Professional Documents
Culture Documents
BY
SEPTEMBER, 2011
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BY
SEPTEMBER, 2011
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APPROVAL PAGE
BY
______________________ ________________
PROF. OGBAZI, NJ DATE
SUPERVISOR
_______________________ __________________
HEAD OF DEPARTMENT DATE
OF VOCATIONAL TEACHER EDUCATION
__________________________ __________________
EXTERNAL EXAMINER DATE
_______________________ ____________________
DEAN, FACULTY OF EDUCATION DATE
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CERTIFICATION
________________________ ________________________
PROF. OGBAZI, NJ HEAD OF DEPARTMENT
SUPERVISOR
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DEDICATION
ACKNOWLEDGEMENT
TABLE OF CONTENTS
Title page............................................................................................... i
Approval page ....................................................................................... ii
Certification ......................................................................................... iii
Dedication ............................................................................................ iv
Acknowledgement ............................................................................... v
Table of contents ................................................................................... vi
List of tables ......................................................................................... ix
Abstract ................................................................................................ x
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LIST OF TABLES
Tables
page
Abstract
INTRODUCTION
Background of the Study
Plantain belongs to the family of Musaceae genus of Musa and Specie of
Musa paradisiaca . It is an important staple food crop in many communities in
Anambra State. Plantain is grown by many farmers for consumption and as a
source of income. According to Baiyeri and Ajayi (2000), plantain is a starchy
food consumed by about 70 million people in different parts of the world in
different ways. It can be fried, baked, boiled, roasted; eaten alone or with other
food like rice, beans, pap and so on. Plantain is considered a delicacy which is
well accepted and enjoyed by many at meal time, including children and adults.
According to Rasheed (2003), plantains are not only most economic source of
dietary energy in terms of cost per area cultivated or weight harvested but also
a useful source of carotene, vitamin A, Potassium and Iron which are essential
for healthy living. Plantain flour is used excellently in bakery industries
following the ban on wheat importation by Federal Government of Nigeria
(Madu, 1999). Plantain is an excellent food for young children and elderly
people due to its easy digestibility and nutrient content. Madu pointed out that
plantain has a lot of medicinal values. It is used in treatment of ulcer, diarrhea,
throat infection, asthma, low libido in men. Pectin (Fibre in plantain) has been
found effective in treatment of colon cancer (Ogazi, 1996). Plantain floor is a
medically recommended diet for diabetic patients.
According to recent studies carried out on plantain and banana at International
Institute for Tropical Agriculture (IITA) (2007), plantain is an evergreen
herbaceous tropical plant that can be considered a giant herb. The external
―trunk‖ is infact a psudostem formed by the concentric assemblement of leaf
sheaths, the true stem which forms the complex inflorescence (fruit bearing
part) is a susterranean organ which extends upward at the core of the
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Government of Nigeria, the use of plantain flour in bakery industries has also
resulted in an increase in the demand for plantain as an industrial raw material.
(Madu, 1999).
The Government of Anambra state is aware of this problem of increasing
plantain production and other staple food crops like yam, cassava and rice.
This becomes a difficult decision for the government to stop farmers from
growing other crops and focus on plantain; instead, there is a felt need that new
hands could be engaged to enter into plantain production. The intention of the
government therefore is to focus on encouraging the secondary school
graduates who are not employed to take up the advantage of being trained
effectively in plantain production (Agbokoba, 2001).
The major issue for government and secondary school graduates is that
specific skills in plantain production on which these youths could be trained at
skill acquisition centers in the state do not exist in their programmes.
Therefore, these skill acquisition centers need to have programmes of action for
youth employment in plantain production.
If these skills are identified by the study and made available at skill
acquisition centers, it will help in training the youth in plantain production
which is now a money spinning crop in the state. The state government has
financed groups of identified farmers in the state through Micro Credit Fund for
the achievement of the millennium goals in food production and poverty
alleviation. This will reduce unemployment of youths in the state as well as
minimize criminal acts of youths and their complete dependence on their
parents for a living. It may also reduce idleness of energetic youths, rural urban
migration and equally improve the economy of the state since they can be
employed in plantain production business. Therefore, this study was
considered necessary in other to determine skill needs of the secondary school
graduates for preparing them for occupation in plantain production.
