2010 Webmaster - University Of Nigeria Nsukka OBASI TOBIAS.pdf · nwosu, obasi tobias pg/m....

NWOSU, OBASI TOBIAS PG/M. ED/07/43298

COMPETENCIES REQUIRED BY SECONDARY SCHOOL

GRADUATES ON SNAIL PRODUCTION IN IMO STATE

Education

A THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL TEACHER

EDUCATON (AGRICULTURAL EDUCATION), FACULTY OF EDUCATION,

UNIVERSITY OF NIGERIA, NSUKKA

Webmaster Digitally Signed by Webmaster’s Name

DN : CN = Webmaster’s name O= University of Nigeria, Nsukka

OU = Innovation Centre

2010

UNIVERSITY OF NIGERIA



BY

NWOSU, OBASI TOBIAS

PG/M. ED/07/43298

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION

(AGRICULTURAL EDUCATION)

UNIVERSITY OF NIGERIA, NSUKKA

MAY, 2010.



BY

NWOSU, OBASI TOBIAS

PG/M. ED/07/43298

A PROJECT REPORT PRESENTED TO THE DEPARTMENT OF

VOCATIONAL TEACHER EDUCATION, UNIVERSITY

OF NIGERIA, NSUKKA, IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE AWARD

OF MASTERS DEGREE IN AGRICULTURAL

EDUCATION

SUPERVISOR: DR. E.C. OSINEM

MAY, 2010

i

APPROVAL PAGE

This thesis has been approved for the Department of

Vocational Teacher Education, University of Nigeria, Nsukka.

By

………………………….. ……………………………

Dr. E.C. Osinem Prof. E.E. Agomuo

Supervisor Head of Department

………………………………. …………………………

External Examiner Internal Examiner

………………………..

Prof. S.A. Ezeudu

Dean of Faculty

ii

CERTIFICATION

Nwosu, Obasi Tobias, a post-graduate student in the

Department of Vocational Teacher Education with registration

number PG/M.Ed/07/43298 has satisfactorily completed the

requirements for course and research work for the degree of

Masters of Education in Agricultural Education.

The work embodied in this project is original and has not

been submitted in part or in full for any other degree of this or any

other university.

…………………………… ………………………..

Dr. E.C. Osinem Nwosu, O.T

Supervisor Student

iii

DEDICATION

This research work is dedicated to my children: John-Paul,

Michael and Abraham and all lovers of hardwork and truth.

iv

ACKNOWLEDGEMENTS

The researcher is very grateful to his supervisor Dr. E.C.

Osinem for his contributions and guidance throughout the course

of this study. The researcher is also grateful to his reader Dr. (Mrs)

J.A. Ukonze for her advice and suggestions during and after the

proposal defence and all the lecturers in the Department of

Vocational Teacher Education for their contributions towards the

successful completion of the research work. The researcher offers

special thanks to: Chief T.A. Ogini, Principal, St. Michaels

Secondary School, Orsu-Obodo in Oguta Local Government Area of

Imo State for his support and encouragement, Mrs Mabel Ofoha for

her support and encouragement and the typist Miss Ebere

Ugwuoke for her patience and understanding.

The researcher also appreciates the patience and support of

his family members throughout the course of this study. Lastly

and most importantly, the researcher is grateful to God Almighty

for his protection and guidance throughout the period of the

research work.

v

TABLE OF CONTENTS

Title Page i

Approval Page ii

Certification iii

Dedication iv

Acknowledgements v

Table of contents vi

Abstract x

CHAPTER ONE: INTRODUCTION 1

Background of the study 1

Statement of the problem 8

Purpose of the study 10

Significance of the study 11

Research questions 13

Hypotheses 13

Scope of the study 15

CHAPTER TWO: REVIEW OF RELATED LITERATURE 16

Theoretical framework of the study 16

Secondary school agriculture and competency development 33

Snail production enterprise 33

i. Planning a snail production enterprise 35

ii. Housing of snail 40

vi

iii. Breeding of snail 44

iv. Feeding and rearing of snail 51

v. Snail health management 54

vi. Harvesting of snail 57

vii. Marketing of snail 58

Review of related empirical studies 61

Summary of literature review 65

CHAPTER THREE: RESEARCH METHODOLOGY 70

Design of study 70

Area of the study 71

Population for the study 71

Sample for the study 72

Instrument for data collection 73

Validation of the Instrument 74

Reliability of the instrument 74

Method of data collection 75

Procedure for data analysis 75

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 77

Research Question 1 77



vii





Findings of the Study 101

Discussion of the Findings 108

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 122

Restatement of the Problem 122

Purpose of the Study 123

Description of Procedure Used 124

Major Findings of the Study 125

Conclusion 125

Implications of the Study 126

Recommendations 127

Suggestions for further Research 128

References 29

viii

APPENDICES

A: Letter of Respondent 135

B: Questionnaire 136

C: Formula for Cronbach alpha or

Coefficient alpha (ą) used in

Calculating Reliability of the Instrument 143

D: Formular for T-Test Used in Testing

the Hypotheses 144

E: Map of Imo State of Nigeria showing Local Government Areas and the Headquarters 145

ix

Abstract

This study was designed to identify the competencies required by secondary school graduates on snail production in Imo State. The

specific purposes of the study were to: Identify the competencies required by secondary school graduates on planning a snail production enterprise; Identify the competencies required by secondary school graduates on housing of snail; Identify the competencies required by secondary school graduates on breeding of snail; feeding and rearing of snails to maturity; snail health

management; harvesting of snail; and on marketing of snail. Seven research questions were developed in consonance with the

purpose of the study and seven null hypotheses were also formulated and tested. Survey research design was adopted for the study and structured questionnaire was developed and face validated by three experts from the University of Nigeria, Nsukka

and used for data collection. The questionnaire was tested for reliability and a reliability coefficient of 0.87 was obtained for the instrument. The sample comprised of three hundred and fifty seven (357) respondents made up of one hundred and five (105) agricultural extension agents and two hundred and fifty two (252) secondary school agricultural science teachers in Imo State. The

data collected were analyzed using mean and standard deviation to

answer the research questions while t-test statistic was used for testing the null hypotheses at the probability of 0.05 level of significance. The findings from the study revealed that fifteen (15) competencies were identified as required on planning a snail production enterprise, fourteen (14) on housing of snail; fourteen

(14) on breeding of snail; sixteen (16) on feeding and rearing of snail; fifteen (15) on snail health management; six (6) on harvesting of snail; and ten (10) on marketing of snail. Based on the findings of the study, the researcher recommended that the competencies identified by the study should be incorporated into the programme of the skill acquisition centres so that it could be

used for retraining the secondary school graduates. The identified

competencies should also be used as training package for organizing training workshops for secondary school agricultural science teachers.

x

CHAPTER ONE

INTRODUCTION

Background of the Study

Good and qualitative education instills in people the

competencies required for diverse roles in society. Hornby (2001)

defined competency as the ability to do something well. BC

Assessment (2005) defined competency as knowledge, skill, ability

or behavioural characteristic that is associated with superior

performance. Olaitan and Ali (1997) described competency as

knowledge, skills, attitudes and judgement generally required for

the successful performance of a task. In the context of this study,

competency referred to knowledge and skill required for the

successful performance of a task. To be competent according to

Mitshele in Olaitan (2003) means the individual has acquired the

knowledge, skill, attitudes and judgement which are required in

order to perform successfully at a specified proficiency level in any

given work. In the opinion of Osinem and Nwoji (2005),

acquisition of appropriate competencies increase the productive

power of an individual; bridges the gap between school work and

actual practice and makes transition from school to world of work

easier. The authors further stated that competency development

could be accomplished through work experience or through

education in the school workshops and laboratories. Hornby

(2001), defined education as a process of teaching, training and

learning especially in schools or colleges to improve knowledge and

develop skills. Young people in the secondary school are taught

various subjects including agricultural science to enable them

acquire the competencies required for diverse roles in society.

Competency development in various aspects of agriculture such as

snail production are accomplished through agricultural education.

Osinem (2008) defined agricultural education as a process of

imparting knowledge, skills and attitudes in agriculture to the

learner at any level. The author further stated that agricultural

education provides learners with sound academic knowledge and

skills as well as ample opportunity to apply the knowledge through

classroom activities, laboratory experiments, project participation

and supervised agricultural experiences. In the view of Cooper

(1990) agricultural education covers teaching and programme

management in agriculture. In schools, agricultural education is

provided to the learner by the teachers of agriculture. Teachers of

agriculture are agricultural experts, well trained and experienced in

imparting agricultural knowledge and skills to the students.

Individual farmers who did not have the opportunity to acquire the

knowledge and skills in agriculture at school could receive

agricultural education through the agricultural extension agents.

Agricultural extension agents are trained and experienced in

animal and crop production. Extension agents provide services in

the form of advice and assistance to farmers to help them improve

their methods of production, processing and marketing activities.

Extension agents teach farmers how to apply acquired practical

skills. Extension agents form a link between farmers and research

centers by making research results available to the farmers and

present farmers’ operational problems to researchers in

laboratories for solution. Extension agents bring farmers closer to

the government by making available to them government

agricultural programmes that can improve their status.

The objectives of agricultural education at the secondary

education level according to the National Curriculum for Senior

Secondary Schools (FME) in Osinem (2008) are as follows:

i. To stimulate and sustain students interest in agriculture

ii. To enable students acquire basic knowledge and practical

skills in agriculture

iii. To prepare students for further studies in agriculture and

iv. To prepare students for occupations in agriculture.

Based on the above stated objectives of agricultural education

at the secondary education level, agricultural education students

were expected to acquire certain competencies for living in

agriculture before passing out of secondary school. This is

because the curriculum emphasized acquisition of basic knowledge

and skills in all occupational areas of agriculture. Besides the

series of activities suggested in the curriculum were designed to

ensure the development of psychomotor skills in agriculture. For

instance, the programme recommended that:

a. each student be guaranteed adequate equipment, farm space,

farm structure and farm inputs.

b. each school should keep at least two species of farm animals.

Experience however, has shown that secondary school

graduates successfully pass through the curriculum without

acquiring the appropriate skills. Olaitan (1996) linked the inability

of the secondary school graduates to acquire the appropriate skills

in school to the nature of the secondary school curriculum.

According to the author, the curriculum is broad and academic in

nature and does not specify the skills to be learned.

In the opinion of Osinem (2008) the method of implementing

the curriculum is another source of the problem. The author

stated that students are exposed to examination syllabus and not

to the curriculum syllabus as designed by the curriculum planners.

The author further stated that the West African Examination

Council (WAEC) which is responsible for the assessment of senior

secondary school students at the end of the sixth year does not use

the curriculum syllabus as a base for the assessment of the

students. Instead it develops what is called examination syllabus

upon which the students assessment is based. The author

maintained that though theory and practical examinations are

conducted by WAEC, the assessment is not based on the laboratory

experiment and practical field activities of the students.

Uko (2003) stated that the poor competency development

among the secondary school agricultural students is due to

inadequate teachers, facilities and equipment for the

implementation of the agricultural programme and inadequate

exposure of students to practical lessons especially in the animal

science sector of agricultural science. The author further stated

that secondary school graduates do not acquire saleable skills

because teachers do not teach the basic skills to the students.

Secondary school graduates according to the National Policy

on Education (NPE, 2004) refer to people who have successfully

completed six years of secondary education. In the context of this

study, secondary school graduates refer to people who have

successfully completed six years of secondary education but have

not been employed by any employer of labour or admitted into any

institution of higher education for further studies. Majority of

these people are found roaming the streets and often get involved in

anti-social behaviours such as gambling, stealing and prostitution

to earn a living. These means of earning a living affect the

secondary school graduates and the people of Imo State adversely.

It is against this background that the government of Imo State

embarked on the establishment of skill acquisition center to retrain

the secondary school graduates. The training programme of the

skill acquisition centers was expected to cover many occupational

areas. Undoubtedly, the training programme of the skill

acquisition centres is devoid of competencies required for success

in snail production.

Snails are invertebrate animals which belong to the group

known as mollusca. Owolabi (2007) described snails as small

animals that have soft bodies covered with hard calcareous shell.

Snails are eaten as food in many parts of the world including Imo

State of Nigeria. Snail meat is high in protein and iron. Cobbinah

(1993) stated that snail meat contains almost all the amino acids

required by humans. Owolabi (2007) reported that snail meat is

higher in protein (37-51%) compared to that of guinea pig (20.3%)

poultry (18.3%) fish (18%) cattle (17.5%) sheep (16.4%) and swine

(14.5%). Snail has medicinal values. Ogbeide in Eluagu and

Okereke (2008) reported that snail meat is good for infant

development and could be used to treat people that has anaemia,

high blood pressure, tuberculosis, ulcer, asthma, diabetes and

kidney diseases. The authors further stated that the extracts from

snail meat (orthocalcium phosphate) is useful in the improvement

of constipation and haemorrhoids, prevention of influenza and

restoration of vitality. Olive (2006) stated that snails are excellent

antidote for vascular diseases such as heart attacks, cardiac arrest,

hypertension and stroke due to the high calcium content. The

author further stated that a mixture of snail blood (fluid) and palm

kernel oil in equal parts when rubbed on the body reduces the

severity of stroke and severe headache. Continuing, the author

maintained that snail is good for treating people with stomach

disorder, accelerating the movement of foetus and delivery in

women.

Snail is traditionally a major ingredient in the diet of the

people of Imo State. Snails are eaten in large numbers in Imo

State. Most snails consumed in Imo State are supplied by farmers

who simply gather the snails from the forest where the snails

naturally live. Continuous degradation of the forest and bush

burning have damaged the snail habitat and made it difficult for

people to find snails as they used to. There is need, therefore, for

snail production to ensure adequate supply of snail to the people of

Imo State.

Hornby (2001) defined production as the process of growing

or making food, goods or materials. Olaitan and Austin (2006)

described production as the process of changing or transforming

inputs into output. Wikipedia (2009) also described production as

the economic process of converting inputs into output. In the

opinion of Ayobi (2007) snail production involves gathering snails

from the wild or buying snails from the market, keeping the snails

in an appropriate environment and feeding the snails so that it can

multiply.

Snail production has many advantages compared to other

livestock production enterprise. In the opinion of the Thy

Consulting (2007) snail production does not require large area of

land before embarking on it. The author further stated that snail

production is not capital intensive. Snail feed is cheap and locally

sourced thus the running cost is low. Ayobi (2007) described snail

production as a cost effective and profitable farming activity that

does not demand a lot of start-up money and space and farmers

can reach maximum production level with a minimum cost. This

implies that secondary school graduates, if trained and made to

acquire the competencies required for success in snail production

would easily become self employed. This would reduce

unemployment and crime among the school leavers as well as

alleviate poverty in the state. Besides, they would contribute

positively towards increasing snail supply in the state.

Statement of the Problem

Secondary school graduate unemployment is on the increase

in Imo State. Thousands of unskilled secondary school graduates

are produced every year from the state school system. Employers

of labour are handicapped in providing employment to the

secondary school graduates due to lack of employable skills. The

secondary school graduates also cannot be self employed because

they lack the necessary competencies. The resultant effects are

that the secondary school graduates are found roaming the streets

and often get involved in such anti-social behaviour as gambling,

stealing and prostitution to earn a living. These means of earning a

living affect the people of Imo State adversely. To reduce

unemployment and crime among the school leavers, the

government of Imo State established a skill acquisition center to

help in retraining the secondary school graduates. The skill

acquisition center was expected to provide skill in different

occupational areas. Experience, however, has shown that the

training programme of the skill acquisition center is devoid of

competencies in some occupational areas such as snail production.

Snail is traditionally a major ingredient in the diet of the

people of Imo State and snails are consumed in large numbers. In

recent times in Imo State, snail population has declined

considerably due to the impact of human activities such as

deforestation, bush burning, pesticide use and collection of snails

before they have reached maturity. These have made it difficult for

people to find snails as they used to thus the demand for snail

exceeds the supply in the state. To ensure steady and regular

supply of snail to the people of Imo State, snail production is

necessary. Snails are very prolific animals and snail production is

not expensive. Ayobi (2007) stated that snail production does not

demand a lot of start-up money and space. Thy consulting (2007)

reported that the running cost is low as snail feed is cheap and

locally sourced. This implies that farmers can reach maximum

production level with a minimum cost. However, for success in

snail production, certain competencies are required such as

competencies in planning, housing of snail, breeding of snail,

feeding and rearing of snail, snail health management, harvesting

of snail and marketing of snail. If the secondary school graduates

are trained and made to acquire these competencies in snail

production, they would contribute positively towards increasing

snail supply in the state. In addition, they would become self

reliant which would reduce unemployment and crime among the

school leavers. It is against this background that this study was

designed to identify the competencies required by secondary school

graduates on snail production in Imo State.

Purpose of the Study

The general purpose of this study was to identify the

competencies required by secondary school graduates on snail

production in Imo State. Specifically, the study sought to:

1. Identify the competencies required by secondary school

graduates on planning a snail production enterprise.


graduates on housing of snail.


graduates on breeding of snail


graduates on feeding and rearing of snails to maturity.


graduates on snail health management.


graduates on harvesting of snail


graduates on marketing of snail.

Significance of the Study

The findings of this study could be beneficial to different

groups of people such as the curriculum planners; the agricultural

science teacher; the students; the government; the larger society;

the future researcher and the skill acquisition centers.

The findings of the study could provide information to the

curriculum planners on the competencies available on snail

production so that they could include them in the secondary school

agricultural science curriculum for effective teaching and learning

in the state.

The findings of the study could provide agricultural science

teachers with the necessary competencies on snail production that

would enable the teachers to understand the competency areas to

lay emphasis on when teaching the students.

The students could benefit from the findings of the study

through the teacher who would teach them the necessary

competencies required for snail production. This could empower

the students to embark on snail production which would increase

their income and living standard as well as reduce unemployment

and crime among the school leavers.

The findings of the study could guide the skill acquisition

centers in providing occupational information and skills to

prospective snail farmers. The findings of the study could serve as

a base for future researchers on snail production.

The findings of the study could be of benefit to the

government and larger society when implemented. This is because

when students internalize the competencies and become self

employed on graduation from school, this would help to reduce the

percentage of the unemployed, alleviate poverty and improve the

economy of the state.

