencies that are required for entrepreneurial fish farming. Such

information could be used by them for more enlightenment on what it takes to

venture into fish farming and stay afloat in it.

Implication of the Study

The findings of this study have some educational implications for the NBTE,

administrators of the Colleges of Agriculture, government and fish farmers.

1. If the findings of this study on competency improvement needs of OND

graduates in Agriculture are used to repackage the curriculum of OND,

agriculture technology, the products of this programme will be equipped with all

the competencies that are needed for entrepreneurial fish farming.

2. If the findings of this study on the state of facilities for teaching fishery related

courses are noted and improved by the administrators of the Colleges of

Agriculture, the institutions will be graduating men who can confidently venture

into fish farming. The institutions could also get some income from fish as the

teachers and OND graduates rear fish as part of the learning activities.

3. If the findings of this study are implemented by prospective and practicing

farmers, it would broaden their horizon of knowledge about fish farming and

equip them with competencies that will improve their fish production figures and

ultimately their profit.

126

Recommendations

The following recommendations were made for implementation based on the findings of

this study;

1. The NBTE should utilize the findings of this study to fill the improvement need of

OND graduates in Agriculture for entrepreneurial fish farming, through a

curriculum repackage plan.

2. The administrators should utilize the findings of this study to provide facilities that

are relevant for effective teaching of both theory and practical aspects of

fisheries.

3. The government of the five eastern states should utilize the findings of this study

as a basis to increase the budgetary allocations to colleges of agriculture within

their respective domains to empower such institutions to provide facilities for

practical exposure of students in fishery department.

4. The identified competencies in the study should be used by the OND graduates

in Agriculture to locate effective fish farms for their industrial training to make up

for the deficiencies of their OND training programme.

Suggestions for Further Studies

The following suggestions were made for further research.

1. Technical Skill Improvement Needs of Lecturers of Fishery Department in

Colleges of Agriculture in South-eastern Nigeria.

2. Material resource inputs into Agricultural Technology Programmes for effective

re-training of lecturers of Fishery Department in Colleges of Agriculture in South-

eastern Nigeria.

3. Quality assurance of instructors and facilities in teaching of fish breeding in

Colleges of Agriculture in South-eastern Nigeria.

127

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Appendices

Appendix I:

Distribution of Population of Agricultural Extension Workers by States

S/No. Name of Agency No. of Staff

1 Agricultural Development Programme (ADP) Awka, Anambra State 46

2 Agricultural Development Programme (ADP), Enugu, Enugu State 37

3 Agricultural Development Programme (ADP), Umuahia, Abia State 144

4 Agricultural Development Programme (ADP), Owerri, Imo State 97

5 Agricultural Development Programme (ADP), Abakaliki, Ebonyi State 192

Total 516

Source: Anambra, Enugu, Abia, Imo and Ebonyi States ADP 2010.

134

Appendix II:

Print Out of the Result of Reliability Test Using ANOVA Techniques

SECTION ONE: Competencies in Planning for Fish Enterprise

N %

Cases Valid Excluded

a

Total

23 0

23

100.0 .0

100.0

Reliability Statistics

Cronbach’s Alpha No. of Item

.889 19

SECTION TWO: Competencies in Establishment and Management of Fish Pond

N %


a

Total

23 0

23

100.0 .0

100.0



.835 30

SECTION THREE: Competencies in Fish Breeding and Hatching

N %


a

Total

23 0

23

100.0 .0

100.0



.907 21

SECTION FOUR: Competencies in Fish Harvesting and Marketing

N %


a

Total

23 0

23

100.0 .0

100.0



.872 17

135

SECTION FIVE: Competencies in Fish Processing and Preservation

N %


a

Total

23 0

23

100.0 .0

100.0



.798 22

Case Processing Summary

N %


a

Total

23 0

23

100.0 .0

100.0



.948 109

136

Appendix III:

Validation of Research Instrument

139

Appendix IV:

Letter of Introduction

Department of Vocational Teachers Education,

Faculty of Education, University of Nigeria, Nsukka. Date:__________

Dear Sir/Madam,

The researcher is conducting a study on competency improvement needs of Ordinary

National Diploma (OND) graduates of Colleges of Agriculture for entrepreneurial fish

farming in the South eastern zone of Nigeria and would be grateful if you would assist

in providing necessary information for the completion of the research work.

Kindly give your sincere and objective responses. The information supplied will be

treated confidentially.

Thanks for your assistance.

Yours sincerely,

Monwuba, Nnennaya S.

140

Appendix V:

Questionnaire

TOPIC: Competency Improvement Needs of Ordinary National Diploma

(OND) Graduates of Colleges of Agriculture for Entrepreneurial Fish

Farming in South Eastern Zone of Nigeria.