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Research Questions
Five research questions were formulated to guide the study in line with
the purpose of the study.
1. what are the work-skill needs of secondary school graduates in site
selection and preparation of land for plantain production?
2. what are the work-skills needs of secondary school graduates in planting
plantain?
3. what are the work-skill needs of secondary school graduates in field
management of plantain?
4. what are work-skill needs of secondary school graduates in harvesting
plantain
5. what are the work-skill needs of secondary school graduates in
processing and marketing plantain?
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Hypotheses
Five null hypotheses were formulated for this study and were tested at
the 0.05 level of significance
1. There was no significant difference between the mean responses of
graduate teachers of agricultural science and extension agents on work-
skill needs of secondary school graduates in site selection and
preparation of land for plantain production.
2. There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work-skill needs of
secondary school graduates in planting plantain.
3. There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work-skill needs of
secondary school graduates in field management of plantain.
4. There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work-skill needs of
secondary school graduates in harvesting plantain.
5. There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work-skill needs of
secondary school graduates in processing and marketing of plantain.
CHAPTER TWO
The review of related literature for this study is organized under the
following sub-headings:
Theoretical framework
- Approaches to the development of occupation in plantain production.
Conceptual frame work
- Work-skills for site selection and land preparation for plantain
production
- Work-skills in planting plantain
- Work-skills in field management of plantain.
- Work-skills for harvesting plantain
- Work-skills for processing and marketing of plantain products
Related empirical studies on job skills
Summary of related literature reviewed
Theoretical Framework
The theoretical framework of the study is based on occupational theory.
Theory according to Longman Dictionary of Contemporary English (2005) is
an idea or set of ideas that is intended to explain something about life or world.
Beauchamp in Olaitan (2003) defined theory as a unifying statement, a
universal preposition and/ or predictive statements which are arranged so as to
give functional meaning to a set of series of events.
Occupation according to Barnhart (1995) is the work a person does
regularly to earn his living. It is a principal activity in one’s life that one does
to earn money. Marchwardt (2001) similarly explained occupation as one’s
regular, principal or immediate business. It is what a person devotes one’s self
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- appropriate salary level for the position to help determine what salary
should be offered to a candidate
- minimum requirement (education experience of both for screening
applicants.
- interview questions
- selection tests/instruments e.g. written tests, oral tests; job simulations
- applicant appraisal/evaluation forms and
- orientation materials for applicants/new hires
iv. Performance review
Job analysis can be used in performance review to identify on develop
- Goals and objectives, performance standards, evaluation criteria
- Length of probationary periods and
- Duties to be evaluated
iii. Tools and equipment: Some duties and tasks are performed using
specific equipments and tools. Equipment may include protective
clothing, shoes, caps, glove etc. These items need to be specified in a
job analysis
iv. Relationships: This will include supervisions given and received
relationship with both internal and external people.
v. Requirements: The knowledge, skills and abilities required to perform
the job
In addition, Olaitan (2003) highlighted the strengths and weakness of job
analysis as follows.
i. It estimates criteria of job success
ii. It establishes a priority for selection and placement on the job
iii. It estimates traits which differentiate success on the job from the
success on the other
The Weakness
i. Workers may be wrongly placed because of difficulties in identifying
appropriate character traits for workers.
ii. Job analysis is too vague to provide insight on what should be taught
to prepare a student for a job.