Research Questions

The following research questions guided this research work:

1. What competencies were required by the secondary school

graduates in planning a snail production enterprise?


graduates in housing of snails?


graduates in breeding of snails?


graduates in feeding and rearing of snails to maturity?


graduates in snail health management?


graduates in harvesting of snail?


graduates in marketing of snails?

Hypotheses

The following null hypotheses were formulated and were

tested at 0.05 level of significance.

H01: There was no significant difference between the mean ratings

of secondary school agricultural science teacher and

agricultural extension agents on competencies required by

secondary school graduates in planning a snail production

enterprise.


of secondary school agricultural science teachers and


secondary school graduates in housing of snail.




secondary school graduates in breeding of snail.



agricultural extension agents on the competencies required

by secondary school graduates in feeding and rearing of snail.




by secondary school graduates in snail health management.




secondary school graduates in harvesting of snails.




secondary school graduates in marketing of snails.

Scope of the Study

This study was restricted to Imo State of Nigeria. The study

focused principally on the competencies required by secondary

school graduates for success in snail production. The areas

covered by the study include: Planning a snail production

enterprise; housing of snails; breeding of snails; feeding and

rearing of snails; snail health management; harvesting of snails

and marketing of snails.

The respondents for the study was restricted to secondary

school agricultural science teachers and agricultural extension

agents in Imo State.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter is concerned with the review of all literatures

pertinent to the research work. The related literature was reviewed

under the following headings:

1. Theoretical framework of the study

2. Secondary school agriculture and competency development

3. Snail production enterprise:

i. Planning a snail production enterprise

ii. Housing of snail

iii. Breeding of snail

iv. Feeding and rearing of snail

v. Snail health management

vi. Harvesting of snail

vii. Marketing of snail

4. Review of related empirical studies

5. Summary of literature review

Theoretical Framework of the Study

Theories are very important tools in research. Hornby (2001)

defined theory as a set of ideas that is intended to explain why

something happens or exists. Nworgu (2006) defined theory as a

set of prepositions that can account for or explain certain

phenomena or event. In the opinion of Ezeji (2001) a theory

provides needed data about a given subject matter and instructions

about the method of relating one part of the data to another.

Theoretical framework according to Obasi (1999) is a device for

adopting or applying the assumptions, postulations and principles

of a theory in the description and analysis of a research problem.

The theoretical framework of this study is based on the production

theory.

Production theory in the opinion of Oji (2002) is concerned

with the principles to be applied in making production decisions.

These include decisions on acquisition of resources, management

of resources and distribution of products of the productive activity.

Jhingan (2003) described production theory as consisting of an

analysis of how the producer combines various inputs to produce a

stipulated output. Anyanwuocha (2000) described inputs as

resources used for production and output as the commodity

produced from the inputs. Wikipedia (2007) referred to the inputs

or resources used in the production process as the factors of

production. Olaitan and Austin (2006) recognized four factors of

production. These include land, labour, capital and management

(entrepreneur).

Land as a factor of production includes all the resources

provided by nature (Akinsanmi, 1999). In the view of Wikipedia

(2009) land is defined as everything in the universe that is not

created by human beings. It includes more than mere surface of

the earth. Air, sunlight, forests, earth, water and minerals are all

classified as land. In the opinion of Olaitan and Austin (2006)

land comprises of soil, vegetation, water and organic matter. Land

in the context of this study, comprises of soil, vegetation, water, air

and sunlight. Land is required for effective snail production. It

provides feed and habitat for snail. Cobbinah (1993) reported that

the shell of a snail is made up of calcium, most of which is derived

from the soil. The author further stated that snails derive most of

their water requirements from the soil and lay their eggs in the soil.

To make the gifts of nature satisfy our needs and desires, human

beings must do something with the natural resources. Wikipedia

(2009) described everything that people do to convert natural

opportunities into human satisfactions as labour.

Labour as a factor of production refers to human efforts used

in production which includes technical and marketing expertise

(Wikipedia, 2009). Awoke, Ohuche, Agudozie, Mackins and Oruta

(2000) described labour as human efforts that are directed towards

the production of goods and services. It includes the physical and

mental contribution of an employee to the production of goods. In

the context of this study, labour refer to all human efforts provided

for the production of goods and services. Labour provides the

necessary manpower or personnel required for the production of

goods and services. Land would be idle without the human effort

provided by labour. Labour may be skilled or unskilled.

Anyanwuocha (2000) described skilled labour as labour that has

undergone a relatively long and specialized training. The author

described unskilled labour as labour that has undergone little or no

training. The author further stated that education and training

increase the skill of the worker and enable the labourer to perform

his/her job better. The higher the standard of education and

training, the greater will be the efficiency and productivity of

labour.

The efficiency of labour refers to the extent or degree to which

labour can be combined with other factors of production in the

most productive way. Labour is efficient if it is capable of achieving

a greater output within a given time without any fall in the quality

of work or of the product. The efficiency of labour relates to its

quality and skill.

In snail production, skilled labour is scarce thus production

is low. This is because most farmers are unwilling and unable to

spend time and money to be trained on snail production. To

increase productivity, skilled labour is necessary because with

skilled labour capital and other factors of production are effectively

combined to maximize profit. Wikipedia (2007) described

capital as human-made goods or means of production used in the

production of other goods. Stanlake and Grant (1999) defined

capital as man-made resources used for further production.

Rutherford (1992) described capital as sum of money invested in a

business enterprise. Anyanwuocha (2000) stated that capital

facilitates the production of goods and services, increase the

quantity of work that can be done per man/per hour; and make for

the smooth running of the business enterprise. Olaitan and

Austin (2006) classified capital into two namely fixed capital and

circulating capital. Fixed capital consists of the durable investment

which require renewal only at fairly long interval while circulating

capital consists of capital goods which either change their form or

are used up in the process of production. Capital is useless without

the application of human effort. Any capital investment must be

properly managed by the entrepreneur to maximize profit.

Obhakhan (2005) defined an entrepreneur as a person who

organizes, operates and assumes the risk for a business venture.

The author further stated that entrepreneurs are people who have

the ability: to see and evaluate business opportunities; to gather

the necessary resources; to take advantage of them and to initiate

appropriate action to ensure success. Cooper (1990) defined an

entrepreneur as a person who organizes a business, trade or

improves an idea. The author further stated that the entrepreneur

visualizes the venture strategy and is willing to take the risk to get

the venture off the ground. In the opinion of Stanlake and Grant

(1999) the entrepreneur is a risk bearer and decision maker.

Obhakhan (2005) summarized the activities of an entrepreneur as

follows.

a. Identification of investment opportunities

b. Decision making regarding the investment opportunity to

pursue

c. Establishment and promotion of the business entity

d. The organization of the scarce human and other resources

needed for the attainment of organizational objectives.

In the context of this study, an entrepreneur is someone who

perceived business opportunity, direct his scarce resources and

bear all the risks involved to use them profitably. The

entrepreneur takes decision on what to produce; how to produce

(method), where to produce (location of enterprise) and how to

organize the other factors of production. Decision, on the ratio of

labour over capital need to be taken. Neither too much labour per

unit of capital nor too much of capital per unit of labour makes for

efficiency. Success in any production enterprise including snail

production depends on how the producer (entrepreneur) combines

all the necessary inputs or factors of production. The

entrepreneur therefore must be skilled enough to effectively

combine the other factors of production in order to maximize profit

in the production process. Secondary school graduate as

entrepreneurs therefore require good knowledge of the production

theory to be successful in snail production.

Secondary School Agriculture and Competency Development

Competency is required for the successful performance of any

task. Olaitan and Ali (1997) described competency as knowledge,

skills, attitudes and judgement generally required for the

successful performance of a task. Competency development

according to Osinem and Nwoji (2005) could be accomplished

through work experience or through education in the school

workshops and laboratories. At the secondary education level,

young people are taught various subjects including agricultural

science to enable them acquire the competencies required for

diverse roles in society. Competency development in agriculture is

accomplished through agricultural education.

In the opinion of Cooper (1990) agricultural education covers

teaching and programme management in agriculture. The

objectives of agricultural education at the secondary education level

according to the National Curriculum for Senior Secondary School

(FME) in Osinem (2008), include;

i. To stimulate and sustain student interest in agriculture

ii. To enable students acquire basic knowledge and practical

skills in agriculture

iii. To prepare students for further studies in agriculture

iv. To prepare students for occupations in agriculture.

Based on the above listed objectives of agricultural education,

secondary school graduates were expected to acquire certain

competencies for living in agriculture before leaving school. This is

because the curriculum emphasized learning by doing and series of

activities suggested in the curriculum were designed to ensure the

development of psychomotor skills in agriculture by the students.

Experience, however, has shown that students at the secondary

education level successfully pass through the curriculum without

acquiring the competencies required for farming occupations.

Uko (2003) linked the poor competency development among

the secondary school agriculture students to inadequate teachers,

facilities and equipment for the implementation of the agricultural

programme and inadequate exposure of students to practical

lessons especially in the animals science sector. The author

further stated that teachers do not teach basic skills in agriculture

to the students. This implies that the agricultural science teachers

concentrate their teaching only to stimulate and sustain the

students interest in agriculture and to prepare the students for

further studies in agriculture without enabling the students to

acquire basic knowledge and practical skills in agriculture and

preparing the students for occupations in agriculture.

Olaitan (1996) attributed the poor competency development

among the secondary school students to the nature of the

secondary education curriculum. According to the author, the

curriculum is broad and theoretical in nature. It does not specify

the skills to be learned. Secondary education curriculum need to

be reformed to include all the competencies required by the

students for agricultural occupations including those of mini-

livestock production such as snail production. Based on these

facts, it is necessary, therefore, to identify and develop the needed

competencies in agricultural occupations.

Different approaches such as job analysis approach, task

analysis approach, modular approach and competency based

approach among others could be used in developing competencies

in students.

Job Analysis Approach

A job is a position or a total array of responsibilities (Olaitan,

Nwachukwu, Igbo, Onyemachi and Ekong, 1999). The basic unit of

a job is the performance of specific tasks and duties. Job analysis

is a process to identify and determine in detail the particular job

duties and requirements, and the relative importance of these

duties for a given job (Wikipedia, 2007). The author further stated

that job analysis is a process where judgements are made about

data collected on a job. Job analysis data may be collected from

incumbents through interviews or questionnaires. The product of

the analysis is a description or specifications of the job, not a

description of the person. Osuala (1999) stated that job analysis

involves detailed listing of duties, operations and skills necessary to

perform a clearly defined job. The author further stated that such

operations and skills are organized into a logical sequence which

may be used for teaching, employment or classification purposes.

In the context of this study, job analysis involves detailed

listing of tasks and skills involved in planning a snail enterprise,

housing of snail, breeding of snail, feeding and rearing of snail,

snail health management, harvesting and marketing of snails

required by secondary school graduates for success in snail

production. The general purpose of job analysis is to document

the requirements of a job and the work performed. The main

purpose of conducting job analysis is to prepare job description

and job specification that can be use to hire the right quality of

workforce into the organization. Job analysis has many uses. Job

analysis could be used to determine the physical requirements of a

job to determine whether an individual is capable of performing the

job. It could also be used to establish and document the job

relatedness of employment procedures such as training, selection,

compensation and performance appraisal. Job analysis can be

used in training/ needs assessment to identify or develop: training

content; assessment tests to measure effectiveness of training;

equipment to be used in delivering the training; methods of training

(ie small group, computer based, video classroom). Job analysis

can be used in compensations to identify or determine skill levels,

work environment, responsibilities and required level of education.

Job analysis could also be used in selection procedures and

performance review.

Olaitan et al (1999) enumerated the steps in job analysis as

follows:

1. Identify criteria of success on the job

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

3. Identify what a worker does.

Olaitan and Ali (1997) and Olaitan et al (1999) listed the

strengths of job analysis as follows:

a. It establishes a priority for selection and placement on the job

b. It estimates criteria of job success

c. It estimates traits which differentiates success on one job

from the success on another.

d. It furnishes preliminary estimation of the traits which may be

evaluated in selecting persons for the job.

Weakness of job analysis include:

a. There may be difficulty in identifying specific character traits

for workers.

b. Workers may not be appropriately placed because of

difficulties in identifying appropriate character traits for

workers.

c. What a worker does on the job may be studied instead of

what gets done on the job.

d. Job analysis is too general to provide insight on what should

be taught to prepare a student for a job

e. It does not permit learning from one operation to another.

Task Analysis Approach

The term task is often used interchangeably with activity or

process. Olaitan et al (1999) defined task as a discrete learning

item having definite starting and stopping point, which can be

performed and/or learned with a relatively short period of time.

Mager in Olaitan (2003) explained task as logically related set of

actions required for the completion of a job.

Wikipedia (2007) defined task analysis as the analysis of how

a task is accomplished including a detailed description of both

manual and mental activities, task durations, task frequency, task

allocation, environmental conditions and other factors required or

to perform a given task. Task analysis breaks down a complex

task into its components. Task analysis may be of manual tasks or

cognitive tasks. Task analysis according to Olaitan et al (1999)

involves identification of classes of learning behaviours expected to

be performed by an individual. It involves developing a list of tasks

that are usually performed by practitioners in an occupation to

accomplish a job, validating the task list and using the list in the

development of a course of study. Information from task analysis

can be used for many purposes such as personnel selection and

training, tool or equipment design and procedure design. Task

analysis is used in education. It could be applied to classroom task

to discover which curriculum components are well matched to the

capabilities of students. It discovers which tasks a person has not

mastered.

In the content of this study, task analysis would be useful in

identifying the activities involved in planning, housing, breeding,

feeding, rearing, harvesting health management and marketing of

snails which are required by secondary school graduates.

Matteson in Olaitan (2003) stated the steps involved in

developing a task as follows:

i. Break an occupation into various tasks

ii. Break the task into specific learning activities

iii. Validate the activities through review of job functions to be

performed.

iv. Identify materials and methods for performing each activity

v. Implement the activities

Olaitan et al (1999) enumerated the strengths and

weaknesses of task analysis as follows:

Strengths of task analysis

i. It provides basis for collecting interrelated information about

work in order to allocate priorities

ii. It helps to make decision about structuring a learning

environment

iii. It makes content selection process in any work valid

iv. It helps in specifying instructional objectives

v. It is useful in the designing of instructional activities

vi. It helps in the determining of teaching strategy

vii. It is useful in evaluating performance

viii. It provides a smooth transition from school to work without

any need for retraining

ix. It provides occupational details to the students for the jobs he

will face in real work situations.

Weaknesses of task analysis

a. It limits the application of skills to specific jobs

b. It does not prepare the students for changes in the

occupation

c. It leaves out the transfer of skills to other situations to chance

depending on intelligence and personal initiations of the

students.

d. It does not necessarily include why a task has to be

undertaken.

e. It stresses knowledge and skills without the dimensions of

attitudes and judgement.

The Modular Approach

A module is a unit of standard of measurement (Olaitan and

Ali 1997). It is a segment of an instructional programme. With the

modular approach, the total curriculum of a particular field is

divided into units referred to as modules. These modules are of

equal lengths that will take approximately specified hours of

instructional time to achieve with the average group of students. In

a modular design, the students and their occupational goals form

the basis for programme planning. Modular approach is very good

for designing short training programmes for farmers.

Competency Based Approach

Competency as earlier cited is defined as knowledge, skill,

ability or behavioural characteristics that is associated with

superior performance. To be competent, according to Mitshele in

Olaitan (2003), means the individual has acquired the knowledge,

skills, attitude and judgement which are required in order to

perform successfully at a specified proficiency level in any given

work. Olaitan et al (1999) described competency based approach

as a process of designing and delivering strategies which help an

individual to acquire knowledge, skills and attitudes needed for

success in an occupation. The authors stressed that for

knowledge, skills and attitude to be improved, they should be

arranged in hierarchy of difficulty.

Ezeani in Olaitan (2003) enumerated the steps involved in

competency-based approach as follows:

a. Identification of all tasks to be learnt.

b. Identification of the competencies required in order to carry

out a particular function effectively and using the identified

competencies as a base for teaching and learning.

c. Arrangement of tasks or jobs in appropriate courses

d. Organisation of knowledge and skill for each task or job into a

hierarchy

e. Determination of what one needs to know for mastery of each

knowledge or skill.

Competency-based approach has some strengths over other

approaches. In the opinion of Olaitan et al (1999) the strengths

include the following:

i. It helps educators in providing appropriate vocational

education

ii. It helps teachers to make decision relative to what to teach,

when to teach and how much time to spend on it.

iii. It facilitates the imparting of skill from instructors to learners.

iv. It helps teachers to organize knowledge and skill for each task

into a hierarchy

Constraints to the Use of Competency-Based Approach

a. The task must be sequentially arranged for success to be

achieved.

b. It is characterized by rigorous reliance on the objectives and

many minute details about a task are regarded as essential.

c. It is time consuming.

Among the approaches reviewed in this study, competency

based approach would be used to guide this study on competencies

required by secondary school graduates on snail production in Imo

State. This is because competency based approach involves: The

identification of all task to be learned; the arrangement of tasks in

appropriate courses; the identification of the competencies required

to carry out a particular function; the organisation of knowledge

and skill for each task into a hierarchy; and the determination of

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

Snail Production Enterprise

Snails are invertebrate animals which belong to the group

known as Mollusca. Owolabi (2007) described snails as small

animals that have soft bodies covered with hard calcareous shells.

Snails are found in nearly all parts of the world. Cobbinah (1993)

stated that snails are found in Europe, South East Asia, America,

East Africa and West Africa. In West Africa, snails are found

mainly in the high forest belt of countries such as Ghana, Benin,

Cote D’voire and Nigeria. In Nigeria, snails are found mainly in the

rainforest zone of many states including Imo State. Snails are

found in many areas in Imo State.

In recent times however, snail population has declined

considerably due to the impact of human activities such as

deforestation, bush burning, pesticide use and collection of snails

before they have reached maturity. This has made it difficult for

people to find snails as they used to. To ensure steady and regular

supply of snail to the people, snail production is necessary.

Owolabi (2007) described snail production as conscious efforts

made by man to farm or raise snails. Ayobi (2007) stated that snail

production involves gathering snails from the wild or buying snails

from the market, keeping the snails in an appropriate environment

and feeding the snails so that it can multiply. The author further

stated that snail production is a cost effective and profitable

farming activity which does not demand a lot of start-up money,

space or time. Thy consulting (2007) reported that the running

coat for snail production is low. This is because snail feed is cheap

and locally sourced.