PART ONE: Personal Information

Instruction: Please complete part one by filling the gaps or ticking [] in the boxes

where appropriate.

1. Name of State:………………………………………………..……………………

2. Sex: Male Female

3. Occupation: Agricultural Extension Agent Lecturer

4. Years of Experience: 1 – 5 , 6 – 10 , 11 – 15 ,

16 – 20 , 21 and above

5. Highest Educational Qualification: FSLC , WASC/WAEC

OND , HND , NCE , B.Sc. , M.Sc./MBA and Ph.D

PART TWO:

This part is divided into five sections with two components. Component A is for

lecturers extension agents and OND graduates in agriculture while Component B is for

Ordinary National Diploma (OND) graduates. Please tick [] to the response category

that best represents your opinion on the level at which each competency item is

required (for lecturers and agricultural agents) for entrepreneurial fish farming and the

level of performance of these competencies (for OND graduates). The response

categories for competencies required are:

HR - Highly Required

141

MR - Moderately Required

SR - Slightly Required

NR - Not Required

The response categories for the level of performance of competencies by the

Ordinary National Diploma (OND) Graduates are:

High Performance (HP)

Average Performance (AP)

Low Performance (LP)

No Performance (NP)

Section I: Planning for Fish Enterprises

Competencies required in planning for fish enterprises

S/N Activity COMPONENT A For Agricultural

Extension Agents, Lecturers in Colleges

of Agriculture and OND Graduates.

COMPONENT B For OND Graduates

of Colleges of Agriculture.

HR MR SR NR HP AP LP NP

1. Determine fish enterprise to adopt eg. Fish

seed production, table fish production etc.



4. Determine scope of enterprise eg. Large

scale, small scale etc.


6. Formulate business strategies eg. Technology

to be adopted for production, marketing etc.


8. Budget for the fish enterprise

9. Identify source of fund for the enterprise eg.

loan, personal savings, etc.

10. Identify personnel to work with at different

stages.

11. Determine various sales outlets eg. hotels,

markets, offices etc.

142


13. Identify equipment for specific operations:

scientific and indigenous types.

14. Identify source of water eg. borehole, stream,

rain water.

15. Identify sources of inputs like fingerlings, feed,

drugs etc.


17. Determine security features for the farm eg.

security personnel, electrified fencing.

18. Identify agencies that will provide technical

assistance.

19. Select suitable site for earthen pond, fish tank

etc.

Section II: Establishment and Management of Fish Pond

Competencies required for Establishment and Management of fish Pond

20.

Cluster A: Establishing of Fish Pond

Select pond type eg. fish seed, table fish etc.








28. Grass the pond i.e earthen pond

29. Provide shade plants like plantain and banana

on the bonds.



32. Test water pH.

33. Liming pond to correct water pH





143

37.

Feed fish with appropriate feedstuff eg.

powdered feed, polluted feed.






43.


Observe health status of fish through their

movement.

44. Observe health condition of fish through their

body appearance.






Section III: Fish Breeding and Hatchery

Competencies required for Fish Breeding and Hatchery

50.


Select brood stock with desirable qualities eg.

fleshy quality.

51. Identify features of mature brood stock of both

male and female.

52. Segregate brood stock to avoid uncontrolled

spawning like in tilapia.

53. Choose donor fish with desirable quality.

54. Extract pituitary gland from donor fish

55. Inject appropriate quantities of hormone for

induction of the brood stock.

56. Inject the brood stock with anesthetics to

reduce restlessness.

57. Prevent escape of the injected females due to

restlessness.

58. Strip females for egg according to

specifications.

59. Dissect males to expose testes for milt

collection.

144


61. Spread milt over eggs and thorough mixing of

milt and eggs.

62.

Cluster B: Hatchery Procedures

Transfer fertilized eggs into incubation

trays/hatchery.

63. Maintain appropriate temperature of 250 C.

64. Release continuous flow of water for aeration

of incubator.

65. Observe the eggs for characteristics of

hatching of the specie.



68. Leave larvae in the tank to absorb their yolk

sacs.



Section IV: Harvesting and Marketing of Fish

Competencies required for Harvesting and Marketing of Fish

71.


Determine appropriate time to harvest fish for

seed or table use.

72. Determine harvesting method to adopt for

maximum safety of the fish.



75. Remove obstacles in ponds before

harvesting.

76. Remove anti-poaching devices in pond before

harvesting.

77. Stop feeding fish at the appropriate time

before harvesting i.e 24 hours.

78. Harvest fish at the appropriate time i.e early

morning or evening to reduce climatic stress.

79. Draw net from deep part of the pond and pull

slowly towards the shallow end.

80. Carry out post-harvest handling eg. keep

harvested fish in water.

145

81. Cluster B: Marketing of Harvested Fish

Grade fish according to sizes and weights.

