Gender Issues in Competency Acquisition by Agricultural Students in Colleges of Education in Nigeria

Ndomi, Benjamin Moda, Omodara, Adebayo Ahmed


It is a general belief that Agricultural Education is a masculine discipline; this has been established from researches as pointed out by low enrolment of female in the course across secondary to tertiary institutions in Nigeria. Hence two specific objectives translated to four null hypotheses were formulated to ascertain if male or female acquired more competencies in Colleges of Education Agricultural Education. This study was delimited to Agricultural Education in North West Geopolitical Zones of Nigeria which has 12 Colleges of Education (Federal and State). Descriptive survey research design was adopted in the study. A sample of 303 students randomly selected from a population of 1412 NCE III forms the respondents. The study was carried out with an instrument developed by the researcher inline with five point rating scale of Very high (5), High (4), Moderate (3), Low (2) and Very low (1) competency. The instrument was validated by experts while the internal consistency was 0.98 using Cronbach Alpha coefficient. Data was analyzed using t-test independent of SPSS 20. The findings of the study showed low enrolment of females in Agricultural Education and there were no significant differences in the level of competency acquired by both male and female students in the four competencies. It was recommended that female should be encouraged to enrol in Agricultural Education.

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