Background: Studies have shown that a good number of students admitted into Agricultural Science Education program in Nigerian universities exhibit irrational career interest which affects their perceptions, feelings, and academic behaviors. This study, therefore, explored the effect of rational emotive career education on irrational career beliefs among students enrolled in agricultural education program in federal universities in Enugu state. Three null hypotheses guided the study. Method: Of the population (N = 79 students) targeted for the study and who underwent a screening exercise, 61 students were recruited as participants/sample size for the study. Sequence allocation software was used to assign 31 students into experimental groups and 30 into waitlisted control group. Participants in the intervention group received a rational emotive career education program that lasted for 12 sessions while those in waitlisted group did not receive the intervention. The participants in both groups were assessed at three points (Time 1, Time 2, and Time 3) using rational and irrational belief scale. A repeated measure (ANOVA) and partial eta square statistical tools were used to analyze the data collected. Result: This study result showed that rational emotive career education significantly reduced irrational career beliefs among students enrolled in Agricultural Science Education program exposed to intervention group compared to those in waitlisted control group. It also showed that there was time × group interaction for irrational career beliefs. The follow-up assessment indicated that the efficacy of rational emotive career education was sustained overtime. Conclusion: This study concluded that rational emotive career education is beneficial in reducing irrational career beliefs of university students enrolled in Agricultural Science Education program. Recommendations were also made in line with the results.
This paper focuses on techniques in utilizing remote sensor technology for precision crop production by farmers as climate change adaptation strategy in Nigeria. Descriptive survey research design was adopted for the study and was carried out between August 2013 and May 2014. The findings of the study revealed that 32 items were needed by farmers in utilizing sensory technology for precision crop production. The study recommended that the 32 items identified by the study should be utilized by extension agent in teaching the farmers the use of sensor technology for precision crop production while the farmers should make themselves available for the training.
The study assessed the influence of environmental hazards on the development of rural communities in Abia State. Three research questions and two hypotheses guided the study. The population of the study was 1,772 executive members of 175 Community Development Associations from where a sample of five hundred and nine executive members from 70 Community Development Associations was drawn. Self-structured questionnaire was the instrument used for data collection. It was face validated by two experts in Educational Administration and Educational Measurement/ Evaluation from Abia State University, Uturu. The reliability of the instrument was tested on 25 executive members of Ayamele and Ifite-Ogwari Community Development Associations, both are Local Government Areas in Anambra State. Reliability coefficient of 0.88 was obtained using Cronbach Alpha estimate. The data were analyzed by computing and comparing the mean scores and standard deviation. Also, the null hypotheses were tested using t-test statistics. The findings of the study revealed the influence of deforestation, agricultural development and industries and technology on the environment. The study therefore recommended among others that Abia State Government should organize seminars, workshop and conferences for Community Development Associations executive members and other community leaders on the issues concerning environmental protection.
The study assessed the influence of environmental hazards on the development of rural communities in Abia State. Three research questions and two hypotheses guided the study. The population of the study was 1,772 executive members of 175 Community Development Associations from where a sample of five hundred and nine executive members from 70 Community Development Associations was drawn. Self-structured questionnaire was the instrument used for data collection. It was face validated by two experts in Educational Administration and Educational Measurement/ Evaluation from Abia State University, Uturu. The reliability of the instrument was tested on 25 executive members of Ayamele and Ifite-Ogwari Community Development Associations, both are Local Government Areas in Anambra State. Reliability coefficient of 0.88 was obtained using Cronbach Alpha estimate. The data were analyzed by computing and comparing the mean scores and standard deviation. Also, the null hypotheses were tested using t-test statistics. The findings of the study revealed the influence of deforestation, agricultural development and industries and technology on the environment. The study therefore recommended among others that Abia State Government should organize seminars, workshop and conferences for Community Development Associations executive members and other community leaders on the issues concerning environmental protection.
Background: This study determined the efficacy of rational career intervention on career self-esteem of students of Agricultural education programmed in Universities in Southeast Nigeria.Methods: Data were collected from a sample of 54 students. The sampled students were allocated to 2 (treatment and control) groups using the sequence allocation software package. Students in the treatment group were counseled through a rational career intervention programmed that lasted for 12 sessions while similar students in the control group were not treated. The 2 groups of students were then assessed 3 times based on a career self-esteem scale. Data collected were analyzed using Analysis of variance and partial eta square statistical tools.Results: The study's findings indicated a strong impact of rational career intervention on career self-esteem levels. The findings also showed that group and gender interaction effects had a substantial impact on the professional self-esteem scores of students in agricultural education. The findings also indicated a statistically significant relationship between time and students career selfesteem in agricultural education. The findings also showed that the group and time interaction effect had a substantial impact on the professional self-esteem scores of students in agricultural education. The follow-up findings showed that the rational career intervention has a long-term impact on career self-esteem among students in Agricultural Education. Conclusion:It was concluded that rational career intervention is useful in improving self-esteem among students of agricultural education in universities in Southeast Nigeria. It was then recommended that year-1 students should be counseled immediately after registration.
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