82. Clean and dress fish for sale.


84. Carry harvested fish to offices, hotels and

supermarkets for sale.

85. Advertise the fish for sale through different

communication channels ahead of harvest

using bill boards, radio, etc.


87 Carry out account reconciliation to determine

level of profit or loss.

Section V: Processing and Preservation of Fish

Competencies required for Processing and Preservation of Fish

88.

Cluster A: processing of Fish


89. Be-head and gut fish to delay onset of

deterioration.


91.


Sub-Cluster Bi: Salting

Apply salt on gutted fish and dry.


93. Stir excess salt into a tank of clean water to

make a brine solution.


95.

Sub-Cluster Bii: Smoking of Fish

Burn firewood to produce smoke not flame.

96. Operate gas smoking kiln to smoke fish




100

Regulate heating of gas smoking kiln to avoid

charring the fishes.

101


Salt fish and lie them loosely under the sun.

102 Operate mechanical dryer for drying of fish.

146

103 Regulate dryer to avoid burning the fish

104 Check sun-dried fish for pest infestation and

treat with salt.

105

Collect and store sun dried fish in the evening

to prevent dew from falling on them.

106


Operate freezing facilities for refridgeration for

fish, eg. cold-rooms, freezers.

107 Pack fish in cold-rooms and freezers.

108 Use of alternative power supply to sustain

refridgerating temperature.

109 Place harvested fish in iced boxes or

containers.

147

Appendix VI

Result of Data Analyzed for Answering Research Questions

RESEARCH QUESTION 1:

Competencies Required for Planning for Fish Enterprises

Items N Mean (x) Std. Deviation

Item 1

Item 2

Item 3

Item 4

Item 5

Item 6

Item 7

Item 8

Item 9

Item 10

Item 11

Item 12

Item 13

Item 14

Item 15

Item 16

Item 17

Item 18

Item 19

Valid N (Listwise)

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

3.7653

3.8316

3.4694

3.3367

3.5816

3.5816

3.1224

3.5714

3.6122

3.3724

3.5765

3.5255

3.3469

3.6276

3.7449

3.1531

3.4031

3.5102

3.6531

.52234

.44975

.82529

.65545

.69317

.63929

.82605

.67937

.68885

.89960

.70111

.78077

.67333

.54449

.50253

.75586

.81385

.71245

.60089

148


Competencies Required for Establishment and Management of Fish Pond


Item 20

Item 21

Item 22

Item 23

Item 24

Item 25

Item 26

Item 27

Item 28

Item 29

Item 30

Item 31

Item 32

Item 33

Item 34

Item 35

Item 36

Item 37

Item 38

Item 39

Item 40

Item 41

Item 42

Item 43

Item 44

Item 45

Item 46

Item 47

Item 48

Item 49

Valid N (Listwise)

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

3.6735

3.6531

3.4031

3.3929

3.6071

3.3673

3.4541

3.3265

3.1939

3.3163

3.5969

3.7041

3.6633

3.4286

3.6327

3.7551

3.6939

3.6378

3.4592

3.6020

3.5867

3.6327

3.6224

3.5714

3.5459

3.6173

3.6327

3.6939

3.6122

3.7296

.57780

.60089

.66084

.70438

.67463

.69264

.82458

.71289

.74638

.81142

.70587

.61116

.70811

.75107

.73572

.54653

.59757

.64562

.65113

.69044

.72863

.69264

.61628

.72324

.84303

.74524

.72872

.61449

.80553

.70408

149


Competencies Required for Fish Breeding and Hatchery


Item 50

Item 51

Item 52

Item 53

Item 54

Item 55

Item 56

Item 57

Item 58

Item 59

Item 60

Item 61

Item 62

Item 63

Item 64

Item 65

Item 66

Item 67

Item 68

Item 69

Item 70

Valid N (Listwise)

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

3.7959

3.6480

3.6173

3.6684

3.5204

3.5459

3.5051

3.5204

3.6020

3.5612

3.5051

3.5408

3.6888

3.7143

3.6173

3.5510

3.5867

3.5867

3.5357

3.5612

3.5969

.62362

.65127

.69541

.71412

.86207

.84303

.89727

.83794

.78106

.79183

.85633

.78666

.71617

.58177

.73135

.79256

.69991

.72863

.78691

.78533

.74819

150


Competencies Required for Harvesting and Marketing of Fish


Item 71

Item 72

Item 73

Item 74

Item 75

Item 76

Item 77

Item 78

Item 79

Item 80

Item 81

Item 82

Item 83

Item 84

Item 85

Item 86

Item 87

Valid N (Listwise)