Snail production enterprise, however, like any other

enterprise or business undertaking involves risks. There are

chances of success as well as of failure. For success in snail

production certain competencies are required. Competencies

required include competencies in such areas as:

a. Planning a snail production enterprise

b. Housing of snail

c. Breeding of snail

d. Feeding and rearing of snail

e. Snail health management

f. Harvesting of snail

g. Marketing of snail.

Planning a Snail Production Enterprise

An enterprise is an undertaking. It involves capital

investments and risks and there are chances of success as well as

of failure. Therefore, in starting an enterprise such as snail

production enterprise planning is very necessary for success to be

achieved. Igbinosa (2002) described planning as deciding in

advance what to do, how to do it, when to do it and who is to do it.

The author further stated that planning involves the delineation or

establishment of objectives and the formulation, evaluation and

selection of policies, strategies, tactics and actions required to

achieve the objectives of an enterprise. The author maintained that

the essence of planning is to see opportunities and threats in the

future and to exploit or combat them by decisions taken in the

present. Continuing, the author stated that planning helps to

focus attention on objectives, facilitate control and provide guide to

decision making.

In the opinion of Obhakhan (2005) planning helps the

entrepreneur to examine the proposed business enterprise in detail

on a step by step bases from the time the entrepreneur decides to

go into the business through when the entrepreneur actually

engages in the business. In the view of Olaitan (2008) planning is

concerned with the identification of various resources and activities

involved in carrying out a project with an appropriate budget and

time schedule. The author enumerated planning activities as

follows:

a. Stating the objectives of the project

b. Determining the site of the project

c. Identifying material resources necessary for the project

d. Identifying sources of financing the project

e. Identifying the labour requirements

f. Budgeting for the project

g. Keeping records

This implies that an individual intending to enter into snail

production should carry out the above stated activities to ensure

success.

Housing of Snail

Good housing is very important for success in snail

production. Before constructing a snail house appropriate site

must be selected. Many factors are taken into consideration in

choosing an appropriate site. Cobbinah (1993) stated the main

factors to be considered are as follows: soil characteristics,

microclimate (temperature and humidity) and wind.

Soil Characteristics: Soil is the thin layer of the earth’s surface

that is loose in nature and serves as the medium for plant and

animal growth and development (Olaitan and Austin, 2006). Based

on the soil texture, there are three types of soil. These are sandy

soil, clay soil and loamy soil. In the opinion of Iwena (2008)

soil is regarded as sandy soil if the proportion of sand particles in

the soil sample is very high. Sandy soil is coarse grained and

gritty. It is loose with large pore spaces. It absorbs and looses

water easily. It is well aerated with low water holding capacity.

Sandy soil heats up easily during the day and cools down quickly

during the night. Similarly, soil is said to be clayey if the

proportion of clay in the sample of the soil is very high. Clay

particles are fine, powdery and smooth when dry. The particles are

sticky and plastic when wet. Clay soil is poorly aerated with high

water holding capacity. The author described loamy soil as soil

that contains an even mixture of sand and clay particles with high

proportion of organic matter. The author further stated that loamy

soil has moderate sized pore spaces and contains a lot of organic

matter (humus). It is non powdery and non sticky in texture.

Soil is major part of snail’s habitat. Cobbinah (1993) stated

that soil composition, water content and texture are important

factors to consider in site selection. This is because the shell of a

snail is made up of calcium, most of which is derived from the soil.

Snails too derive most of their water requirements from the soil and

dig in the soil to lay their eggs and to rest during the dry season.

Thompson and Cheney (2008) reported that good soil favours

snail growth and provides some of their nutrition. In the opinion of

the authors, a mixture of peat, clay, compost, calcium

trioxocarbonate iv (caco3) at pH 7 makes a very good soil. Soil that

are richest in exchangeable calcium and magnesium stimulate

growth best. Lack of access to good soil may cause fragile shells

even when the snails have well balanced feed and the snail growth

may lag far behind the growth of other snails on good soil. Olaniya

(2004) recommended the use of soil that has neither a lot of sand

nor too much of clay for snail production. The author further

stated that soil which contains twenty to forty percent (20-40%) of

organic matter and has soil moisture content of eighty percent

(80%) and a pH of about seven (7) is good for snail production. The

soil should be similar to that of a garden in which green leafy

vegetables thrive. Heavy clayey soil that becomes water-logged in

the rainy season and compacts during the dry season is not

desirable. Similarly, sandy soil with low water holding capacity is

unsuitable and acidic soil should be avoided.

Temperature and Humidity

Snails are cold blooded animals and are very sensitive to

changes in atmospheric temperature and humidity. Cobbinah

(1993) stated that snail thrive best in areas which have moderate

temperatures and high humidity. Thompson and Cheney (2008)

stated that a mild climate with 75% to 95% humidity is best for

snail production. When the humidity falls below 75% some snail

species like Achatina become inactive and go into dormancy.

Nwaigwe (1999) observed that when unfavourable environmental

conditions set in such as lack of water and feed, snails go into a

period of rest. According to the author, this is achieved by

secreting a calcium phosphate based secretion known as

epiphragm on each of the snail’s surface after retracting back into

the shell. Nwaigwe further stated that prior to this period of

hibernation, each snail ingests as much feed materials as it can

and then ceases to feed; and burrows into the soil under leaves or

other debris around and stays for several months until a favourable

condition prevails.

In the opinion of Ayobi (2007) snails do well in cool and moist

environment. The author stated that snails do very well when the

average temperature is about 250c and where the rainfall ranges

between seventy to ninety (70 – 90cm) centimeters per year and the

humidity is high. Olaniya (2004) reported that air humidity over

80% will promote good snail activity and growth.

Wind: Wind is air in motion and has both direction and speed

(Areola, Ahmed, Irughe, Adeleke and Leong, 1999). In the view of

Thompson and Cheney (2008) wind is bad for snails because it

speeds up moisture loss, and snails must retain moisture to

survive. To prevent snails from drying up Cobbinah (1993) stated

that snail houses should be situated in site that are protected from

the wind. The author further stated that sites where there is good

enough tree cover to reduce the impact of the wind are usually the

most suitable.

Snail House: There are different types of snail house. These

include hutch box, trench pen, mini-paddock pen, moveable pen

and free-range pen. The type of house constructed for snail

production depends on the scale of the farming enterprise, the snail

stage of development and the snail habits. Cobbinah (1993) stated

that the most important features of a good snail house are that it is

escape proof, keeps predators out and allows easy access to care

for the snails. Thompson and Cheney (2008) reported that

enclosures for snails are usually long and thin instead of square.

This allows the snail farmer to walk around and reach the whole

pen without harming the snails. The enclosure may be a trough

with sides made of wood, block, fibre cement sheets or galvanized

sheet steel.

Hutch Boxes: These pens are square or rectangular, single or

multi-chamber wooden boxes with lids. Cobbinah (1993) stated

that the boxes are placed on wooden stilts above the ground. In

the middle of the lid is an opening covered with wire netting or

nylon mesh. In the floor of the box are a few holes through which

excess water can drain out. The author listed the building

materials needed for hutch box construction as follows:

1. Timber (hard wood) 5 x 7 x 488cm

2. Wooden board 2.5 x 30 x 366cm

3. Nylon mesh

4. Wire net

5. Nails (2.5cm and 7.5cm)

6. 8cm Hinges

7. Labour (carpenter)

Steps involved in constructing a hutch box according to

Cobbinah are as follows

1. Build a box 60cm long, 60cm wide and 30cm high. The

bottom of the box should be perforated.

2. Construct a frame cover for the box

3. Cover the box lid with wire netting

4. Attach the lid to the box using hinges

5. Make timber stilt for the box

Hutch boxes are ideal as hatchery and nursery pens as the

eggs and young snails can be easily located and observed.

Trench Pens: Trench pen is rectangular in shape. It can be

used as hatchery and nursery pen. Materials required for

constructing a trench pen according to Cobbinah (1993) include

sand crete blocks, cement, Nylon mesh, 2.5 x 5 x 366cm timber,

5cm nails, labour (mason and carpenter) and leaves.

Ayobi (2007) enumerated the steps involved in trench pen

construction as follows:

1. Construct a pen which is two meters long, one meter deep

and one meter wide.

2. Plaster the walls of the pen with cement.

3. Lay two layers of block at the bottom of the pen

4. Fill the pen with a little more than one half meter of good top

soil that can conserve moisture

5. Add about five centimeters of dry leaves such as cocoa leaves,

plantain or banana leaves or any other leaves which do not

rot easily and will retain moisture on top of the soil, leaving

the remaining fifteen centimeter space as feeding space for

the snail.

6. Cover the pens with nylon mesh nailed to wooden frames.

The mesh stops the snails from leaving the pen and prevent

houseflies and other predators from entering the pen.

7. Build a wooden shed to shade the entire pen. The shed

should be two meters tall so that you can walk under the roof

easily. It should be roofed with thatch or palm fronds. A

thatched roof will keep the pen cool and safe from direct

sunlight. Iron sheets should not be used since they generate

heat and kill the snails.

Mini-Paddock Pens: Mini-Paddock pens are rectangular or

square pens usually erected within a larger fenced area. Cobbinah

(1993) stated that mini-paddock pens are built of timber or bamboo

with wire netting or nylon mesh. The author further stated that

walls of the mini-paddock pen should be about 50cm high and dug

at least 15cm into the ground. To prevent snails from escaping,

horizontal wooden frames are attached to the top of the fence and

covered with the mesh. Within the paddock are plants such as

paw-paw, cocoyam, water leaf or African spinach which provide

shelter or are a source of food. Mini-paddock pens are ideal as

fattening pens.

Free-Range Pens: In free-range pen, an area is planted with

food crops and shelter plants and surrounded by a fence

(Cobbinah, 1993). The snails are allowed to move over the entire

area. Free-range pens are easy to construct. The disadvantages

of free-range pen are that it requires large area of land and it is

difficult to locate snail eggs, small snails and keep predators out.

Breeding of Snail

There are many species of snail. Some snail species are

edible while some are not edible. Edible land snails range in size

from about one millimeter long to the giant African snails.

Cobbinah (1993) listed the edible snail species of African origin as

follows: Achatina achatina; Achatina fulica; Archachatina

Marginata, Archachatina Ventricosa, Archachatina degneri,

Limicolaria martensis and macrochilamys indica. Important snail

species of European origin include Helix pomatia and Helix

aspersa. Species available in Nigeria include Achatina Achatina,

Achatina fulica and Archaechatina Marginata. Hodasi in Nwaigwe

(1999) stated that Achatina can be differentiated from Archachatina

species by the presence of zig-zag markings on the shells of

Achatina and the eggs are smaller than those of Archachatina

species. To multiply snail species, breeding is necessary. Hornby

(2001) defined breeding as the producing of young animals and

plants. Cooper (1990) stated that breeding involves crossing of the

most desirable females with the best males, with the expectation

that the offspring would be as good or superior to the parents.

Snails are hermaphrodites that is snails have both male and

female reproductive organs. Thompson and Cheney (2008) observed

that, though snails have both male and female reproductive organs,

snails must mate with another snails of the same species before

they lay eggs. Olaniya (2004) reported that some snails act as

males one season and as females the next season. Other snails

play both roles at once and fertilize each other simultaneously.

After mating, the snail can store sperm received for up to a year,

but it usually lays eggs within a few weeks. Snails are sometimes

uninterested in mating with another snail of the same species that

originated from a considerable distance away. Thompson and

Cheney noted that, snails need soil at least 5cm deep in which to

lay their eggs. Dry soil is not suitable for the preparation of a nest

nor is soil that is too heavy. Soil consisting of 20% to 40% organic

material is good. Keep out pests such as ants and millipedes from

the nest.

Good breeding stock is necessary for successful breeding.

Gurdep (1991) defined breeding stock as farm animals selected for

producing offspring in order to maintain or increase the size and

quality of a herd or flock. The breeder must know how best to

select the breeding stock most likely to produce offspring with the

desired qualities. Downey (1986) stated that animal breeders

usually select the breeding stock on the following basis:

1. The animal pedigree: Selection by pedigree is based on the

assumption that the offspring will inherit the ancestors’ good

qualities.

2. Performance testing: Selection based on performance test

is taken as a measure of its genetic merit and as a guide to

how the offspring will perform.

3. Individual traits or merit

In the opinion of Cobbinah (1993) breeding stock should be

selected based on:

a. Fecundity (expected number of eggs based on number laid in

previous season).

b. Hatchability (percentage of eggs likely to be hatched out of the

total number laid).

c. Establishment rate (percentage of snails likely to survive after

hatching)

d. Growth rate.

Olaniya (2004) stated that the largest and fastest growing and

maturing snails with the strongest shells should be used as

breeding stocks. The author maintained that by selecting only the

largest snails, the average size of the snail may increase

significantly in only a couple of generations. Snails selected as

breeding stock should be placed in the breeding pen in April or

early may and fed until mid-June when mating begins and the

snails stop feeding. The breeding pen has concrete sides, soil

with earthworms to cleanse the soil on the bottom, vegetation,

feeders, chicken water trough and mosquito netting or screening to

cover the top.

Cobbinah (1993) stated that the number of breeding stock

snails placed in the breeding pen depends on the fertility of the

snail and the number of young snails required. The author

recommended a rearing density of 15 to 25 snails per square meter.

The author further stated that high density populations tend to

grow slowly, develop into smaller adults and lay fewer clutches of

eggs and fewer eggs per clutch. Olaniya (2004) stated that snails

tend not to breed when packed too densely or when the slime in the

pen accumulates too much. The author further stated that the

slime apparently act like a pheromone and suppresses

reproduction. Hornby (2001) defined pheromone as a substance

produced by an animal as a chemical signal to attract another

animal of the same species.

Snails lay several batches of eggs each year. Chinwuko

(1999) stated that the number of eggs laid by snail is determined by

the snail species. Species of snail such as Achatina fulica lay

between 100 and 400 eggs. The gestation period of snail according

to the author is 10 – 14 days during the rainy season when the

snails are most active but during the dry season when the snails

are aestivating, the gestation period lasts as long as the dry season.

Chinwuko (1999) defined gestation period as the intrauterine

period between conception and laying of eggs.

Cobbinah (1993) stated that snails eggs are deposited in dug-

out holes about 2 to 5cm deep in the ground or soil. Plummer in

Chinwuko (1999) observed that the snail eggs are lemon yellow

when freshly laid but whiten with age. Olaniya (2004) stated that

the eggs hatch about four weeks after laying. The author further

stated that the hatchability of snail eggs depend on the soil

temperature, soil humidity and soil composition. Plummer in

Nwaigwe (1999) noted that if the snail eggs are kept at a

temperature of 22.50c to 230c and 80% soil moisture, most eggs

hatch in about 25 days. To avoid low hatching rates, Cobbinah

(1993) recommended that snail farmers should sterilize the soil in

the breeding pen by heating before putting in the breeding stock

while Opara (2004) advised snail farmers to avoid watering the

habitats during the hatching (5 days before).

Olaniya (2004) stated that the first snails to hatch eat the

shells of their eggs. This gives the young snails the needed

calcium for the shells. Newly hatched snails also eat unhatched

eggs. This supplied the young snails protein. The protein helps

the baby snails to be healthy and to develop quickly. In the opinion

of Cobbinah (1993) newly hatched and young snails should be

given tender foliage, plenty of water and if necessary supplementary

calcium. The author further stated that excreta and leftover food

should be removed daily. Thompson and Cheney (2008)

recommended that young snails should be kept in the nursery for

about six weeks before moving the young snails to a separate pen.

The authors further stated that young snails do best if kept with

other snails of similar size, and when eight hours of day light is

provided.

Success in snail breeding requires some competencies.

Cobbinah (1993), Olaniya (2004), Opara (2004) and Thompson and

Cheney (2008) summarized the steps involved in the breeding of

snail as follows:

1. Set up the breeding pen.

2. Fill the breeding pen one third full with uncompacted garden

soil baked to kill all organisms (insects, nematodes, bacteria,

pests and parasites). Use soil that does not have fertilizer or

chemicals in it.

3. Partially cover the soil with moss but leave enough room for

the snails to crawl around on the dirt.

4. Sprinkle water on the moss

5. Select appropriate breeding stock.

6. Put the breeding snails in the breeding pen (usually in April

or Early may)

7. Feed the snails until Mid-June when mating begins and the

snails stop feeding.

8. Remove the breeding snails to the fattening pens once the

snails have laid their eggs. This leaves more food and less

crowding for the hatchlings.

9. Keep the egg soil environment warm to induce hatching. Soil

temperature of between 220c to 230c will enhance hatching of

eggs.

10. Remove carefully the soil on top of the clutch, three weeks

after egg laying to allow for uniform emergence.

11. Do not water the habitat (pen) during the hatching period (5

days before).

Feeding and Rearing of Snail

Feeding is the act of giving feed to an animal (Hornby, 2001).

Snail need good food to enhance growth, production and good

health. Cobbinah (1993) reported that snails feed mainly on:

i. green leaves such as leaves of cocoyam, talinium triangulare,

cassava, okro, egg plant, centrosema, cabbage, lettuce and

many other green leaves.

ii. Fruits such as paw-paw, mango, banana, plantain, egg plant,

pear, oil palm, tomato and cucumber.

iii. Tubers such as cassava tuber, yam tuber and sweet potato.

iv. flowers.