iii. What a worker does on the job may be studied instead of what gets
done on the job
accomplishing the job. Task analysis is the procedure of breaking down job
activities to determine the teachable content in terms of operation, tools,
processes and technical information to be organized into course of study and
arranged in a sequence of difficulty (Osuala 1999). Moreover, Hackos and
Redish (1998) explained that task analysis analyses what a user is required to
do in terms of actions and or cognitive processes to achieve in a task. They
also added that a detailed task analysis can be conducted to understand the
current system and the information flows within it. These information flows
are important to the maintaince of the existing system and must be incorporated
or substituted in any new system. The authors explained further that task
analysis makes it possible to design and allocate tasks appropriately with the
new system. The functions to be included within the system and the user
interface can then be accurately specified. In task analysis, tasks are
decomposed or break down from high level to their constituent subtasks and
operations. Hackos and Redish further presented method or steps to task
decomposition as follows:
i. Identify the task to be analysed.
ii. Break it down into 4 or 8 subtasks, these subtasks should be specified
in terms of objectives and should cover the whole area of interest
iii. Draw the subtasks as a layered diagram ensuring that it is complete.
The strengths and weakness of task analysis as in Olaitan (2003) are as
follows
i. It provides bases for collecting interrelated information about work in
order to allocated priorities
ii. It makes content selection process in any work valied
iii. It helps in specifying instructional objectives
iv. It is useful in designing of instructional activities
v. It helps in determing teaching strategy
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Modular Approach
Sullivan (1995) explained that modular approach implies the subdivision
of the total required qualification for a given occupational profile into a set of
employable competencies or skills, each of which then has to be delivered by
one module. In addition, Olaitan and Ali (1997) noted that modular approach
to curriculum design is a unit of curriculum based on the development of entry
level competencies of students. Moreover, in modularized instruction, Sullivan
maintained that breaking up of curricula content is done differently where each
unit is self contained that is, each unit is independent and contains all the
theoretical know ledge, practical skills and attitudes required to achieve the
skill targeted by the unit. This method of breaking up curricula content allows
for each unit to be used in different contexts and to be changed, modified or
deleted without having to change the whole curricula. He stated that
modularized instruction is competency-based instruction, that is assessment of
trained is done against a clear defined task that one has to perform under certain
condition and up to certain standard regardless of the time spent in training.
Sullivan defined modular as an instruction unit conceived to deliver an
employable skill. The modules are of equal lengths that will take
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Subject Limitation
Modules that are absolutely independent or self-contained cannot be
achieved over the entire spectrum of subjects. Some subjects have a very
strong internal sequence that cannot be violated.
Instructional Limitation
In order to obtain the necessary flexibility in the implement of the
modular approach, the following will be required.
i. A minimum size of the teaching instructions so that equipment and
facilities are not idle and parallel; modular or groups can be executed.
ii. Corresponding continuous demand for the range of the modules
offered, which requires careful analysis of the demand for skills in
22
In this research, four different approaches are discussed but only one,
that is task analysis approach is used to guide the work-skills needed by
secondary school graduates in plantain production. The task analysis is used
because according to Olaitan, Nwachukwu, Igbo Onyebuchi and Ekong (1999)
task analysis is the identification of classes of learning behaviour expected to
be performed by an individual. It is concerned with the process of breaking
work into smaller components. Task analysis according to the authors is
derived from an occupational area. The occupational area is broken down into
tasks which are sub-divided into sub-tasks, for example, an occupational area
may be preparation of land for plantain production; this is the main task and
can be broken into sub-class like the skills involved in clearing the land,
ploughing and harrowing and skills in digging holes for planting of suckers in
plantain production. Olaitan (2003) maintained that with task analysis
approach, secondary school graduates can be directed appropriately towards job
opportunities in plantain production in future for which the identified skills in
plantain production in this study are most relevant.
possible: Agboakoba (2001) contributed that the top soil (humus bearing
horizon) is separated from the sub-soil during digging.
v. Application of Organic manure in the planting hole
According to Robinson (1996), as soon as planting holes are ready, the
farmer prepares the organic manure such as farm yard manure (FYM),
domestic animal dungs like goats, sheep, pigs and poultry or plant manure like
tash manure, compost or coffee husks which has decomposed completely. He
added that animal manure is about the best of them all. (Robinson, 1996,
Rasheed 2003) recommended that after preparation of manure, three to five
measuring containers of organic manure are added to the heap of top soil at
each hole, mix thoroughly and then place that mixture into the planting hole,
place a ―stick marker‖ in the middle of every hole, that is the location where the
sucker will be planted. The authors added that the organic manure should stay
for one month before planting the sucker because it has decomposed
completely but if not it must stay for two or three months before planting.