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

3.6786

3.6939

3.6531

3.5663

3.5816

3.5867

3.4847

3.7245

3.6071

3.6276

3.6888

3.5255

3.1735

3.1378

3.3265

3.6888

3.6837

.64351

.59757

.65008

.71661

.71502

.74945

.76779

.63699

.66699

.68617

.72329

.83166

.77824

.79512

.66834

.61609

.63403

151


Competencies Required for Processing and Preservation of Fish


Item 88

Item 89

Item 90

Item 91

Item 92

Item 93

Item 94

Item 95

Item 96

Item 97

Item 98

Item 99

Item 100

Item 101

Item 102

Item 103

Item 104

Item 105

Item 106

Item 107

Item 108

Item 109

Valid N (Listwise)

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

196

3.6429

3.4694

3.4643

3.5306

3.5867

3.4388

3.2092

3.2704

3.2959

3.2653

3.3571

3.4235

3.5561

3.4286

3.3776

3.3929

3.3367

3.5000

3.5459

3.5408

3.5306

3.5714

.66023

.74012

.76711

.67488

.69254

.78533

.74567

.69676

.62772

.64928

.66795

.60702

.67323

.70165

.67960

.66699

.68603

.74765

.79932

.78012

.75385

.70892

152

Mean Performance of the OND Graduates in Agriculture in Planning for Fish Enterprises


Item 1

Item 2

Item 3

Item 4

Item 5

Item 6

Item 7

Item 8

Item 9

Item 10

Item 11

Item 12

Item 13

Item 14

Item 15

Item 16

Item 17

Item 18

Item 19

Valid N (Listwise)

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

2.7949

2.7179

1.9923

2.6923

2.8718

1.8205

2.7179

1.7179

2.7692

2.9231

2.8462

2.9487

3.0000

2.8718

2.8718

2.7692

3.0949

2.7692

1.1462

.76707

.75911

.76619

.79980

.76707

.79046

.72361

.75911

.80986

.77407

.84413

.79302

.76089

.80064

.76707

.66734

.86388

.80986

.81235

153

Mean Performance of the OND Graduates in Agriculture in Establishment and

Management of Fish Pond


Item 20

Item 21

Item 22

Item 23

Item 24

Item 25

Item 26

Item 27

Item 28

Item 29

Item 30

Item 31

Item 32

Item 33

Item 34

Item 35

Item 36

Item 37

Item 38

Item 39

Item 40

Item 41

Item 42

Item 43

Item 44

Item 45

Item 46

Item 47

Item 48

Item 49

Valid N (Listwise)

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

2.9897

3.1923

1.5641

1.5128

3.2615

1.9333

2.3846

2.3077

2.4359

3.3317

2.6667

3.5385

1.4872

1.3590

1.3846

1.4872

1.3846

1.6154

1.5897

2.6410

1.8205

1.7436

1.8205

2.8718

1.5897

1.6154

1.6154

1.5641

1.6154

3.7523

.84970

.83205

.78790

.88472

.88396

.77233

.84652

.79980

.85208

.78532

.77233

.85367

.88472

.87320

.84652

.72081

.71139

.71139

.75107

.74294

.68333

.71517

.68333

.61471

.63734

.63310

.74747

.68036

.63310

.69410

154

Mean Performance of the OND Graduates in Agriculture in Fish Breeding and Hatchery


Item 50

Item 51

Item 52

Item 53

Item 54

Item 55

Item 56

Item 57

Item 58

Item 59

Item 60

Item 61

Item 62

Item 63

Item 64

Item 65

Item 66

Item 67

Item 68

Item 69

Item 70

Valid N (Listwise)

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

2.0769

1.9744

2.0256

1.8974

1.7949

1.8718

1.7949

1.7436

1.8205

1.7692

1.8974

1.9231

1.9231

2.1026

2.0256

2.0000

2.1538

1.9744

2.0256

2.0769

2.1282

.89984

.93153

.90284

.85208

.83286

.86388

.80064

.81815

.79046

.74203

.82062

.80735

.77407

.88243

.84253

.79472

.77929

.66835

.74294

.77407

.80064

155

Mean Performance of the OND Graduates in Agriculture in Fish Harvesting and Marketing


Item 71

Item 72

Item 73

Item 74

Item 75

Item 76

Item 77

Item 78

Item 79

Item 80

Item 81

Item 82

Item 83

Item 84

Item 85

Item 86

Item 87

Valid N (Listwise)

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

1.8359

1.6615

2.1538

2.3590

2.4615

3.5991

3.5320

3.7281

1.4359

3.0241

3.7178

2.4872

3.6359

3.4872

3.4615

1.5897

2.4359

.64051

.64262

.67037

.66835

.64262

.58432

.72081

.64367

.68036

.68036

.75107

.60139

.64051

.64367

.55470

.59462

.68036

156

Mean Performance of the OND Graduates in Agriculture in Fish Processing and Preservation