Olaniya (2004) stated that snails usually prefer juicy leaves

and vegetables over dry leaves. The author further stated that

snails will avoid hairy plants or plants that produce defensive

chemicals. In the opinion of Cobbinah (1993) the attractiveness of

the snail feed is very important in snail nutrition. The author

observed that if the feed is appetizing or contains a feeding

stimulant, snails will eat a lot of it and grow fast and that the type

and quality of feed given to the snails depends on the stage of

development of the snail. The author further stated that newly

hatched and young snails in the nursery should be fed on tender

leafy foliage, fruits, plenty of water and if necessary supplementary

calcium in the form of powdered oyster shells until the snails are

big enough to move to the growers pen. In growers pen, snails

should be fed on vegetables, fruits, fattening feed such as tubers,

and water. Thompson and Cheney reported that growers can be fed

on oats, corn meal, Soya been meal or chicken mash. Two feeds

that snails like and that provides good growth are broilers finisher

and layers mash. Layers mash provides calcium as does crushed

oyster shells. Mash is better for younger snails while pellets are

fine for larger snails. Partially crush the pellets if you feed them to

young snails. Ensure snails have access to enough water if you

feed dry mash to snails. Older (adult) snails should be fed on the

same items used for immature snails. If any change is to be made,

it has to be introduced gradually. Adult snails should be given

calcium if calcium is deficient in the soil. Olaniya (2004) stated

that the calcium should be mixed with wet bran or mashed

potatoes and served on a pan. The calcium will help to heal any

cracks in snail shells and will keep any left-over food from rotting

on the ground. The amount of feed a snail eats depends very

much on the availability of drinking water. Clean water therefore

should be supplied to the snails at all times. Cobbinah (1993)

stated that the water should be provided to the snails in shallow

containers. If the water containers are too deep, the snails will not

be able to crawl out of the container and will drown. For baby

snails, a piece of sponge or cotton soaked in water will do.

Other factors that affect the amount of feed snails eat include

temperature, light intensity, air humidity, food preferences and

food supplied. When the temperature and light intensity are high

such as during the day time, snails go into hiding and refuse to eat.

Olaniya (2004) observed that ninety nine percent of snail activity

including feeding occurs in the cool, dark nighttime, with peak

activity taking place, two to three hours after darkness begins.

According to the author the cooler temperature stimulates activity

and the night time dew helps the snail to move easily and feed.

Olaniya (2004) therefore, recommended that feed be provided for

the snails in the evening and that the feed should not be placed in

one small clump so that there is not enough room for all the snails

to get to it.

Snail Health Management

Health is a state of complete physical and mental well being

of the animal that brings about the normal function of all metabolic

activities of the body system (Thomas, 1993). When there is any

interference with the normal functioning of the body of the animal a

disease is said to occur (Wilson, 1995). This condition will result in

a state of ill-health which prevents animals from maximum growth,

development and production. Snails are affected by bacterial

and fungal diseases. Cobbinah (1993) stated that the fungal

disease caused by the fungus fusarium affect the eggs of snail

causing the eggs to turn reddish brown and to stop development.

The bacterium pseudomonas aeruginosa causes an intestinal

infection that can spread rapidly in a crowded snail pen. The

occurrence of diseases cause a farmer to be in a state of confusion

and distress. Diseases can spread out rapidly causing high

mortality and huge financial losses to the farmer. Gillespie (1997)

noted that it is better to prevent diseases outbreak than trying to

control it. Good housing, adequate spacing, adequate feeding,

avoidance of stress and basic common sense hygiene prevent the

occurrence and spread of diseases and improve the health, growth,

development and production in snails.

Snails are also affected by parasites and predators. Olaniya

(2004) stated that farmers should watch out for parasites and

predators such as rats, mice, moles, birds frogs, trade, lizards,

snakes, walking insects (beetles and crickets) flies, millipedes and

centipedes. Frogs tend to eat the young snails while the reptiles eat

both the snails and the eggs. To check the attack on snail by

predators and parasites, Cobbinah (1993) made the following

recommendations:

a. The use of cover nets over the pens to prevent flies and birds

attack

b. The building of fences around the pens to keep some other

predators out except birds.

c. Setting bait or trap outside the snail farm area.

d. Regular removal of left over food from pens because some

predators such as rats and field mice are attracted by the

uneaten food

e. Protection of the farm against poachers that is human

predators.

Ayobi (2007) in addition stated that farmers should take the

snails out of the pen, remove the soil inside the pen and replace the

soil with new soil whenever ants are found inside the pen to avoid

the ants killing the snails. Maintaining snail health is the key to a

profitable and satisfactory snail production enterprise. In the

opinion of Cooper (1990) there are many considerations that need

to be made in dealing with the health of animals. These include:

Maintaining a healthy environment; being able to identify animal

diseases, parasites and predators and knowing how to treat health

problems when they occur. To maintain a healthy environment in

snail production, Ayobi (2007), Cobbinah (1993) and Olaniya (2004)

recommended:

a. The pens should be cleaned out regularly to remove excreta

and uneaten food as well as any other decaying matter that

may serve as substrate for pathogenic organisms.

b. The introduction of earthworm into the snail pen to help

clean up the snail droppings.

c. The changing of the leaves on top of the soil inside the pen

every two or three months

d. The removal of dead snails from the pen on weekly bases.

The ability to identify predators and recognize signs of

diseases are very important in health management. This enables

the farmer to render first aid services before reporting to the

veterinary doctor for treatment. Snails should be observed

regularly for signs of ill-health. Any sick snail should be isolated

from the healthy ones to avoid the spread of the disease. Above all,

basic hygiene should be observed.

Harvesting of Snails

Snails are harvested when the snails are mature. Olaniya

(2004) stated that snails are mature when a flare or reinforcing lip

forms at the opening of the shell. Ayobi (2007) reported that snails

take about one and a half to two years to attain adult stage.

Mature snails are harvested by hand-picking the snails. Pick the

snail by gently squeezing the middle of the shell (Downer, 2007).

Be gentle and handle the snail carefully. Hcmoyhuk (2007) stated

that, the easiest time to find the snails is when the plants are wet,

after it has rained or at night when there is dew and they are

moving about or eating. You can also put out some of the food the

snails like and when they come to eat it, you can collect them.

The best way to harvest is a few snails at a time when you

want to eat or to sell at the market. Harvest all the snails by the

end of the second year so that you can plant the pen in time for the

next growing season. Place the picked snail into a container such

as basket, sack or box with breathable top to ensure that oxygen is

not sealed out.

Snails not meant for immediate consumption are stored in

containers filled with saw-dust or chopped-corn husk. First, cover

the bottom of the storage container with saw dust or corn husk,

carefully put in a thin layer of snails and then cover the snails with

saw dust. Repeat until the box is filled. Ensure the last layer is

saw-dust and that the container is not overstocked to avoid killing

the snails on the bottom of the container. Do not put more than

10 kilograms in a container or you may hurt them. Snails store

for as long as six to eight weeks when stored in this way.

If you are going to sell the snails, you can carry them to the

market in containers. You must be very careful not to hurt them or

break their shells. Snails with clean shells and well cared for will

sell better at the market.

Marketing of Snails

Marketing is a major task in snail production enterprise.

Marketing is defined by the American Marketing Association (1998)

as the performance of business activities that direct the flow of

goods and service from producers to consumers. Arene (1998)

stated that marketing involves all those legal, physical and

economic services that make it possible for products from the

producer (farmer) to get to the consumers in the form desired by

consumers for effective change of ownership. Certain factors are

taken into consideration when deciding on how to market animals

and animal products. In the opinion of Cooper (1990) these factors

include:

a. The demand for the product to be produced.

b. The supply of the product already available

c. The types and availability of markets

d. The competition from similar products

e. The buying power of intended consumers

f. The seasonal variations in demand

g. The government price support available

In snail production, harvested mature snails are gathered and

packed into bags, wooden crates or baskets and transported to

selling points where snails are sold directly to consumers,

wholesale traders and retailers. Harvested mature snails are

sometimes processed before marketing. Olaniya (2004) reported

that snails are processed by breaking away the shell, cutting the

foot away from the rest of the body and then removing the slime.

The traditional way to remove the slime is to rub wood ashes on the

snail, then wash the snail (or part of the snail) in water, and repeat

until no slime remains.

Snails like other agricultural produce are perishable in

nature. Snail marketing, therefore, requires specialized skill. In

the view of Kotler (2001) several skills are necessary for an

individual (farmer) to succeed in marketing of agricultural

products. The basic skills according to the author are:

1. Finding buyer or searching for market

2. Grading and standardization of the product

3. Distribution and transportation of the product.

4. Storage of the products

5. Processing of the products

6. Packaging of the product

7. Advertisement and promotion

8. Fixing prices

9. Recording of the financial transactions

10. Risk bearing

Successful marketing is a must if profit is to be made in a

production enterprise. This is because marketing generates the

revenue used in creating products and services. Cooper (1990)

outlined the following strategies for effective marketing:

1. Determining what type of markets are available

2. Determining the cost of various types of marketing (ie fixing

prices)

3. Determining transportation costs to market at each of the

markets available

4. Determining the most profitable form in which to market the

products

5. Advertisement of the good to create markets where none

existed before

6. Marketing of products at the peak of the demand.

These marketing strategies if mastered and adopted by snail

farmers will greatly enhance the production of snail.

Review of Related Empirical Studies

Some research works have been carried out to identify

competencies required for jobs or occupations in agricultural

areas. Nwaigwe (1999) in a study on rearing of snails during the

dry season in Nsukka used experimental research design. The

purpose of the research was to observe the effect of temperature

and relative humidity on keeping the snails active and growing

during dry season period which they normally hibernate. Thirty

snails of the same species but different ages were used. Twenty

snails were seeded in the experimental site while ten similar snails

were seeded in control. After seeding, only the experimental side

was watered while the control side was not. The ambient

temperature and relative humidity for the experimental apartment

were 24.50c and 82% while that of the control remained at 320c and

38% respectively. Feeding of the snails in both the experimental

and control unit was ad-libitum and this was done using paw-paw

fruits and leaves, fluted pumpkin leaves, water leaves, riped

avocado pears and banana fruits and leaves. The routine weighing

of the snails was done bi-weekly.

The researcher observed that the snails in the experimental

apartment gained weight progressively as a result of suitable

environmental condition. The research also observed that the

snails in the experimental apartment showed loss of weight on days

of irregular water supply while the snails in the control apartment

did not show any increase in weight. The research therefore

concluded that water is indispensable in the weight gain and

general welfare of the snails and that with adequate relative

humidly it is possible to keep snails active year round.

Uko (2003) in a study to develop entry level skills needed by

senior secondary school students for entry into jobs in poultry

production in Akwa Ibom state, developed six research questions

and formulated six null hypothesis and used structured

questionnaire to collect data for the study. Data was collected from

310 respondents made up of 249 agricultural science teachers and

61 commercial poultry rearers operating in Akwa Ibom State.

Data collected were analysed using mean and standard

deviation to answer the research questions while t-test was used in

testing the null hypothesis.

The findings of the study indicated that 20 entry level skills

were identified as needed in egg and broiler production 14 in

hatchery business, 14 in commercial brooding of chicks, 15 in

poultry nutrition occupation, 20 in poultry health management and

10 in marketing of poultry products.

Nwachukwu (2007 in a study designed to identify the

competencies needed by secondary school graduates for success in

fish farming in Ekiti state used a survey research design for the

study. The population of the study comprised all the 189 registered

fish farmers in the state and 126 teachers of agricultural science in

the secondary schools. Thirty fish farmers from the five randomly

selected local government areas were used for the study.

The data collected were analyzed using mean and standard

deviation and tested at 0.05 level of significance using t-test. The

findings of the study revealed that 78, 31 and 13 competencies

were required for successful fish breeding, production and

marketing respectively.

Mbah (2007) conducted a study to identify work-skills

required by small-scale poultry farmers for improving poultry

production in Nsukka Agricultural Zone of Enugu State. Six

research questions were developed and four null hypothesis were

formulated to guide the study. Survey research designed was

adopted and a structured questionnaire was developed and used

for data collection. Data was collected from 286 respondents made

up of 30 extension agents, 256 registered small-scale poultry

farmers in Nsukka agricultural zone of Enugu state. Data

collected were analyzed using mean and standard deviation to

answer the research questions while t-test was used for testing the

null hypothesis.

The findings of the study indicated that 17 work-skills were

required for improving commercial brooding of chicks, 10 in broiler

production, 13 in egg production, 16 in poultry healthcare

management, 13 in poultry feeding and 12 in marketing of poultry

products.

Akanji (2006) in a study to identify competencies required by

students for operation of tractor for tillage in senior secondary

schools in Ogun state used survey research design. Six research

questions were developed and six null hypothesis were formulated.

Data was collected from one hundred and fifty respondents

made up of 25 factors operators and 125 teachers of agriculture.

Data collected were analyzed using mean and standard deviation

while t-test was used to test the null hypothesis at 0.05 level o

significance.

The findings of the study revealed that twenty seven (27)

competencies were required for successful operation of tractors;

sixteen (16) competencies required for successful ploughing, 16

competencies required for successful harrowing, 16 competencies

required for successful ridging, 14 competencies required for

successful maintenance of tractor and implements and 13

competencies required for safety in operating tractors in

agricultural production.

The empirical studies reviewed are related to the present

research work on competencies required by secondary school

graduates for success in snail production in Imo State because all

the study including the present study aimed at identifying the

competencies required for optimum performance in different

agricultural areas. In addition all the studies reviewed except

Nwaigwe (1999) used survey research design which the current

research work is using. However, Nwaigwe in line with the current

study worked on snail production.

Summary of Literature Review

Few authors have written on snail production enterprise.

Literature reviewed showed that production cannot take place

unless inputs or factors of production such as land, labour capital

and entrepreneur are available. The entrepreneur is expected to be

competent enough to co-ordinate and organize or successfully

combine the other factors of production to maximize profit.

Success in any production depends on how the producer

(entrepreneur) combines all the necessary inputs. This is in line

with the production theory thus the adoption of production theory

as the theoretical framework of this study.

Reviewed literature on secondary school agriculture and

competency development showed that competencies in agriculture

are developed through agricultural education provided by teachers

of agriculture. Review on the secondary school agricultural

science curriculum revealed that the curriculum is broad and

theoretical in nature and does not specify the skills to be learned

by the students thus teachers do not teach basic skills to the

students. The resultant effect is that secondary school students

successfully pass through the curriculum without acquiring the

necessary competencies required for employment in occupations.

To solve this problem, the government of Imo State established a

skill acquisition center to retrain the secondary school graduates.

The training programme of the skill acquisition center was expected

to provide skill in all occupational areas. Literature reviewed

showed, however, that the training programme of the skill

acquisition center is devoid of competencies required for snail

production.

Literature reviewed on snail production showed that snail

production is a cost effective and profitable farming activity. It does

not require a lot of start-up money and space. The running cost is

low compared to other livestock productions. Snail production

involves gathering snails from the wild or buying snails from the

market, keeping the snails in an appropriate environment and

feeding the snails so that it can multiply. Success in snail

production requires adequate planning, good housing, good

breeding stock, adequate feeding, adequate health care and good

marketing strategies.

Reviewed literature on planning a snail production enterprise

shows that planning involves the establishment of objectives and

the formulation, evaluation and selection of policies, strategies,

tactics and actions required to achieve the objectives of an

enterprise. Planning helps the entrepreneur to see opportunities

and threats in the future and to exploit or combat them by

decisions taken in the present.

Literature reviewed on housing shows that good housing is

very necessary for successful snail production. Good housing

provides a condusive environment for proper growth, development

and reproduction of farm animals. A good snail house provides a

cool and moist condition like that found in a forest environment.

Reviewed literature on breeding of snail showed that good

breeding stock is very necessary for successful breeding. Good

breeding stock produces offspring with desirable qualities such as

high fecundity, high hatchability and high establishment and

growth rate. Snails breed mainly during the wet seasons and only

mature snails should be used for breeding.

Review on feeding in snails shows that poorly fed snails are

more prone to disease attack than well feed snails and do not grow

and develop fast. Feed requirements for snail varies based on age

and stage of development. Adequate feeding enhances the growth,

production and health of the snails.

Literature reviewed on snail health management revealed that

a programme of preventive management is the best way to control

diseases and parasites. Preventive programmes involve basic

hygiene and avoidance of stress.

Reviewed literature on harvesting of snails shows that snails

should be harvested only when the snails are mature and by gently

hand picking the snails. Literature reviewed also revealed that

snails should be harvested after it had rained or at night when

there is dew and the snails are moving about or feeding.

The literature reviewed on snail marketing shows that

effective marketing is necessary for a profitable snail production

enterprise. Marketing makes it possible for products from

producers (farmers) to get to the consumers and aids revenue

generation.

Finally, five related empirical studies were reviewed. The

reviewed studies used survey research design which is used in this

study and worked on work skills/competencies required for

occupations in different agricultural areas.

Acquisition of competencies in planning, housing of snails,

breeding of snails, feeding and rearing of snails, snail health

management, harvesting and marketing of snails enables an

individual to be successful in snail production. Secondary school

graduates are deficient in these competencies because the

secondary school agricultural science curriculum is devoid of these

competencies. The purpose of this study is to fill this gap by

identifying these competencies for possible inclusion into the

secondary school and skill acquisition center agricultural science

training programme.

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter is concerned with the procedure used in

collecting and analyzing data for the study. Data collection and

analysis for this study are discussed under the following sub-

headings: design of the study; Area of the study; population for the

study; sample for the study; instrument for data collection;

validation of the instrument; reliability of the instrument; method

of data collection and procedure for data analysis.

Design of the Study

This research work adopted a survey research design.

Nworgu (2006) explained a survey research design as one in which

a group of people or items is studied by collecting and analyzing

data from a few people or items considered to be representative of

the entire group. Since data were collected through the use of

questionnaire on competencies required for snail production by

secondary school graduates in Imo State, from a representative

sample of secondary school agricultural science teachers and

agricultural extension agents in Imo State, the survey research

design was therefore, appropriate for the study.

Area of the Study

The area covered by the study was Imo State of Nigeria. Imo

State consists of twenty seven (27) local government areas grouped

into three education zones namely Owerri, Orlu and Okigwe.

Imo State has a good environment for commercial snail

production. It is geographically located within the rainforest zone

of Nigeria that is very favourable for snail production.

Population for the Study

The target population for the study was five hundred and

eighty nine (589) respondents, comprising of four hundred and fifty

one (451) secondary school agricultural science teachers and one

hundred and thirty eight (138) agricultural extension agents in Imo

State.

The population of the secondary school agricultural science

teachers was obtained from the Imo State secondary education

management board (SEMB. 2008) headquarters in Owerri while the

population of the agricultural extension agents was obtained from

the Imo State agricultural development programme (ADP, 2008)

headquarters in Owerri, Imo State

Sample for the Study

Random sampling technique was used to obtain the sample

for the study. The sample comprised of three hundred and fifty

seven (357) respondents made up of two hundred and fifty two

(252) secondary school agricultural science teachers and one

hundred and five (105) agricultural extension agents.