Item 88

Item 89

Item 90

Item 91

Item 92

Item 93

Item 94

Item 95

Item 96

Item 97

Item 98

Item 99

Item 100

Item 101

Item 102

Item 103

Item 104

Item 105

Item 106

Item 107

Item 108

Item 109

Valid N (Listwise)

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

39

1.0256

2.4359

2.4615

2.5897

3.0028

2.3077

1.9359

2.3846

2.2821

1.8795

2.2308

1.5051

2.3846

2.4359

2.4359

1.7846

2.2128

2.4359

2.5128

2.1154

2.6410

2.5641

.09146

.68036

.68234

.78532

.75644

.69410

.75376

.78188

.75911

.75644

.77668

.73196

.84652

.68036

.71800

.67338

.72081

.64051

.64367

.59007

.62774

.59802

157


Improvement Required in Planning for Fish Enterprises by OND Graduates in Agriculture

Item Statement xR xP PG = (xR – xP)

Remarks

Item 1 3.7653 2.7949 0.9704 IN

Item 2 3.8316 2.7179 1.1137 ,,

Item 3 3.4794 1.9923 1.4771 ,,

Item 4 3.3367 2.6923 0.6444

Item 5 3.5816 2.8718 0.7098 ,,

Item 6 3.5816 1.8205 1.7611 ,,

Item 7 3.1224 2.7179 0.4045 ,,

Item 8 3.5714 1.7179 1.8535 ,,

Item 9 3.6122 2.7692 0.8430 ,,

Item 10 3.3724 2.9231 0.4493 ,,

Item 11 3.5765 2.8464 0.7303 ,,

Item 12 3.5255 2.9487 0.5768 ,,

Item 13 3.3469 3.0000 0.3469 ,,

Item 14 3.6276 2.8718 0.7558 ,,

Item 15 3.7449 2.8718 0.8731 ,,

Item 16 3.1531 2.7792 0.3839 ,,

Item 17 3.4031 3.0949 0.3082 ,,

Item 18 3.5102 2.7692 0.7410 ,,

Item 19 3.6531 3.1462 0.5069 ,,

158


Improvement Required in Establishment and Management of Fish Pond by

OND Graduates in Agriculture


Remarks

Item 20 3.6735 2.9897 0.6838 IN

Item 21 3.6531 3.1923 0.4608 ,,

Item 22 3.4031 1.5641 1.8390 ,,

Item 23 3.3929 1.5128 1.8801

Item 24 3.6071 3.2615 0.3456 ,,

Item 25 3.3673 1.9333 1.4340 ,,

Item 26 3.4541 2.3846 1.0695 ,,

Item 27 3.3265 2.3077 1.0188 ,,

Item 28 3.1939 2.4359 0.758 ,,

Item 29 3.3163 3.3317 -0.0154 INN

Item 30 3.6969 2.6667 1.0302 IN

Item 31 3.7041 3.5385 0.1656 ,,

Item 32 3.6633 1.4872 2.1761 ,,

Item 33 3.4286 1.3590 2.0696 ,,

Item 34 3.6327 1.3846 2.2481 ,,

Item 35 3.7551 1.4872 2.2679 ,,

Item 36 3.6939 1.3846 2.3093 ,,

Item 37 3.6378 1.6154 2.0224 IN

Item 38 3.4592 1.5897 1.8695 ,,

Item 39 3.6020 2.6410 0.961 ,,

Item 40 3.5867 1.8205 1.7662 ,,

Item 41 3.6327 1.7436 1.8891 ,,

Item 42 3.6224 1.8205 1.8019 ,,

Item 43 3.5714 2.8718 0.6996 ,,

Item 44 3.5459 1.5897 1.9562 ,,

Item 45 3.6173 1.6154 2.0019 ,,

Item 46 3.6327 1.6154 2.0173 ,,

Item 47 3.6939 1.5641 2.1298 ,,

Item 48 3.6122 1.6154 1.9968 ,,

Item 49 3.7296 3.7523 -0.0227 INN

159


Improvement Required in Breeding and Hatchery of Fish by OND

Graduates in Agriculture


Remarks

Item 50 3.7959 2.0769 1.719 IN

Item 51 3.648 1.9744 1.6736 ,,

Item 52 3.173 2.0256 1.1474 ,,

Item 53 3.6684 1.8974 1.771 ,,

Item 54 3.5204 1.7949 1.7255 ,,

Item 55 3.5459 1.8718 1.6741 ,,

Item 56 3.5051 1.7949 1.7102 ,,

Item 57 3.5204 1.7436 1.7768 ,,

Item 58 3.602 1.8205 1.7815 ,,

Item 59 3.5612 1.7692 1.792 ,,

Item 60 3.5051 1.8974 1.6077 ,,

Item 61 3.5408 1.9231 1.6177 ,,

Item 62 3.6888 1.9231 1.7657 ,,

Item 63 3.7143 2.1026 1.6117 ,,