The agricultural science teachers were selected as follows:

Twelve (12) secondary school agricultural science teachers were

randomly selected from each local government area of the nine (9),

eight (8) and four (4) local government areas randomly selected

among the local government areas in Owerri education zone, Orlu

education zone and Okigwe education zones respectively. This

implied that the total number of teachers selected for the sample

was one hundred and eight (108) from Owerri education zone;

ninety six (96) from Orlu education zone and forty eight (48) from

Okigwe education zone. This represents fifty six percent (56%) of

secondary school agricultural science teachers in Imo State public

schools. Similarly, five (5) agricultural extension agents were

selected from each local government area of the nine (9), eight (8)

and four (4) randomly selected local government areas in Owerri

education zone, Orlu education zone and Okigwe education zone

respectively.

This implied that a total of forty five (45), forty (40) and twenty

(20) agricultural extension agents were selected in Owerri, Orlu and

Okigwe education zones respectively. This represents seventy six

percent (76%) of agricultural extension agents in Imo state.

Instrument for Data Collection

Structured questionnaire was used for data collection in this

study. The questionnaire comprised of ninety nine (99) items

generated from the literature reviewed. The questionnaire has two

parts. Part one collected information on the personal data of the

respondents while part two collected information on the

competencies required by the secondary school graduates for snail

production.

Part two was further divided into seven sections lettered A – G

based on the specific purposes of the study. Section A contained

competency items on planning of snail production; section B.

Contained competency items on housing of snail; section C

contained competency items on breeding of snail; section D

contained competency items on feeding and rearing of snails;

section E contained competency items on snail health

management, section F contained competency items on harvesting

of snail and section G contained competency items on marketing of

snails.

The response scale for the questionnaire was rated as follows:

a. Highly Required HR 4

b. Averagely Required AR 3

c. Slightly Required SR 2

d. Not Required NR 1

Validation of the Instrument

Three experts were requested to review the questionnaire

items to: determine the accuracy, relevance, clarity and total

coverage of the content; determine the appropriateness of the

instructions to the respondents; and evaluate the suitability and

adequacy of the questionnaire.

Two of the experts were selected from the agricultural

education section of the Department of Vocational Teacher

Education while one of the experts was selected from the

department of agricultural extension of the faculty of agriculture,

all from the university of Nigeria, Nsukka. The expert corrections

and suggestions for improving the validity of the instrument were

incorporated in the final version of the instrument.

Reliability of the Instrument

The reliability of an instrument refers to the degree of

consistency with which the instrument measures whatever it

measures (Nworgu, 2006). Data for testing the reliability of the

instrument were generated through a single administration of the

instrument to a sample of the respondents comprising of twenty

secondary school agricultural science teachers and ten agricultural

extension agents in Abia State

Cronbach alpha/coefficient was used to establish the

reliability of the instrument. This is because cronbach alpha

method is appropriate for testing the internal consistency of an

instrument that is polytomously scored. The reliability coefficient

of 0.87 was obtained for the instrument.

Method of Data Collection

Five research assistants were used by the researcher in the

administration and collection of copies of the questionnaire from

the respondents. The research assistants were advised to be

friendly and always establish rapport with the respondents by

letting the respondents believe that the research is for academic

purposes only and that they would not loose or suffer anything if

they returned valid responses.

Procedure for Data Analysis

Mean and standard deviation were used to analyse the data

collected in order to answer the research questions while t-test was

used to test the hypotheses at 0.05 level of significance. The

response scale for the questionnaire was rated as follows:

Scaling Point Numerical Value

Highly Required (HR) - 4

Averagely Required (AR) - 3

Slightly Required (SR) - 2

Not Required (NR) - 1

Any item in the instrument with a mean rating of 2.50 and

over was considered required while any item with a mean rating of

2.49 and below was considered not required for success in snail

production. The null hypothesis for any item was rejected if the t-

calculated value was greater than the critical or table value but

accepted if the t-test calculated value is less than the t-test critical

or table value.

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter presented the analysis of data collected for the

research work. The data collected for the study were analyzed

based on the research questions and the null hypothesis

formulated for the study.

Research Question I

What Competencies were required by the secondary school

graduates on planning a snail production enterprise?

The analysis of data for answering this research question was

presented in table I.

Table 1

Mean ratings of responses of Agricultural science teachers and Agricultural extension agents on competencies required by

secondary school graduates for planning a snail production enterprise in Imo state.

N=357

S/N Competency Items on planning a snail

production enterprise X

S.D Remarks

1 Identify snail species 3.63 0.74 Required

2 Identify sources of snail 3.34 0.70 Required

3 Set goals for the enterprise 3.40 0.90 Required

4 Determine site for the project 3.31 0.92 Required

5 Identify major activities required to achieve the snail production objective

3.30 0.89 Required

6 Identify material resources required for the

snail production project

3.27 0.93 Required

7 Identify labour requirements for the snail

production project

2.85 0.94 Required

8 Decide the type of snail house to build 3.45 0.90 Required

9 Determine housing requirements for the snail production project

3.28 0.84 Required

10 Identify the breeding requirements for

snail production

3.29 0.88 Required

11 Identify rearing requirements for snail production

3.20 0.93 Required

12 Identify marketing requirements for snail production

3.26 0.88 Required

13 Identify sources of financing the snail production project

3.12 0.88 Required

14 Budget for the snail production project 3.33 0.87 Required

15 Keep records of activities on snail

production

3.40 0.83 Required

Key: X = Mean; SD = standard deviation; N = Number of

Respondents

The data presented in Table I showed that the fifteen (15)

competency items had a mean range of 2.85 to 3.63. The Means

were above the cut-off point of 2.50. This indicated that they

respondents agreed that all the competency items were required by

secondary school graduates for planning a snail production

enterprise. The standard deviation of the competency items ranged

from 0.70 to 0.94which is low. This showed that the respondents

were close to one another in their responses and that they were not

far from the mean.

Hypothesis 1

HO1 There was no significant difference between the Mean ratings



secondary school graduates on planning a snail production

enterprise.

The analysis of data for testing the hypothesis was presented

in Table 2.

Table 2:

t-test Analysis of the Mean ratings of responses of two groups

of respondents on competencies required by secondary school

graduates on planning a snail production enterprise

S/N Competency items on planning a

snail production enterprise

Group 1:

Agric

Extension

Agents

Group 2:

Agric

Science

Teachers

t-

cal

Decision Rule

N1 = 105 N2 = 252

2

11SDX 2

1SDX

1 Identify snail species 3.62 0.39 3.63 0.61 -

0.13

NS

2 Identify sources of snail 3.49 0.45 3.27 0.49 2.78 S

3 Set goals for the enterprise 3.46 0.60 3.37 0.89 0.94 NS

4 Determine the site of the project 3.39 0.70 3.27 0.89 1.19 NS

5 Identify major activities required to achieve the snail production objective

3.05 0.85 3.33 0.76 -

2.67

S

6 Identify material resources required for snail production

3.20 0.89 3.29 0.86 -.0.83

NS

7 Identify labour requirements for the snail production project

2.74 0.87 2.90 0.90 -1.47

NS

8 Decide the type of snail house to build

3.62 0.39 3.37 0.97 2.87 S

9 Determine housing requirements for the snail production project

3.11 0.79 3.35 0.64 -2.40

S

10 Identify the breeding requirements for snails

3.28 0.86 3.29 0.74 -0.10

NS

11 Identify rearing requirements for snail production

3.26 0.62 3.18 0.96 0.81 NS

12 Identify marketing requirements for snail production

3.31 0.60 3.23 0.83 0.84 NS

13 Identify sources of financing the snail production project

3.18 0.88 3.10 0.74 0.76 NS

14 Budget for the snail production project

3.16 0.60 3.39 0.81 - S

2.42

15 Keep records of activities on snail production

3.54 0.52 3.30 0.76 2.64 S

Key: X = Mean, SD2 = Standard deviation , N1 = 105, N2 = 252,

t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S = Significant.

The data presented in Table 2 showed that the t-calculated

value ranged from –2.67 to 2.87. The analysis in Table 2 also

revealed that three competency items: Identify sources of snail;

Decide the type of snail house to build; and keep records of

activities on snail production had the calculated t-value greater

than the table t-value of 1.96 at 0.05 level of significance and 355

degree of freedom. For the three competency items, the null

hypothesis of no significant difference between the Mean ratings of

agricultural science teachers and agricultural extension agents was

rejected. However, the null hypothesis was upheld for nine (9)

competency items because the calculated t-values were between

the table t-value of -1.96 and 1.96 at 355 degree of freedom and

0.05 level of significance. This shows that the agricultural science

teachers and the agricultural extension agents had the same view

on the competencies on planning a snail production project.

Research Question 2

What competencies were required by the secondary school

graduates on housing of snails?

Table 3 presented the data for answering research question 2.

Table 3: Mean ratings of responses of agricultural science

teachers and agricultural extension agents on competencies

required by secondary school graduates for housing of snails

in Imo State.

N = 357

S/N Competency Items on housing of

snail X

S.D Remarks

1 Choose a suitable site for snail production 3.74 0.58 Required

2 Clear the site of vegetation 3.07 0.99 Required

3 Select the type of snail house to construct 3.08 0.92 Required

4 Identify the right building materials for

the snail house

3.19 0.90 Required

5 Select appropriate workers to construct the snail house

3.04 1.07 Required

6 Construct a pen that is two meters long, one meter deep and one meter wide

3.02 0.90 Required

7 Plaster the walls of the pen with cement 2.70 1.04 Required

8 Lay two layers of block at the bottom of

the pen

2.79 0.95 Required

9 Fill the pen a little more than one half

meter with good top soil

3.31 0.88 Required

10 Introduce earthworm into the pen 2.83 1.02 Required

11 Put dry leaves on top of the soil inside the pen

3.19 0.96 Required

12 Cover the pen with nylon mesh attached to a wooden frame

3.06 1.06 Required

13 Build a wooden shed to shade the entire pen

2.99 1.04 Required

14 Maintain cool and moist environment 3.58 0.81 Required

The data presented in Table 3, revealed that the fourteen

competency items had a Mean range of 2.70 to 3.74. The Means

were above the cut-off point of 2.50 which indicated that the

respondents agreed that the competency items were required by

secondary school graduates for housing of snail in Imo State. The

standard deviation of the competency items ranged from 0.58 to

1.07, which is low. This indicated that the respondents were close

to one another in their opinions and that they were not far from the

mean.

HYPOTHESIS 2

H02:: There was no significant difference between the Mean ratings



secondary school graduates on housing of snail.

The data for testing the hypothesis were presented in Table 4

TABLE 4

t-test analysis of the Mean ratings of responses of two

groups of respondents on competencies required by secondary

school graduates on housing of snail

S/N Competency Items on

housing of snail Group 1: agricultural

Extension

Agents

Group 2: Agricultural

Science

Teachers

t – cal Decision

Rule

N1=105 N2 = 252

1X

2

1SD

2X

2

2SD

1 Choose a suitable site for snail production

3.85 0.28 3.69 0.35 2.50 S

2 Clear the site of vegetation

3.26 0.77 3.00 1.04 2.42 S

3 Select the type of snail house to construct

3.24 0.65 3.02 0.91 2.22 S

4 Identify the right building materials for the snail house

3.31 0.68 3.14 0.85 1.72 NS

5 Select appropriate workers to construct the snail house

2.99 0.91 2.92 0.80 0.64 NS

6 Construct a pen that is two meters long, one meter deep and one meter wide.

2.93 0.74 3.06 0.83 1.27 NS

7 Plaster the walls of 2.55 1.31 2.70 0.98 1.17 NS

the pen with cement

8 Lay two layers of block’s at the bottom of the pen

2.86 1.07 2.76 0.83 0.86 NS

9 Fill the pen a little more than one half with good top soil.

3.43 0.52 3.25 0.88 1.96 S

10 Introduce earthworm into the pen

2.61 0.91 2.92 1.08 -2.72 S

11 Put dry leaves on top of the soil inside the pen

3.14 0.97 3.21 0.90 -0.75 NS

12 Cover the pen with nylon mesh attached to a wooden frame.

2.93 1.31 3.12 1.04 1.47 NS

13 Build a wooden shed to shade the entire pen.

3.09 0.89 2.96 1.17 1.13 NS

14 Maintain cool and moist environment

3.56 0.48 3.59 0.74 -0.35 NS

Key: X = Mean, SD2 = Standard deviation, N1 = 105, N2 = 252, t-

table value = 1.96; df = 355; p = 0.05; NS = Not significant; S = Significant.

Table 4 presented the analysis of fourteen (14) competency

items on housing of snail. Table 4 shows that the calculated t-value

range is –0.75 to 2.50. Data presented in table 4, revealed that

competency items number 1, 2, and 3 had their calculated t –

values greater than the table t – value of 1.96 at 355 degree of

freedom and 0.05 level of significance. For the competency items,

the null hypothesis of no significant difference was rejected. The

null hypothesis, however, was accepted for nine (9) of the

competency items because the calculated t – values were between

the table t – values of -1.96 and 1.96 at 0.05 level of significance

and 355 degree of freedom.

Research Question 3


graduates on breeding of snails?


presented in Table 5.

Table 5

Mean ratings of responses of agricultural science


required by secondary school graduates for breeding of snails.

N = 357


breeding of snail X

S.D Remarks

1 Identify the breeding season for snail

3.58 0.79 Required

2 Set up the breeding pen for snail

3.49 0.66 Required

3 Sterilize the breeding pen before stocking the snail

3.49 0.78 Required

4 Select appropriate breeding

stocks

3.56 0.65 Required

5 Determine when to put the breeding snail in the breeding pen

3.36 0.81 Required

6 Provide enough space for the breeding stock

3.29 0.79 Required

7 Provide enough feed and water for the breeding stock

3.35 0.85 Required

8 Determine the gestation period for the snails

3.05 1.07 Required

9 Remove the breeding stock

from the breeding pen after egg laying

3.30 0.94 Required

10 Provide enough warmth in the

breeding pen

2.68 1.08 Required

11 Ensure uniform emergence of the hatchlings

2.97 1.11 Required

12 Observe the hatchlings to

gauge their level of comfort

3.04 1.02 Required

13 Provide enough space for the

hatchlings

3.22 0.92 Required

14 Keep breeding records 3.50 0.83 Required

15 Water the pen during hatching 1.59 0.83 Not Required

The data presented in Table 5 showed that the fifteen (15)

competency items had their Means ranged from 1.59 to 3.58. Out

of the fifteen (15) items one had a Mean of 1.59. The Mean was

below the cut-off point of 2.50. This indicated that the competency

item was not required. Fourteen other items had their Mean above

the cut-off point, which indicated that they were required for

breeding of snail by secondary school graduates. The standard

deviation of the competency items ranged from 0.65 to 1.11. This

showed that the respondents were close to one another in their

responses as they were not far from the mean.

HYPOTHESIS 3




secondary school graduates on breeding of snail.

The data for testing the hypothesis were presented in Table 6.

Table 6



school graduates on breeding of snail


breeding of snail

Group 1:

Agricultural

Extension Agents

Group 2:

Agricultural

Science Teachers

t – cal Decision Rule

1=105

N2 = 252

1X

2

1SD

2X 2

2SD

1 Identify the breeding season for snail

3.47 0.64 3.63 0.61 -1.74

NS

2 Set up the breeding pen for snail

3.43 0.56 3.51 0.39 0.96 NS

3 Sterilize the breeding pen before stocking the snail

3.49 0.68 3.49 0.59 0.00 NS

4 Select appropriate breeding stocks

3.68 0.30 3.51 0.47 2.46 S

5 Determine when to put the breeding snail in the breeding pen.

3.30 0.63 3.39 0.65 -0.97

NS

6 Provide enough space for the breeding stock

3.37 0.47 3.25 0.68 1.46 NS

7 Provide enough feed and water for the breeding stock.

3.39 0.47 3.33 0.84 0.68 NS

8 Determine the gestation period for snails

3.14 0.93 3.02 1.23 1.03 NS

9 Remove the breeding stock from the breeding pen after egg laying

3.16 0.87 3.35 0.88 -1.74

NS

10 Provide enough warmth in the breeding pen.

2.72 1.18 2.66 1.15 0.48 NS

11 Ensure uniform emergence of the hatchling

3.05 0.97 2.94 1.34 0.96 NS

12 Observe the hatchlings to gauge their level of comfort.

3.05 0.85 3.04 1.13 0.09 NS

13 Provide enough space for the hatchlings

3.09 0.89 3.27 0.81 -1.67

NS

14. Keep breeding records

3.43 0.82 3.53 0.63 -0.98

NS

15. Water the pen during hatching.

1.54 1.77 1.61 0.65 -0.50

NS

Key: X = Mean, SD2 = Standard deviation , N1 = 105, N2 =

252, t-table value = 1.96; df = 355; p = 0.05; NS = Not significant ; S = Significant

Table 6 shows that the calculated t-values range from –1.74 to

2.46. Data presented in Table 6 showed that competency item

number 4 (select appropriate breeding stock) had calculated t –

value greater than the table t – value of 1.96 at 0.05 level of

significance and 355 degree of freedom. For the competency item

number 4, the null hypothesis was rejected. However, the null

hypothesis of no significant difference was accepted for the

remaining fourteen (14) competency items because the calculated t-

values were less than the table t – value of 1.96 at 0.05 level of

significance and 355 degree of freedom.

Research Question 4


graduates on feeding and rearing of snails to maturity? The

analysis of data for answering the above research question was

presented in Table 7.

Table 7

Mean ratings of Responses of agricultural science

Teachers and Agricultural Extension agents on competencies

required by secondary school graduates for feeding and

rearing of snails to maturity.

S/N Competency Items on feeding

and rearing of snail X

S.D Remarks

1 Identify types of feed for snail 3.61 0.66 Required

2 Identify sources of feed 3.47 0.68 Required

3 Identify snail feeding habits 3.39 0.74 Required

4 Identify snail feed requirement at each Stage of development

3.35 0.84 Required

5 Feed the snail 3.33 0.84 Required

6 Provide adequate feed to the snails

3.50 0.76 Required

7 Provide water in shallow containers

3.06 0.97 Required

8 Keep record of use of feed 3.17 0.99 Required

9 Recognize signs of nutrient deficiency

3.36 0 .84 Required

10 Provide water for the snails at

all times

3.05 1.07 Required

11 Weigh the snails regularly 1.73 0.90 Not Required

12 Remove left over feed daily 3.28 0.82 Required

13 Clean the feed trough daily 3.43 0.73 Required

14 Clean the water trough daily 3.06 0.97 Required

15 Rear only snails of the same

age together

3.17 0.99 Required

16 Quarantine purchased snails before stocking

3.36 0.84 Required

17 Feed the snails only in the

evening

3.13 0.77 Required

18. Expose the snails to high light intensity Occasionally

1.83 0.99 Not Required

19 Provide water in deep

containers

1.69 0.76 Not

Required

20 Provide feed in one clump 1.60 0.80 Not Required

21 Fertilize the soil in the pen 1.52 0.76 Not

using NPK fertilizer Required

22 Rear snails of different ages

and sizes together

1.60 0.82 Not

Required

The data presented in Table 7 showed that twenty two (22)

competency items had a Mean range of 1.52 to 3.61. Sixteen of the

twenty two (22) competency items had their Mean above the cut-off

point of 2.50. This implies that sixteen competency items were

required by secondary school graduates for feeding and rearing of

snails. Six (6) of the twenty two competency items had their Mean

below the cut-off point of 2.50 which showed that they were not

required. The standard deviation of the competency items ranged

from 0.66 to 1.07, which is low. This showed that the respondents

were close to one another in their responses and that they were not

far from the mean.

HYPOTHESIS 4:




secondary school graduates in feeding and rearing of snail.

The data for testing the hypothesis were presented in Table

8.

Table 8



school graduates on feeding and rearing of snail.


feeding and rearing of

snail

Group 1:

Agricultural

Extension Agents

Group 2:

Agricultural

Science Teachers

t – cal Decision Rule

N1=105 N2 = 252

1X

2

1SD

2X

2

2SD

1 Identify types of feed for snail

3.60 0.59 3.60 0.37 0.00 NS

2 Identify sources of feed 3.45 0.37 3.47 0.51 -0.27 NS

3 Identify snail feeding habits

3.49 0.48 3.55 0.56 -0.75 NS

4 Identify snail feed requirement at each stage of development.

3.20 0.70 3.41 0.70 -2.17 S

5 Feed the snails 3.22 1.02 3.37 0.57 -1.38 NS


3.60 0.44 3.45 0.62 1.83 NS


2.90 1.35 3.14 0.77 -1.91 NS

8 Keep record of use of feed

3.11 1.21 3.19 0.89 -0.65 NS

9. Recognize signs of nutrient deficiencies

3.30 0.63 3.39 0.73 -0.96 NS

10 Provide water for the snails at all times

3.14 0.93 3.02 1.23 1.03 NS

11. Weigh the snails regularly

1.90 1.21 1.67 0.64 1.93 NS

12. Remove left over feed daily

3.16 0.71 3.33 0.64 -1.75 NS

13. Clean the feed trough daily

3.32 0.59 3.47 0.51 -1.72 NS

14. Clean the water trough daily

2.90 1.35 3.14 0.77 -1.91 NS

15. Rear only snails of the

same age together

3.11 1.21 3.19 0.89 -0.65 NS

16. Quarantine purchased snails before stocking

3.30 0.63 3.39 0.73 -0.96 NS

17. Feed snails only in the evening

3.02 0.87 3.18 0.48 -1.58 NS

18. Expose the snails to high light intensity occasionally.

1.90 1.21 1.80 0.89 0.81 NS

19. Provide water in deep containers

1.79 0.59 1.65 0.56 1.57 NS

20. Provide feed in one clump

1.40 0.59 1.69 0.63 -3.22 S

21 Fertilize the soil in the pen using NPK fertilizer

1.55 0.37 1.51 0.67 0.51 NS

22 Rear snails of different ages and sizes together…

1.78 1.02 1.53 0.51 2.32 S


t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S = Significant

Table 8 presents the analysis of twenty two competency items on

feeding and rearing of snails as viewed by agricultural extension

agents and secondary school agricultural science teachers in Imo

State. Data presented in Table 8 revealed that the range of the

calculated t-values for the competencies is –3.22 to 2.32. It also

showed that twenty-one competency items had calculated t – value

less than the table t – value of 1.96 at 0.05 level of significance and

355 degree of freedom. The null hypothesis was upheld for nineteen

(19) competency items. The null hypothesis of no significant

difference, however, was rejected for competency items number 4,

20 and 22 because the calculated t – value were between the table t

– value of -1.96 and 1.96 at 355 degree of freedom and 0.05 level of

significance.

Research Question 5


graduates on snail health management?

Table 9 presented the data for answering research question 5.

Table 9

Mean ratings of responses of agricultural science


required by secondary school graduates for snail health

management.

S/N Competency Item on snail

health management. X

S.D Remarks

1 identify common snail diseases 3.59 0.73 Required

2 Recognize common snail pests

and parasites

3.53 0.74 Required

3 identify how snail diseases are

spread

3.53 0.75 Required

4 Maintain high level of hygiene in

the pen

3.47 0.79 Required

5 observe snails closely to diagnose

snail diseases

3.43 0.80 Required

6 Separate sick snails from healthy snails

3.45 0.75 Required

7 Keep proper health record of the snails in the pen

3.37 0.84 Required

8 Dispose dead snails to prevent further infections

3.42 0.98 Required

9 Destroy snail pests 3.41 0.83 Required 10 Fence the snail house to keep

predators away 3.50 0.77 Required

11 Regulate the temperature of the pen 3.17 0.98 Required

12 Regulate the humidity 3.06 0.98 Required

13 Avoid stress on snail 2.96 1.08 Required

14 Remove the leaves on top of the soil in the pen every three months

3.10 0.96 Required

15 Keep mortality records 3.25 1.01 Required

The data presented in Table 9 showed that the fifteen (15)

competency items had a Mean range of 2.96 to 3.59. This indicates

that the respondents agreed that the competency items were

required by secondary school graduates on snail health

management because their Mean were above the cut-off point of

2.50. The standard deviations of the competency items ranged from

0.73 to 1.08, which is low. This indicates that the respondents were

close to one another in their responses and that they are not far

from the Mean.

HYPOTHESIS 5:




by secondary school graduates in snail health management.

The data for testing the hypothesis were presented in

Table 10.

Table 10

t-test analysis of the mean ratings of responses of two groups of respondents on competencies required by secondary school graduates on snail health management

S/N Competency Items Group 1:

Agricultural

Extension Agents

Group 2:

Agricultural

Science

Teachers

t – cal Decision

Rule

N1=105 N2 = 252

1X

2

1SD

2X

2

2SD

1 Identify common snail diseases

3.54 0.64 3.61 0.49 -0..78 NS

2 Recognize common snail pests and parasites

3.49 0.48 3.55 0.58 -0.70 NS

3 Identify how snail diseases are spread

3.43 0.59 3.57 0.54 -1.59 NS

4 Maintain high level of hygiene in the pen

3.47 0.52 3.47 0.66 0.00 NS

5 Observe snails closely to diagnose snail diseases

3.33 0.69 3.47 0.63 -1.49 NS

6 Separate sick snails from healthy snails

3.52 0.60 3.41 0.54 1.24 NS

7 Keep proper health 3.37 0.58 3.37 0.77 0.00 NS

record of the snails in the pen

8 Dispose dead snails to prevent further infection

3.62 0.51 3.33 1.12 2.99 S

9. Destroy snail pests 3.26 0.89 3.47 0.59 -2.02 S

10 Fence the snail house to keep predators away.

3.41 0.59 3.53 0.59 -1.35 NS

11. Regulate the temperature of the pen

3.26 0.81 3.14 1.01 1.11 NS

12. Regulate the

humidity

3.30 0.79 2.96 1.01 3.18 S

13. Avoid stress on snail 2.95 0.57 2.96 1.41 -0.10 NS

14. Remove the leaves on top of the soil in the pen every three months

3.14 0.82 3.08 0.96 0.56 NS

15. Keep mortality records.

3.20 1.05 3.27 1.01 -0.59 NS


t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S =

Significant.

Table 10 revealed that t-calculated values range from –2.02 to 3.18.

Data presented in Table 10 showed that competency items number

8 and 12 (Dispose dead snails to prevent further infection; and

regulate the humidity) had calculated t – value greater than the

table t – value of 1.96 at 0.05 level of significance and 355 degree of

freedom. For the competency items, the null hypothesis was

rejected. The null hypothesis, however, was accepted for twelve (12)

competency items because the calculated t – values were between

the table t – value of -1.96 and 1.96 at 0.05 level of significance and

355 degrees of freedom.

Research Question 6


graduates on harvesting of snail?

The analysis of data for answering this research question was presented in Table 11. Table 11

Mean Ratings of responses of Agricultural science

Teachers and Agricultural extension agents on competencies

required by secondary school graduates for harvesting of

snail. N = 357


harvesting of snail X

SD Remarks

1 Identify mature snails 3.64 0.66 Required

2 Determine when to harvest

snail

3.60 0.75 Required

3 Harvest snail 3.29 0.98 Required

4 Process snail to attract market 3.35 0.91 Required

5 Grade snails for market 3.26 0.94 Required

6 Preserve snails after harvest 3.00 0.70 Required

The data presented in Table 11 showed that the six (6)

competency items had a Mean range of 3.00 to 3.6. The Means

were above the cut-off point of 2.50. This shows that the

competency items were required by secondary school graduates for

harvesting of snail. The standard deviation of the competency items

ranged from 0.66 to 0.98, which is low. This shows that the

respondents were close to one another in their responses and that

they were not far from the Mean.

HYPOTHESIS 6

HO6: There was no significant difference between the Mean ratings



secondary school graduates in harvesting of snails.


12.

Table 12

t – test analysis of the Mean ratings of responses of two


school graduates on harvesting of snails. S/N Competency items on

harvesting of snail Group1: Agric Extension Agents N1 = 105

Group 2: Agric Science Teachers N2= 252

t-cal Decision Rule

X1

SD2

1

X1

SD2

2

1 Identify mature snails

3.75

0.27 3.59 0.50 2.35 S

2 Determine when to harvest snail

3.68

0.41 3.57 0.62 1.38 NS

3 Harvest snail 3.37

0.66 3.25 1.08 1.17 NS

4 Process snail to attract market

3.52

0.70 3.27 0.85 2.5 S

5 Grade snails for market

3.41

0.67 3.19 0.97 2.18 S

6 Preserve snails

after harvest

3.15

0.32 2.94 0.55 2.92 S


t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S =

Significant.

Table 12 presented the data analysis of six competency items on

harvesting of snail as viewed by agricultural extension agents and

secondary school agricultural science teachers in Imo State. The

calculated t-values for the competency items range from 1.17 to

2.92. Data presented in Table 12 also showed that competency

items number 2 and 3 had calculated t-value less than the table t-

value of 1.96 at 0.05 levels of significance and 355 degree of

freedom. The null hypothesis was accepted for the competency

items. However, the null hypothesis was rejected for the remaining

competency items because the calculated t-value were greater than

the table t-value of 1.96 at 355 degree of freedom and 0.05 level of

significance.

Research Question 7


graduates on marketing of snails?


presented in Table 13

Table 13

Mean Ratings of responses of agricultural science


required by secondary school graduates for marketing of

snails in Imo State.

N = 357

S/N Competency items on

marketing of snail X

S.D Remarks

1 Locate market for the sale of snail

3.40 0.80 Required

2 Advertise snail products to promote patronage

3.16 0.88 Required

3 Clean snail shells before marketing

2.87 0.95 Required

4 Fix prices for different grades of snail

3.08 0.88 Required

5 Determine means of transporting snails to customers

2.94 0.97 Required

6 Distribute snail to the customers at their base

2.86 0.95 Required

7 Provide storage facilities for products awaiting market

3.24 0.90 Required

8 Store snails awaiting market 1.61 0.88 Not

Required

9 Store live snails in air tight containers

1.47 0.75 Not Required

10 Make effective use of market information

3.40 0.84 Required

11 Determine when to sale snails for maximum profit

3.54 0.75 Required

12 keep accurate records of sale of snail

3.39 0.88 Required

The data presented in Table 13 showed that the twelve (12)

competency items had a Mean range of 1.47 to 3.35. Ten of the

twelve (12) competency items had a Mean above the cut-off point of

2.50. This indicates that the ten competency items were required

by secondary school graduates for marketing of snails. Two

competency items (store snails awaiting market; store live snails in

air tight containers) had their Mean below the cut-off point of 2.50.

This showed that the competencies were not required by the

secondary school graduates for marketing of snails. The standard

deviation of the competency items ranged form 0.75 to 0.97, which

is low. This shows that the respondents were close to one another

in their responses and that they were not far from the mean.

Hypothesis 7

HO7 There was no significant difference between the Mean ratings



secondary school graduates in marketing of snails.


14.

Table 14

T-test analysis of the Mean ratings of responses of two groups of respondents on competencies required by secondary school graduates on marketing of snails.

S/N Competency items on marketing of snail

Group1: Agric Extension Agents

Group 2: Agric Science Teachers

t-cal Decision Rule

N1 = 105 N2 = 252

2

11SDX

2

221

SDX

1 Locate market for the sale of

snail

3.50 0.41 3.37 0.69 1.59 NS


3.22 0.71 3.14 0.66 0.83 NS

3 Clean snail shells before marketing

2.89 1.06 2.86 0.85 0.26 NS

4 Fix prices for different grades of

snail

3.12 0.92 3.06 0.71 0.56 NS

5 Determine means of transporting snails to

customers

2.91 1.10 3.96 0.89 -8.90 S

6 Distribute snail to the customers at their base

2.88 1.01 2.86 0.85 0.18 NS

7 Provide storage facilities for products awaiting market

2.97 1.09 3.35 0.64 -3.33 S

8 Store snails awaiting market 1.53 0.52 1.65 0.88 -1.30 NS

9 Store live snails in air tight

container

1.46 0.52 1.47 0.59 -0.12 NS

10 Make effective use of market information

3.33 0.72 3.43 0.70 -1.02 NS

11 Determine when to sale snails for maximum profit

3.54 0.52 3.53 0.59 0.12 NS

12 Keep accurate records of sale of

snail

3.47 0.52 3.35 0.88 1.30 NS


t-table value = 1.96; df = 355; p = 0.05; NS = Not significant; S = Significant.

Table 14 presents the analysis of twelve (12) competency items on

marketing of snail as viewed by agricultural extension agents and

secondary school agricultural science teachers in Imo State. The

calculated t-values for competency items range from –8.90 to 1.59. Data

presented in Table 14 also showed that each of the twelve (12)

competency items had a calculated t-value less than the table t-

value of 1.96 (two tail test) at 0.05 level of significance and 355

degree of freedom. However table 14 revealed that there was

significant difference between the Mean ratings of the two group of

respondents (agricultural extension agents and secondary school

agricultural science teachers) on two of the competencies on

marketing of snails in Imo State. With this finding, the null

hypothesis of no significant difference was not accepted for the two

competency items.

Findings of the Study

The following were the major findings of the study arising

from the analysis of data:

(a) Competencies on planning a snail production enterprise

The respondents agreed that secondary school graduates

require the following 15 competencies for planning a snail

production enterprise:

(1) Identify snail species

(2) Identify sources of snail

(3) Set goals for the enterprise

(4) Determine site for the snail production project

(5) Identify major activities required to achieve the snail

production objective

(6) Identify material resources required for the snail production

project

(7) Identify labour requirements for the snail production project

(8) Decide the type of snail house to build

(9) Determine housing requirements for the snail production

project

(10) Identify the breeding requirements for snail production

(11) Identify rearing requirements for snail production

(12) Identify marketing requirements for snail production

(13) Identify sources of financing the snail production project

(14) Budget for the snail production project

(15) Keep records of activities on snail production.

The analysis of the hypothesis tested revealed that: the

agricultural extension agents and the secondary school agricultural

science teachers differed significantly in six (6) and agreed on nine

(9) of the fifteen (15) competencies on planning a snail production

enterprise in Imo State.

(b) Competencies on housing of snail


require the following 14 competencies for housing of snails:

1.) Choose a suitable site for snail production

2.) Clear the site of vegetation

3.) Select the type of snail house to construct

4.) Identify the right building materials for the snail house

5.) Select appropriate workers to construct the snail house

6.) Construct a pen that is two meters long, one meter deep and

one meter wide.

7.) Plaster the walls of the pen with cement

8.) Lay two layers of block at the bottom of the pen

9.) Fill the pen a little more than one half meter with good top

soil

10.) Introduce earthworm into the pen

11.) Put dry leaves on top of the soil inside the pen

12.) Cover the pen with nylon mesh attached to a wooden frame

13.) Build a wooden shed to shade the entire pen

14.) Maintain cool and moist environment

The analysis of the hypothesis tested revealed that: there was

no significant difference between the Mean ratings of the responses

of secondary school agricultural science teachers and agricultural

extension agents on nine (9) of the fourteen competencies on

housing of snail. However, the agricultural extension agents and

the secondary school agricultural science teachers differed

significantly in five (5) of fifteen competencies on housing of snail.

c) Competencies on breeding of snail

The respondents agreed that the following 14 competencies

were required in breeding of snails:

1) Identify the breeding season for snail

2) Set up the breeding pen for snail

3) Sterilize the breeding pen before stocking the snail

4) Select appropriate breeding stock

5) Determine when to put the breeding snail in the breeding pen

6) Provide enough space for the breeding stock

7) Provide enough feed and water for the breeding stock

8) Determine the gestation period for the snails

9) Remove the breeding stock from the breeding pen after egg

laying

10) Provide enough warmth in the breeding pen

11) Ensure uniform emergence of the hatchlings.

12) Observe the hatchlings to gauge their level of comfort

13) Provide enough space for the hatchlings

14) Keep breeding records.

The analysis of the hypothesis tested revealed that the Mean –

ratings of agricultural extension agents and Mean ratings of the

secondary school agricultural sciences teachers did not differ

significantly in fourteen of the fifteen competencies on breeding of

snail but differed significantly in only one of the fifteen

competencies on breeding of snail as indicated in Table 6.