Item 64 3.6173 2.0256 1.5917 ,,

Item 65 3.551 2.0001 1.5509 ,,

Item 66 3.5867 2.1538 1.4329 ,,

Item 67 3.5867 1.9744 1.6123 ,,

Item 68 3.5357 2.0256 1.5101 ,,

Item 69 3.5612 2.0769 1.4843 ,,

Item 70 3.5969 2.1282 1.4687 ,,

160


Improvement Required in Harvesting and Marketing of Fish by OND



Remarks

Item 71 3.6786 1.8359 1.8427 IN

Item 72 3.6939 1.6615 2.0324 ,,

Item 73 3.6531 2.1538 1.4993 ,,

Item 74 3.5663 2.959 0.6073 ,,

Item 75 3.5816 2.7615 0.8201 ,,

Item 76 3.5867 3.5991 -0.0124 INN

Item 77 3.4847 3.5320 -0.0473 ,,

Item 78 3.7245 3.7281 -0.0036 ,,

Item 79 3.6071 3.4359 0.1712 IN

Item 80 3.6276 3.0241 0.6035 ,,

Item 81 3.6888 3.7178 -0.029 INN

Item 82 3.5255 2.4872 1.0383 IN

Item 83 3.1735 3.6359 -0.4624 INN

Item 84 3.1378 3.4872 -0.3494 ,,

Item 85 3.3265 3.4615 -0.135 ,,

Item 86 3.6888 1.5897 2.0991 IN

Item 87 3.6837 2.4359 1.2478 ,,

161


Improvement Required in Processing and Preservation of Fish by OND



Remarks

Item 88 3.6429 1.0256 2.6173 IN

Item 89 3.4694 2.4359 1.0335 ,,

Item 90 3.4643 3.6415 -0.1772 INN

Item 91 3.5306 2.5897 0.9409 IN

Item 92 3.5867 3.9028 -0.3161 INN

Item 93 3.4388 2.3077 1.1311 IN

Item 94 3.2092 1.9359 1.2733 ,,

Item 95 3.2704 2.3846 0.8858 ,,

Item 96 3.2959 2.2821 1.0138 ,,

Item 97 3.2653 3.6795 -0.4142 INN

Item 98 3.3571 3.6808 -0.3237 ,,

Item 99 3.4235 3.5051 -0.0816 ,,

Item 100 3.5561 2.3846 1.1715 IN

Item 101 3.4286 3.4359 -0.0073 INN

Item 102 3.3776 2.4359 0.9417 IN

Item 103 3.3929 1.7846 1.6083 ,,

Item 104 3.3367 2.9828 0.3539 ,,

Item 105 3.5000 2.4359 1.0641 ,,

Item 106 3.5459 2.5128 1.0331 ,,

Item 107 3.5408 3.1154 0.4254 ,,

Item 108 3.5306 2.641 0.8896 ,,

Item 109 3.5714 3.6541 -0.0827 INN

162

Appendix VII:

Result of Data Analyzed for Hypotheses Testing

Hypothesis 1:

Item Statement Sum of Square

Df Mean Square

F-Cal Sig.

Item 1 Between Groups Within Groups Total

0.896 52.309 53.205

2 193 195

0.448 0.271

1.652 .194


1.116 38.328 39.444

2 193 195

0.558 0.199

2.810 .063


3.368 129.448 132.816

2 193 195

1.684 0.671

2.511 .084


2.549 81.226 83.775

2 193 195

1.275 0.421

3.028 .041


0.596 93.097 93.693

2 193 195

0.298 0.482

0.618 .540


0.596 79.097 79.693

2 193 195

0.298 0.410

0.728 .484


12.310 120.751 133.061

2 193 195

0.155 0.626

9.838 .002


1.938 88.062 90.000

2 193 195

0.969 0.456

2.124 .122


1.682 90.849 92.531

2 193 195

0.841 0.471

1.786 .170


2.416 155.395 157.811

2 193 195

1.208 0.805

1.500 .226


0.498 95.354 95.852

2 193 195

.249

.494 0.504 .605


0.888 117.985 118.872

2 193 195

0.444 0.611

0.726 .485


0.964 87.444 88.408

2 193 195

0.482 0.453

1.064 .347


0.259 57.552 57.811

2 193 195

0.129 0.298

0.434 .648


0.446 48.799 49.245

2 193 195

0.223 0.253

0.882 .416


4.836 106.572 111.408

2 193 195

2.418 0.552

4.379 .014


2.382 126.776 129.158

2 193 195

1.191 0.657

1.813 .166


0.041 98.939 98.980

2 193 195

0.020 0.513

0.040 .961


0.658 69.750 70.408

2 193 195

0.329 0.361

0.910 .404

163

Hypothesis 2:


Df Mean Square

F-Cal Sig.

Item 20 Between Groups

Within Groups

Total

0.550

64.552

65.102

2

193

195

0.275

0.334

0.822 .441


Within Groups

Total

0.658

69.750

70.408

2

193

195

0.329

0.361

0.910 .404


Within Groups

Total

1.271

83.887

85.158

2

193

195

0.636

0.435

1.462 .234


Within Groups

Total

7.216

89.534

96.750

2

193

195

3.608

0.464

7.777 .001


Within Groups

Total

0.750

88.000

88.750

2

193

195

0.375

0.456

0.822 .441


Within Groups

Total

6.520

87.031

93.551

2

193

195

3.260

0.451

7.230 .001


Within Groups

Total

1.481

131.106

132.587

2

193

195

0.740

0.679

1.090 .338


Within Groups

Total

6.571

92.531

99.102

2

193

195

0.286

0.479

0.853 .201


Within Groups

Total

7.691

100.942

108.633

2

193

195

0.846

0.523

2.353 .511


Within Groups

Total

8.349

120.039

128.388

2

193

195

0.175

0.622

1.712 .232


Within Groups

Total

1.924

95.234

97.158

2

193

195

0.962

0.493

1.950 .145


Within Groups

Total

1.667

71.169

72.836

2

193

195

0.834

0.369

2.261 .107


Within Groups

Total

1.805

95.970

97.776

2

193

195

0.903

0.497

1.815 .166


Within Groups

Total

4.711

105.289

110.000

2

193

195

0.356

0.546

2.318 .215


Within Groups

Total

1.568

103.983

105.551

2

193

195

0.784

0.539

1.455 .236

164


Within Groups

Total

0.010

58.235

58.245

2

193

195

0.005

0.302

0.017 .983


Within Groups

Total

0.093

69.540

69.633

2

193

195

0.046

0.360

0.129 .879


Within Groups

Total

1.126

80.154

81.280

2

193

195

0.563

0.415

1.356 .260


Within Groups

Total

2.006

80.667

82.673

2

193

195

1.003

0.418

2.400 .093


Within Groups

Total

0.805

92.154

92.059

2

193

195

0.402

0.477

0.843 .432


Within Groups

Total

0.864

102.661

103.526

2

193

195

0.432

0.532

0.813 .445


Within Groups

Total

0.775

92.776

93.551

2

193

195

0.388

0.481

0.806 .448


Within Groups

Total

1.554

72.507

74.061

2

193

195

0.777

0.376

2.068 .129


Within Groups

Total

1.306

100.694

102.000

2

193

195

0.653

0.522

1.251 .288


Within Groups

Total

1.289

137.298

138.587

2

193

195

0.644

0.711

0.906 .406


Within Groups

Total

1.395

106.906

108.301

2

193

195

0.697

0.554

1.259 .286


Within Groups

Total

1.568

101.983

103.551

2

193

195

0.784

0.528

1.483 .229


Within Groups

Total

0.893

72.740

73.633

2

193

195

0.446

0.377

1.184 .308


Within Groups

Total

1.682

124.849

126.531

2

193

195

0.841

0.647

1.300 .275


Within Groups

Total

0.690

95.979

96.669

2

193

195

0.345

0.497

0.694 .501

165

Hypothesis 3:


Df Mean Square

F-Cal Sig.