(d) Competencies on feeding and rearing of snails


were required in feeding and rearing of snail:

1. Identify types of feed for snail

2. Identify sources of feed

3. Identify snail feeding habits

4. Identify snail feed requirements at each stage of development

5. feed the snails

6. Provide adequate feed to the snails

7. Provide water in shallow containers

8. keep record of use of feed

9. Recognize signs of nutrient deficiency

10. Provide water for the snails at all times

11. Remove left over feed daily



14. Rear only snails of the same age together


16 Feed the snails only in the evening.

The analysis of the hypothesis tested revealed that the


science teachers Mean rating differed significantly in three (3) of the

competencies while they did not differ significantly in nineteen (19)

of the twenty two competencies on feeding and rearing of snails.

(e) Competencies on snail health management


require the following 15 competencies for snail health management:

1. Identify common snail diseases

2. Recognize common snail pests and parasites

3. Identify how snail diseases are spread

4. Maintain high level of hygiene in the pen

5. Observe snails closely to diagnose snail diseases

6. Separate sick snails from healthy snails

7. Keep proper health record of the snails in the pen

8. Dispose dead snails to prevent further infections

9. Destroy snail pests

10. Fence the snail house to keep predators away

11. Regulate the temperature of the pen

12. Regulate the humidity

13. Avoid stress on snail

14. Remove the leaves on top of the soil in the pen every three

months

15. Keep mortality records.

The analysis of the hypothesis tested revealed that the


science teachers Mean ratings differed significantly in three but did

not differ significantly in twelve of the fifteen competencies on snail

health management.

(f) Competencies on harvesting of snail


were required in harvesting of snail by the secondary school

graduates:

1. Identify mature snail

2. Determine when to harvest snail

3. Harvest snail

4. Process snail to attract market

5. Grade snails for market

6. Preserve snails after harvest

The analysis of the hypothesis tested revealed that: the


science teachers Mean ratings did not differ significantly in two but

differed significantly in four of the six competencies on harvesting

of snail.

(g) Competencies on marketing of snails


require the following competencies for marketing of snail:

1. Locate market for the sale of snail

2. Advertise snail products to promote patronage

3. Clean snail shells before marketing

4. Fix prices for different grades of snail

5. Determine means of transporting snails to customers

6. Distribute snail to the customers at their base

7. Provide storage facilities for products awaiting market.

8. Make effective use of market information

9. Determine when to sale snails for maximum profit

10. Keep accurate records of sale of snail.

The analysis of the hypothesis tested revealed that there was

no significant difference between the Mean ratings of the responses

of agricultural extension agents and secondary school agricultural

science teachers on ten of the competencies on marketing of snails.

Discussion of the Findings

The findings of the study were discussed based on the

following subheadings derived from the study objectives and

research questions: competencies on planning a snail production

enterprise; competencies on housing of snail; competencies on

breeding of snail; competencies on feeding and rearing of snail;

competencies on snail health management; competencies on

harvesting of snail; and competencies on marketing of snails.

(a) Competency in planning a snail production enterprise

The findings of the study showed that the respondents agreed

that secondary school graduates require competencies on planning

for a successful snail production. Table 1 indicated that the

following competencies on planning were required by secondary

school graduates: Set goals for the snail production enterprise;

Determine site for the snail production project; Identify snail

species; Identify sources of snail; Identify major activities required

to achieve the snail production objective; Identify material

resources required for the snail production project; Identify labour

requirements for the snail production project; Decide the type of

snail house to build; Determine housing requirements for the snail

production project; Identify the breeding requirements for snail

production; Identify rearing requirements for snail production;

Identify marketing requirements for snail production; Identify

sources of financing the snail production project; Budget for the

snail production project; Keep records of activities on snails

production. The 15 competencies identified as required had their

Means above the cut off point of 2.50 with low standard deviation.

This indicates that the respondents homogeneously agreed that the

competencies were required by secondary school graduates in Imo

State.

The findings were in agreement with the views of Olaitan

(2008) who identified planning activities for a project as follows:

stating the objectives of the project; determining the site of the

project; identifying material resources necessary for the project;

identifying the labour requirements; budgeting for the project and

keeping records. The findings were also in agreement with the

views of Igbinosa (2002) who stated that for success in any

business, the individual involved must decide in advance what to

do, how to do it, when to do it and who is to do it. Possession of

these competencies on planning, therefore, forms the pre-requisite

requirements for secondary school graduates intending to go into

snail production.

The study also found out that there was no significant

difference in the Mean ratings of secondary school agricultural

science teachers and agricultural extension agents on nine (9) of

the fifteen (15) competency items on planning a snail production

enterprise in Table 2. This implies that the respondents shared the

same view on the competency item, therefore, any observed

differences may be due to sampling error. However, there was

significant difference between the Mean ratings of the two groups of

respondents on five of the fifteen competency items listed in Table 2

namely: Identify sources of snail; Identify major activities required

to achieve the snail production objective; decide on the type of snail

house to build; determine housing requirements for the snail

production project; budget for the snail production project; and

keep records of activities on snail production. This implied that the

respondents did not rate the competencies from the same

perspective. The agricultural extension agents might be more

practical oriented than the agricultural science teachers in their

ratings of the three competency items. Therefore any observed

differences may not be due to error in sampling.

(b) Competencies on housing of snail

The study found out that fourteen competencies were

required by secondary school graduates on housing of snail. The

competencies had their Mean above the cut-off point of 2.50. This

indicates that the respondents agreed that the competency items

were required by secondary school graduates for housing of snail in

Imo State. The competencies include: Choose a suitable site for

snail production; Clear the site of vegetation; Select the type of

snail house to construct; Identify the right building materials for

the snail house; Select appropriate workers to construct the snail

house; Construct a pen that is two meters long, one meter deep

and one meter wide; Plaster the walls of the pen with cement; Lay

two layers of block at the bottom of the pen; Fill the pen a little

more than one half meter with good top soil; Introduce earthworm

into the pen; Put dry leaves on top of the soil inside the pen; Cover

the pen with nylon mesh attached to a wooden frame; Build a

wooden shed to shade the entire pen; Maintain cool and moist

environment. Choosing a suitable site for snail production ranked

first and was followed by maintaining a cool and moist environment

as competencies on housing required by secondary school

graduates based on the mean ratings of agricultural extension

agents and secondary school agricultural science teachers in Imo

State.

The findings of the study were in agreement with the views of

Cobbinah (1993) who admitted that the selection of appropriate site

is the first step in snail housing. The findings were also in

conformity with the views of Thompson and Cheney` (2008) who

stated that a mild climate with 70% to 90% humidity is best for

snail production. The findings support the views of Olaniya (2004)

who described a typical snail house (breeding box) as consisting of

concrete sides, soil with earthworms to cleanse the soil on the

bottom, vegetation, curved tiles to provide shelter, feeders, chicken

waterer and netting to cover the top. However the finding “clear the

site of vegetative” is not in conformity with the view of Cobbinah

(1993) who stated that sites with good enough tree cover to reduce

the impact of the wind are usually the most suitable for snail

production.

The findings of the study also revealed that there was no

significant difference between the Mean ratings of the responses of

secondary school agricultural science teachers and agricultural

extension agents on nine of the fourteen competencies on housing

of snail listed in Table 4. This implied that the two groups of

respondents shared the same view on the competencies. Any

observed differences therefore, may be due to sampling error.

Significant difference, however, occurred in the Mean ratings of the

two groups of respondents on five of the fourteen competencies in

Table 4 namely: choose a suitable site for snail production; clear

the site of vegetation; select the type of snail house to construct; fill

the pen a little more than one half with good top soil; and introduce

earthworm into the pen. This implied that the two groups of

respondents rated the competencies from different perspectives.

The agricultural science teachers might be more theoretical than

the extension agents in the ratings. Therefore any observed

differences may not be due to sampling error.

(c) Competencies on breeding of snail

The finding of the study revealed that the respondents agreed

that the following competencies were required by secondary school

graduates for successful breeding of snail: Identify the breeding

season for snail; Set up the breeding pen for snail; Sterilize the

breeding pen before stocking the snail; Select appropriate breeding

stocks; Determine when to put the breeding snail in the pen;

Provide enough space for the breeding stock; Provide enough feed

and water for the breeding stock; Determine the gestation period

for the snails; Remove the breeding stock from the breeding pen

after egg laying; Provide enough warmth in the breeding pen;

Ensure uniform emergence of the hatchlings; observe the hatchings

to gauge their level of comfort; Provide enough space for the

hatchlings; keep breeding records. The required competencies had

their Means above the cut-off point of 2.50 and their standard

deviations are low.

The findings in this aspect of the study were in conformity

with the views of Cobbinah (1993) who stated that for success in

snail production only the fastest growers with the strongest shells

should be selected as snail breeding stock. The findings were also

in line with the views of Olaniya (2004) who observed that snails

tend not to breed when packed too densely. Secondary school

graduates, therefore, require these competencies for successful

snail breeding.

The study also found out that the secondary school

agricultural science teachers and agricultural extension agents

Mean ratings did not differ significantly in fourteen of the fifteen

competencies on breeding of snail as indicated in Table 6. This

implied that the two groups of respondents shared the same view

on the competencies.

However, the two groups differed significantly on one of the

competencies (select appropriate breeding stock) in Table 6. This

implied that the two groups of respondents rated the competency

item from different perspective. The extension agents might be

more practical oriented in the rating than the secondary school

agricultural science teachers. Any observed differences therefore

may not be due to sampling error.

(d) Competencies on feeding and rearing of snail.

The study found out that sixteen competences were required

by secondary school graduates on feeding and rearing of snail. The

competencies include: Identify types of feed for snail; identify

sources of feed; identify snail feeding habits; identify snail feed

requirements at each stage of development; feed the snails; provide

adequate feed to the snails; provide water in shallow containers;

keep record of use of feed; recognize signs of nutrient deficiency;

provide water for the snail; remove left over feed daily; clean the

feed trough daily; clean the water trough daily; rear only snail of

the same age together; quarantine purchased snails before stocking

and feed the snails only in the evening.

The findings of the study were in agreement with the views of

Cobbinah (1993) who observed that the type and quality of feed

given to the snails depend on the stage of development of the snail.

The author maintained that young snails should be fed on tender

leafy foliage, fruits and plenty of water provided in shallow

containers. The findings were in conformity with the views of

Olaniya (2004) who stated that feed should be provided to the

snails in the evening since the cooler temperature stimulate activity

and help the snail to move easily and feed. The findings were also

in conformity with the opinion of Thompson and Cheney (2008)

who stated that food should not be placed in one small clump so

that there is not enough room for all the snails to get to it.

The findings of the study also showed that the Mean ratings

of secondary school agricultural extension agents did not differ

significantly on nineteen (19) of the twenty two competency items

on feeding and rearing of snails as indicated in Table 8. This

showed that the two groups of respondents had similar opinion on

the competencies. Any observed differences, therefore, may be due

to sampling error. The two groups of respondents, however, differed

significantly on three competencies: identify snail feed requirement

at each stage of development; provide feed in one clump; and rear

snails of different ages and sizes together. This implied that the two

groups of respondents rated the items from different perspectives.

The agricultural science teachers might be more theoretical in their

ratings than the agricultural extension agents. Therefore, any

observed differences may not be as a result of sampling error.

(e) Competencies on snail health management

The findings of the study revealed that fifteen competencies

on snail health management were required by the secondary school

graduates. The competencies include: Identify common snail

diseases; recognize common snail pest and parasites; identify how

snail diseases are spread; maintain high level of hygiene in the pen;

observe snails closely to diagnose snail diseases; separate sick

snails from healthy snails; keep proper health record of the snails

in the pen; dispose dead snail to prevent further infection; destroy

snail pests; fence the snail house to keep predators away; regulate

the temperature of the pen; regulate the humidity; avoid stress on

snail and remove the leaves on top of the soil in the pen every three

months and keep mortality records. The required competencies

had their Mean above the cut off point of 2.50 and standard

deviations were low. This shows that the respondents

homogeneously agreed that the competencies were required by

secondary graduates.

The findings of the study were in consonance with the views

of Cooper (1990) who stated that maintaining a healthy

environment; being able to identify animal diseases, parasites,

predators and knowing how to treat health problems when they

occur are considerations that need to be made to ensure good

health. The findings were also in line with the opinion of

Hemoyhuk (2007) who observed that stress leads to ill – health

and recommend that snails should be hand-picked gently during

harvest to avoid stressing other snails. The findings were also in

agreement with the views of Ayobi (2007) who stated that

purchased snails should be quarantined for at least three days

before stocking so that healthy and sick snails could be identified.

It is necessary, therefore, that secondary school graduates

intending to go into snail production should acquire these

competencies for successful snail production.


difference in the mean ratings of secondary school agricultural

science teachers and agricultural extension agents on twelve of

the fifteen competencies in Table 10. This implied that the two

groups of respondents shared the same view on the competencies.

Therefore, any observed differences may be due to sampling

errors. However, the Mean ratings of the two groups of

respondents differed significantly on three of the fifteen

competencies. This showed that the two groups of respondents

viewed the competencies from different perspectives. The

agricultural extension agents might be more practical oriented in

the ratings than the secondary school agricultural science

teachers. Any observed differences therefore, may not be due to

errors in sampling.

(f) Competencies on harvesting of snail

The study found out that the respondents agreed that the

secondary school graduates require all the six competencies, listed

in Table 11, for successful harvesting of snail. The competencies

include: Identify mature snails; determine when to harvest snail;

harvest snail; process snail to attract market; grade snails for

market; and preserve snails after harvest. The 6 competencies had

their Mean above the cut off point of 2.50 and the standard

deviation were low showing that the agreement was homogenous.

The findings were in agreement with the views of Olaniya

(2004) who stated that only mature snails should be harvested.

According to the author immature snails attract low prices and the

shells are easily broken. It is therefore necessary that secondary

school graduates intending to go into snail production acquire the

competencies listed in Table 11.

The findings of the study also revealed that the agricultural

extension agents and the secondary school agricultural science

teachers Mean ratings did not differ significantly in two of the six

competencies listed in Table 12. This showed that the respondents

rated the competencies from the same perspective. Therefore, any

observed differences may be due to errors in sampling.

The two groups of respondents however, differed significantly

in four of the six competencies on harvesting of snail. This implied

that the two groups of respondents viewed the competencies from

different perspectives. The secondary school agricultural science

teachers might be more theoretical than the agricultural extension

agents in the ratings. Therefore any observed differences may not

be due to sampling error.

(g) Competencies on marketing of snail

The findings of the study showed that ten competencies were

required by the secondary school graduates for marketing of

snails. The competencies had their mean above the cut off point of

2.50 and the standard deviations were low which shows that the

respondents homogenously agreed that the competencies were

required. The competencies include: Locate market for the sale of

snail; Advertise snail products to promote patronage; Clean snail

shells before marketing; Fix prices for different grades of snail;

Determine means of transporting snails to customers; Distributes

snail to customers at their base; Provide storage facilities for

products awaiting market; Make effective use of market

information; Determine when to sale snails for maximum profit

and Keep accurate records of sale of snail.

The findings of the study were in conformity with the views of

Kotler (2001) who stated that several skills are necessary for an

individual (farmer) to succeed in marketing of agricultural

products. According to the author, the required skills include:

Finding buyer or searching for market; Grading and

standardization of the produce; Distribution and transportation of

the products; Storage of the products; Processing of the products.

Advertisement and production; Fixing prices; and Recording of the

financial transactions. The finding clean snail shells before

marketing however, is not in agreement with the writing of Downer

(2007) who wrote that fresh snails should not be cleaned or

processed before being sold in the farmers market.


difference between the Mean ratings of secondary school

agricultural science teachers and agricultural extension agents on

ten of the competencies on marketing of snails as listed in table

14. This implied that the two groups of respondents viewed the

competencies from the same perspective. Therefore, any

differences observed may be due to errors in sampling.

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the statement of

problem, purpose of the study; the procedures used in the study;

and the major findings of the study. The conclusion, implications of

the study, recommendations and suggestions for further study

were also presented.

Restatement of the problem

Unskilled secondary school graduates are produced every

year from the Imo state secondary education system. Employers of

labour are handicapped in providing employment to the secondary

school graduates due to lack of employable skills. The resultant

effects are that the secondary school graduates are found roaming

the streets and often get involved in such anti- social behaviours as

gambling, stealing and prostitution to earn a living. To reduce

unemployment and crime among the school leavers, the

government of Imo state established a skill acquisition centre at

Orlu to help in retraining the secondary school graduates.

Experience has shown, however, that the training programme of

the skill acquisition centre is devoid of competencies in many

occupational areas such as snail production that is not expensive.

Snails are consumed in large numbers in Imo state but in

recent times, however, the demand for snail has exceeded the

supply due to the reduction in population of snail as a result of

deforestation and bush burning. To ensure a steady and regular

supply of snail to the people of the state, snail production is

necessary. Secondary school graduates lack the competencies

required for successful snail production because the secondary

school agriculture science curriculum is devoid of competencies in

snail production. If the competencies are identified and secondary

school graduates are trained and made to acquire the

competencies, they would contribute positively towards increasing

snail supply in the state. Besides, they would become self reliant

which would reduce unemployment and crime among the school

leavers. It is against this background that this study was designed

to identify the competencies required by secondary school

graduates on snail production in Imo state.

Purpose of the Study

The study specifically sought to:


graduates in planning a snail production enterprise.


graduates in housing of snail.


graduates in breeding of snail.


graduates in feeding and rearing of snail to maturity.


graduates in snail health management.


graduates in harvesting of snail.


graduates in marketing of snail.

Description of Procedures Used

In carrying out this research, relevant literatures were

reviewed. The researcher adopted a survey research design which

made use of a structured questionnaire of ninety nine (99) items to

collect data used in identifying the competencies required by

secondary school graduates on snail production in Imo state. The

structured questionnaire was face validated by three experts from

the University of Nigeria, Nsukka. Reliability was also established

with Cronbach alpha reliability coefficient.

The target population for the study was five hundred and

eighty nine (589) respondents comprising of four hundred and fifty

one (451) secondary school agricultural science teachers, and one

hundred and thirty eight (138) agricultural extension agents in Imo

state. Three hundred and fifty seven (357) respondents out of the

total population of 589 respondents completed and returned the

questionnaire. The data collected were analyzed using mean and

standard deviation to answer the research questions while t- test

was used for testing the null hypotheses at 0.05 level of

significance and 355 degree of freedom.