Within Groups

Total

0.451

75.385

75.836

2

193

195

0.226

0.391

0.578 .562


Within Groups

Total

0.190

82.520

82.710

2

193

195

0.095

0.428

0.222 .801


Within Groups

Total

1.395

92.906

94.301

2

193

195

0.697

0.481

1.449 .237


Within Groups

Total

0.123

99.321

99.444

2

193

195

0.061

0.515

0.119 .888


Within Groups

Total

0.121

144.797

144.918

2

193

195

0.061

0.750

0.081 .922


Within Groups

Total

1.084

137.503

138.587

2

193

195

0.542

0.712

0.761 .469


Within Groups

Total

0.906

156.088

156.994

2

193

195

0.453

0.809

0.560 .572


Within Groups

Total

0.472

136.446

136.918

2

193

195

0.236

0.707

0.334 .717


Within Groups

Total

1.810

117.149

118.959

2

193

195

0.905

0.607

1.491 .228


Within Groups

Total

1.634

120.631

122.265

2

193

195

0.817

0.625

1.307 .273


Within Groups

Total

1.796

141.199

142.995

2

193

195

0.898

0.732

1.227 .295


Within Groups

Total

1.561

119.113

120.674

2

193

195

0.780

0.617

1.264 .285


Within Groups

Total

0.675

99.340

100.015

2

193

195

0.338

0.515

0.656 .520


Within Groups

Total

0.945

65.055

66.000

2

193

195

0.472

0.337

1.401 .249


Within Groups

Total

1.561

102.740

104.301

2

193

195

0.781

0.532

1.467 .233

166


Within Groups

Total

1.397

121.093

122.490

2

193

195

0.699

0.627

1.113 .331


Within Groups

Total

0.736

94.790

95.526

2

193

195

0.368

0.491

0.749 .474


Within Groups

Total

1.095

102.431

103.526

2

193

195

0.547

0.531

1.031 .358


Within Groups

Total

1.338

119.412

120.750

2

193

195

0.669

0.619

1.081 .341


Within Groups

Total

2.318

117.947

120.265

2

193

195

1.159

0.611

1.896 .153


Within Groups

Total

2.891

106.267

109.158

2

193

195

1.446

0.551

2.625 .075

167

Hypothesis 4:


Df Mean Square

F-Cal Sig.


1.530 79.220 80.750

2 193 195

0.765 0.410

1.863 .158


0.893 68.740 69.633

2 193 195

0.446 0.356

1.253 .288


1.137 81.272 82.409

2 193 195

0.568 0.421

1.349 .262


1.968 98.170

100.138

2 193 195

0.984 0.509

1.935 .147


1.007 98.687 99.694

2 193 195

0.503 0.511

0.984 .376


1.095 108.431 109.526

2 193 195

0.547 0.562

0.974 .379


1.037 113.917 114.954

2 193 195

0.519 0.590

0.879 .417


0.255 78.867 79.122

2 193 195

0.128 0.409

0.312 .732


0.100 86.650 86.750

2 193 195

0.050 0.449

0.111 .895


0.234 91.577 91.811

2 193 195

0.117 0.474

0.247 .782


0.168 101.847 102.015

2 193 195

0.084 0.528

0.159 .853


2.117 132.755 134.872

2 193 195

1.059 0.688

1.539 .217


7.735 110.367 118.102

2 193 195

2.867 0.572

1.763 .401


1.084 137.503 138.587

2 193 195

0.542 0.712

0.761 .469


5.637 81.465 87.102

2 193 195

1.818 0.422

1.677 .392


0.916 73.099 74.015

2 193 195

0.458 0.379

1.210 .301


0.745 77.642 78.387

2 193 195

0.373 0.402

0.926 .398

168

Hypothesis 5:


Df Mean Square

F-Cal Sig.


Within Groups

Total

1.888

83.112

85.000

2

193

195

0.944

0.431

2.193 .114


Within Groups

Total

3.368

103.448

106.816

2

193

195

1.284

0.536

2.142 .045


Within Groups

Total

2.413

112.337

114.750

2

193

195

1.207

0.582

2.073 .129


Within Groups

Total

0.849

87.968

88.817

2

193

195

0.424

0.456

0.931 .396


Within Groups

Total

0.838

92.687

93.526

2

193

195

0.419

0.480

0.873 .419


Within Groups

Total

0.675

119.590

120.265

2

193

195

0.338

0.620

0.545 .581


Within Groups

Total

2.183

105.610

108.423

2

193

195

1.407

0.547

2.571 .079


Within Groups

Total

7.415

87.253

94.668

2

193

195

2.707

0.452

2.201 .900


Within Groups

Total

5.260

71.577

76.837

2

193

195

0.630

0.371

1.091 .201


Within Groups

Total

9.654

72.550

82.204

2

193

195

4.827

0.376

12.841 .000


Within Groups

Total

5.952

81.048

87.000

2

193

195

2.976

0.420

1.087 .319


Within Groups

Total

3.896

67.956

71.852

2

193

195

1.948

0.352

5.533 .005


Within Groups

Total

0.516

87.867

88.383

2

193

195

0.258 0.567 .568


Within Groups

Total

0.632

95.368

96.000

2

193

195

0.316

0.494

0.640 .529


Within Groups

Total

5.450

84.611

90.061

2

193

195

1.725

0.438

2.216 .202

169


Within Groups

Total

5.313

81.437

86.750

2

193

195

2.656

0.422

6.295 .002


Within Groups

Total

8.270

83.505

91.776

2

193

195

4.135

0.433

9.557 .000


Within Groups

Total

2.365

106.635

109.000

2

193

195

1.182

0.553

2.140 .120


Within Groups

Total

2.012

122.575

124.587

2

193

195

1.006

0.635

1.584 .208


Within Groups

Total

3.474

115.200

118.674

2

193

195

1.737

0.597

2.910 .057


Within Groups

Total

2.950

107.866

110.816

2

193

195

1.475

0.559

2.639 .074


Within Groups

Total

1.306

96.694

98.000

2

193

195

0.653

0.501

1.303 .274

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