Major Findings of the Study

Based on the analysis of data collected, the researcher found

out that secondary school graduates in Imo state required:

1. Fifteen (15) competencies on planning a snail production

enterprise

2. Fourteen (14) competencies on housing of snail.

3. Fourteen (14) competencies on breeding of snail.

4. Sixteen (16) competencies on feeding and rearing of snail.

5. Fifteen (15) competencies on snail health management.

6. Six (6) competencies on harvesting of snail.

7. Ten (10) competencies on marketing of snail.

Conclusion

Based on the findings of the study, the following conclusions

were made: Secondary school graduates in Imo state required

competencies, for success in snail production, in such critical areas

as; planning a snail production enterprise; housing of snail;

breeding of snail; feeding and rearing of snail; snail health

management; harvesting of snail and marketing of snail. The

findings of the study were closely related to the purpose of the

study.

Implications of the Study

The findings of the study had implications for skill acquisition

centres, curriculum planners and secondary school graduates in

the following ways:

1. The study has provided a guide to the skill acquisition

centres, which could be used in providing occupational

information and skills to prospective snail farmers. If the

government of Imo state incorporates the identified

competencies in the programmes of the state skill acquisition

centres, it could help to equip the students with employable

skills in snail production for self and paid employment.

b. It has provided information to curriculum planners on the

competencies available on snail production so that they could

include them in the secondary school agricultural science

curriculum for effective teaching and learning. If the

competencies identified in this study are incorporated in the

senior secondary school agricultural science curriculum, it

could guide the agricultural science teachers in teaching the

students the competencies required for success in snail

production.

c. It has provided agricultural science teachers with the

necessary competencies on snail production that could enable

the teachers to understand the competency areas to lay

emphasis on when teaching their students.

Recommendations

Based on the findings of the study, the researcher made the

following recommendations:

1. Competencies identified in this study should be incorporated

into the programmes of the skill acquisition centres so that it

could be used for retraining the secondary school graduates.

2. The findings of the study should be made available to

unemployed school leavers by the government through the

state agricultural extension service and the media to enable

many of the unskilled secondary school graduates to acquire

the identified competencies.

3. The identified competencies in snail production should be

incorporated into the agricultural science curriculum for

senior secondary schools in Imo state so that the students

would acquire the skills before passing out of school.

4. The identified competencies should also be used as training

package for organizing training workshops for secondary

school agricultural science teachers.

Suggestions for Further Research

The following are suggested for further research:

1. Strategies for improving competency acquisition and

development in secondary school graduates for success in

snail production in Imo state.

2. Competencies required by secondary school graduates for

snail production in other parts of Nigeria.

3. Competencies possessed and needed by snail farmers in Imo

State for effective snail production.

References

Akanji, B.S. (2006). Competencies required by students for successful operation of tractor for tillage in senior secondary schools in Ogun State. Unpublished PGDTE Thesis UNN.

Akinsanmi, O. (1999). Senior secondary agricultural science. England: Longman Group Publisher Ltd.

Allen, D. (1990). Planned beef production and marketing. Great

Britain: St. Edmundsbury Publisher Press Ltd.

Anyanwuocha, R.A.I. (2000). Fundamentals of economics for senior secondary schools. Onitsha: Africana-Fep Publishers Ltd.

Arene, C.J. (1998). Introduction to agricultural marketing and analysis. Nsukka: Fulladi Publisher Company.

Areola, O., Ahmed, K., Irueghe, I.O., Adeleke, B.O. & Leong, G.C.

(1999). Certificate physical and human geography for senior

secondary schools. Ibadan: University Publisher Press Plc. Awoke, M.U., Ohuche, F.K., Agudozie, R.F., Mackins, S.I.O. &

Oruta, L.I. (2000). Economics for the millennium. Onitsha:

African Publishers. Ayobi, S. (2007). Raising snails for food and profit classic F.M.

Techiman Ghana. http://www.farmradio.org/english/ radio-scripts/80-6scriptsen.asp. retrieved on July 2008.

BCAssessment (2005). How to prepare for a competency

(Behavioural) based interview appraisal competition. http://www.bcassessment.ca/pdf/about/careers/selectionJune2005/howtoprepareforinterview.pdt.

Chinwuko, B.A. (1999). Effect of anti-biotic feed additives on the survival and growth rate of snails Archatina Archatina. Unpublished Thesis Department of Veterinary Medicine UNN.

Cobbinah, J.R. (1993). Snail farming in west African-a practical

guide. Netherlands: Technical Centre for Agricultural and Rural Cooperation (CTA).

Committee on Definitions of the American Marketing Association

(1998). Glossary of marketing term. Chicago American Marketing.

Cooper, E.L. (1990). Agriscience fundamentals and applications. USA: Delmer Publishers Inc.

Downer, J. (2007). How to harvest snails. http://www.ehow-

2321703-harvest-snails.htm\.

Downey, D.W. (1986). New standard encyclopedia. USA: Chicago

Standard Education Corporation Vol. 2.

Ehiametalor, E.I. (1999). The business enterprise in Nigeria. Ikeja:

Longman Nigeria Publisher Plc. Eluagu, L.S. & Okereke, D.I. (2008). Vocational training on snail

farming-training manual. A paper presented at a training workshop titled Vocational Training for Nigerian farmers in

snail farming, organized for farmers from South eastern states of Nigeria at Ishiagu, Ebonyi State.

Ezeji, S.C.O.A. (2001). Guidance and counseling in education

Nsukka: Chulbson International Press Publisher.

Fakunle, G.A.S. (2004). Poultry production competency need of farmers in Ogun State. Unpublished M.Ed Thesis UNN.

Gillespie, J.R. (1997). Modern livestock and poultry production.

London: Delmer Publisher. Gurdep, C. (1991). Dictionary of agriculture. India: Animal

Publication

Hackos, J. & Redish, J (1998). User and task analysis for interface design chichester Wiley.

Hcmoyhuk (2007). Choosing snails; care and harvesting: further

improvement. http://digital-library.unesco.org/shs/most/gsdl/egi-bin/library?

Hornby A.S (2001). Oxford advanced learner’s dictionary of current. England: Oxford University Press.

Igbinosa, A.S. (2002). Essentials of planning. Akure: Sylva Publishing Inc.

Iwena, O.A. (2008). Essential agricultural science for senior

secondary school. Ikeja: Tonad Publishers Limited.

Jhingan, M.L. (2003). Advanced economics theory. Delhi: Vrinda

Publisher Ltd.

Johnson, D.T. (1985). The business of farming. A guide the farm business management in the tropics. London: Macmillan Publisher Ltd.

Kotler, P. (2001). Marketing management. New Jersey: Prentice

Hall Publisher Inc. Mbah, P.N. (2007). Work-skill required by small scale poultry

farmers for improving poultry production in Nsukka agricultural zone of Enugu State. Unpublished M.Ed thesis

UNN.

National Policy on Education (2004). National education research

and development council. Lagos, Nigeria: Publishing Co.

Nwachukwu, M.A. (2007). Competencies needed by secondary graduates for success in fish farming in Ekiti State. Unpublished M.Ed Thesis UNN.

Nwaigwe, C.O (1999). Rearing snails during dry season in Nuskka.

Unpublished Thesis DVM University of Nigeria, Nsukka Nworgu, B.G. (2006). Educational research: Basic issues and

methodology. Nsukka: University Trust Publishers.

Obhakhan, F.O. (2005). Becoming self reliant how to start and run your own business. Benin: Joe-Seg Associates Publisher.

Olaitan, S.O. (1996). Vocational and technical education in Nigeria.

Issues and analysis. Onitsha: Noble Graphic Publisher.

Olaitan, S.O. (2008). Community–based financing of development projects. Nsukka: Excellent Publisher Press.

Olaitan, S.O. & Ali, A. (1997). The making of curriculum: (Theory

process, product and evaluation). Onitsha: Cape Publishers Int’l.

Olaitan, S.O. & Austin, O.O. (2006). Round-up agricultural science: A complete guide. Lagos: Longman Nigeria Publisher P/C Ikeja.

Olaitan, S.O., Nwachukwu, G.E., Igbo, C.A., Onyeamchi, G.A. &

Ekong, A.O. (1999). Curriculum development and management in vocational technical education. Onitsha: Cape Publishers Intl Ltd.

Olaniya, T. (2004). Snail farming. National Agriculture Digest

Magazine, June 28, 2004. Olayide, S.O. & Heady, E.O. (1982). Introduction to agricultural

production economics. Ibadan: University Publishing House

Press.

Olive, E.T. (2006). Snail farming as source of employment. http://www.postnewsline.com/2006/09/snail-farming-a.htm.

Onah, J.O. & Thomas, M.J. (1993). Marketing management. Obosi:

Nigeria Pacific College Publisher Press. Opara, F. (2004). Practical approach to the breeding of pigs, snails,

bees and grass cutters. A paper presented at a workshop on

the teaching of agricultural science in secondary school by agricultural science teachers in Imo State at Owerri, Imo State.

Osinem, E.C. & Nwoji, U.C. (2005). Student industrial work experience in Nigeria. Concept, principles and practice. Enugu:

Cheston Agency Publisher Ltd. Osinem, E.C. (2008). Managing agricultural education and training-

resources, principles and methods. Enugu Nigeria: Belony

International Publishers.

Osuala, E.C. (1999). Foundation of vocational education. Awka:

Mecks Publishers Ltd.

Osuala, E.C. (2004). Foundations of vocational education. Enugu: Cheston Agency Limited.

Owolabi, M.F. (2007). Snail farming and management.

http://www.efarmsro.com/snailfarming php. Retrieved on

August 2008. Richardson, V.C.G. (1992). Discusses of domestic guinea pigs.

London: Oxford Black Well Scientific Publications.

Ruffin, J.R. & Gregory, R.R (1983). Principles of economics. USA: Scott Foresman and Company Publisher.

Rutherford, D. (1992). Dictionary of economics. London: Routledge

Chapman and Hill International.

Stanlake, G.F. & Grant, S.J. (1999). Introductory economics.

Singapore: Longman Publisher. The Thy Consulting (2007). Snail farming in Nigeria made easy

retrieved from http://www.thethyconstulting.com/forum/viewdopic.php?p. Retrieved on August 2008.

Thomas, C.J.C. (1993). An update on United Kingdom farming

technology for the eighties UK: Applied Rabbit Research 6(2)

68-70. Thompson, R & Cheney, S. (2008). Raising snails.

http://www.nal.usda.gov/afsic/Afsic.pubs/srbg6-05htm.

Uko E.O. (2003). Development of job entry level skills in poultry

production for students in senior secondary schools in Akwa Ibom State. Unpublished M.Ed Thesis UNN.

Wikipedia (2007). HR guide to the internet: Job analysis: Overview.

http://www.jobanalysis.net)Gooo.htm.

Wikipedia (2009). Production theory basic

http://en.wikipedia.org/wiki/productiontheorybasics. Wikipedia (2009). Factors of production.

http://www.landandfreedom.org/econ/econ2p.htm. Wikipedia, the Free Encyclopedia (2009). Factors of production.

http://en.wikipedia.org/wiki/factors of production. Wikipedia The Free Encyclopedia (2009). Task analysis.

http://en.wikipedia.org/wiki/task-analysis.

Wilson, R.T. (1995). Livestock production systems. London: Basingstoke Macmillan Education Publishers Ltd.

APPENDIX A

Department of Vocational Teacher Education

(Agricultural Education Section) Faculty of Education University of Nigeria Nsukka Enugu State

Dear Sir/ Madam

REQUEST TO RESPOND TO A QUESTIONNAIRE

I am a post-graduate student of the above named department of the University of Nigeria, Nsukka working on a project topic titled

“Competencies required by Secondary School Graduates on Snail Production in Imo State, Nigeria”. Please kindly respond to the statements and questions in the instrument. Any information supplied will be treated confidentially and will be used for educational purposes only.

Thanks for your co-operation

Yours faithfully

Nwosu Obasi Tobias

APPENDIX B

PROJECT TOPIC: COMPETENCIES REQUIRED BY SECONDARY

SCHOOL GRADUATES ON SNAIL PRODUCTION IN IMO STATE

PART ONE

Instruction: Please check () in the appropriate space provided

as applicable to you

a. Qualification(s): NCE HND B.Sc M.Ed

Ph.D Others Specify -----------------------------

b. Category: (i) Secondary School Agricultural Science

Teacher (ii) Agricultural Extension Agent

Please Supply these Information as it applies to you

a. Name of your school ---------------------------------------------

b. Area of operation covered (in case of extension agent) -----

c. L.G.A. of operation ----------------------------------------------

PART TWO

Part two is divided into seven sections namely:

a. Competencies on planning snail production enterprise

b. Competencies on housing of snail

c. Competencies on breeding of snail

d. Competencies on feeding and rearing of snail

e. Competencies on snail health management

f. Competencies on harvesting of snail

g. Competencies on marketing of snail.

Instruction: Please indicate by checking in the appropriate space

provided in the table the extent to which the following competencies

on snail production are required by the secondary school

graduates. The options are: Highly Required (HR) Averagely

Required (AR) Slightly Required (SR), and Not Required (NR).

Section A: Competencies on Planning Snail Production

Enterprise

S/N ITEM STATEMENT HR AR SR NR

1 Identify snail species

2 Identify sources of snail

3 Set goals for the enterprise

4 Determine the site of the project

5 Identify major activities required to achieve

the snail production objectives.

6 Identify material resources required for snail

production

7 Identify labour requirements for the snail

production project.

8. Decide the type of snail house to build

9. Determine housing requirements for the snail

production project.

10. Identify the breeding requirements for snail

11. Identify rearing requirements for snail

production

12. Identify marketing requirements for snail

production

13. Identify sources of financing the snail

production project.

14. Budget for the snail production project

15. Keep records of activities on snail production.

Section B: Competencies on Housing of Snail


1. Choose a suitable site for the snail

production enterprise

2. Clear the site of vegetation

3. Select the type of snail house to construct.

4. Identify the right building materials for the

snail house.

5. Select appropriate workers to construct the

snail house.

6. Construct a pen which is two meters long,

one meter deep and one meter wide

7 Plaster the walls of the pen with cement

8 Lay two layers of blocks at the bottom of the

pen.

9 Fill the pen a little more than one half meter

with good top soil.

10 Introduce earthworm into the pen

11 Put dry leaves on top of the soil inside the

pen.

12 Cover the pen with nylon mesh attached to a

wooden frame

13 Build a wooden shed to shade the entire pen.

14 Maintain cool and moist environment.

Section C: Competencies on Breeding of Snail


1. Identify the breeding season for snail

2. Set up the breeding pen for snail

3. Sterilize the breeding pen before stocking the

snail

4. Select appropriate breeding stocks.

5. Determine when to put the breeding snail in

the breeding pen.

6. Provide enough space for the breeding stock.

7. Provide enough feed and water for the

breeding stock

8. Determine the gestation period for snails.

9. Remove the breeding stock from the breeding

pen after egg laying.

10. Provide enough warmth in the breeding pen

11. Ensure uniform emergence of the hatchlings.

12. Observe the hatchlings to gauge their levels

of comfort.

13 Provide enough space for the hatchlings

14 Keep breeding records.

15. Water the pen during hatching

Section D: Competencies on Feeding and Rearing of Snails


1 Identify types of feed for snail

2 Identify sources of feed.

3 Identify snail feeding habits

4 Identify snail feed requirement at each stage of

development.

5 Feed the snails



8 Keep record of use of feed.

9 Recognize signs of nutrient deficiencies

10. Provide water for the snails at all times

11. Weigh the snails regularly

12. Remove leftover food daily



15. Rear only snails of the same age together


17. Feed the snails only in the evening

18. Expose the snails to high light intensity

occasionally

19. Provide water in deep containers

20. Provide feed in one clump

21. Fertilize the soil in the pen using NPK fertilizer

22. Rear snails of different ages and sizes together

Section E: Competencies on Snail Health Management


1 Identify common snail diseases

2 Recognize common snail pests and parasites

3 Identify how snail diseases are spread.

4 Maintain high level of hygiene in the pen

5. Observe snails closely to diagnose snail

diseases.

6 Separate sick snails from healthy snails.

7 Keep proper health record of the snails in the

pen.

8 Dispose dead to prevent further infections

9 Destroy snail pests.

10 Fence the snail house to keep predators away.

11 Regulate the temperature of the pen.

12 Regulate the humidity of the pen.

13 Avoid stress on snail.

14 Remove the leaves on top of soil in the pen every

three months.

15 Keep mortality records

Section F: Competencies on Harvesting of Snails


1 Identify mature snails

2 Determine when to harvest snail

3 Harvest snail

4 Process snails to attract market

5 Grade snails for market

6. Preserve snails after harvest

Section G: Competencies on Marketing of Snails


1. Locate market for the sale of snail.


3. Clean snail shells before marketing

4. Fix prices for different grades of snail.

5. Determine the means of transporting snails to

customers.

6. Distribute snail to the customers at their base.

7. Provide storage facilities for products awaiting

market.

8. Store snails awaiting market

9. Store live snails in air tight containers

10. Make effective use of market information

11. Determine when to sale snails for maximum

profit.

12. Keep accurate records of sale of snail.

APPENDIX C

FORMULA FOR CRONBACH ALPHA OR COEFFICIENT ALPHA ( )

USED IN CALCULATING RELIABILITY OF THE INSTRUMENT.

1k

k

2

2

1

1S

S Where

K = the total number of items in the test

2

1S = The sum of item variance

2

S = The variance of the total test.

APPENDIX D

FORMULA FOR T-TEST USED IN TESTING THE HYPOTHESIS

t =

21

2

2

2

1

2

1

XX

n

S

n

S where

1X Mean of the first group

2X Mean of the second group

2

1S = Standard deviation of the first group

2

S = Standard deviation of the second group

1n = Sample size of the first group

2n = Sample size of the second group.

APPENDIX E

MAP OF IMO STATE OF NIGERIA SHOWING LOCAL GOVERNMENT

AREAS AND HEADQUARTERS.

2010 Webmaster - University Of Nigeria Nsukka OBASI TOBIAS.pdf · nwosu, obasi tobias pg/m....

Documents

Transcript of 2010 Webmaster - University Of Nigeria Nsukka OBASI TOBIAS.pdf · nwosu, obasi tobias pg/m....