They continued that the time is needed for the organic manure to cool so that
the sucker may not be killed by the heat generated form it.
most plantain farmers will plant at the on set of rains, causing the market to be
flooded with buches 9-12 months after planting, when prices will be very low-
the authors suggested that planting in the middle of the rainy season is a better
preposition as plantains will be produced off-season and get high prices; but the
plant should be planted early enough so that the plant is firmly established
before the on-set of dry season.
Planting Materials
Plantain is propagated asexually by means of suckers or bits. Eneh
(2007) submitted that suckers are planting setts that develop from buds on the
short underground stem (corm) of the parent plant, while bits are large corms
which have been dug up and divided into small pieces with at least an ―eye‖ on
each segment with good regenerating potentials. He added that suckers are
separated from their mother plants with a hand hoe and a sucker digger or a
spade.
Selection of Suckers for Planting
Several types of conventional planting materials exist (Baiyeri and Ajayi
2000, Agbakoba 2001) under-listed some types of planting materials to include
i. peepers: (There are small suckers (250g) which are just emerging
from the ground and having only scale leaves).
ii. Sword suckers: (These are large suckers with lanceolate leaves which
are folded in form of a sword).
iii. Maiden sucker: (larger than sword suckers and have foliage leaves
that are open. These are the best materials for planting)
iv. Bits: (Pieces of chopped corm with an ―eye‖
However, Bauyeri and Aba (2004) observed that a common limiting
factor to large-scale production of plantains and or expansion of existing
plantation is the difficulty in obtaining these planting materials. Agbakoba
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(2001) added that due to poor suckering ability, these conventional propagating
materials are usually in short supply and may be inadequate to meet the needs
of medium to large scale production. Rasheed (2003) recommended that
planting materials can be collected from the under-listed sources.
i. An existing plantain field: Preferably an old field which is becoming
unproductive. Otherwise damage to the roots may be caused when
suckers are being dug out and many mother plants may later tip over.
ii. A multiplication plot, which is planted only for the production of suckers
and not to produce bunches. In this case, suckers are obtained by either
decapitation or false decapitation. Both methods consists of removing
the growing points.
iii. A tissue culture laboratory: Here, in vitro plants which look like small
maiden suckers are produced from meristems. The invitro plants are
healthy, vigorous, free from pests and diseases and have a great future.
Moreover, Bauyeri and Aba (2004) submitted that tissue culture as a
method of generating planting material is still poorly developed in Nigeria and
so, grossly unavailable to the substance farmers who are the major stake
holders in the production of plantain in Nigeria. According to the authors, the
invitro plant is not an option for traditional producers, so there is a need for
cheap and simple techniques. The authors reported that recently, the plantain
and Banana improvement program of the International Institute for Tropical
Agriculture Nigeria (IITA), advanced the use of macro propagation method of
increasing sucker multiplication at farm level. The method generates plantlets
from sword sucker corm utilizing saw dust as plantlet initiation medium. They
said that the experiment was conducted in the UNN/IITA collaborative research
farmland of the department of crop science here in the University of Nigeria
Nsukka between October 2003 and April 2004 under palm front shade.
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Planting method:
Ogazi (1996) stated that the planting method for plantain takes the
following procedure; first, remove the ―stick marker‖ in the already prepared
planting hole after one month and dig an adequate hole in the middle of the
place which was filled with a mixture of top soil and manure, depending on the
size of the sucker’s corm. Then, place the sucker in the middle of the hole you
have dug, return, the soil you had previously dug up, making sure that the
entire corm and part of the sucker’s stem is covered with earth; finally, press
down the soil firmly around the planted sucker stand to exclude air pockets
around the roots of the young sucker.
Mulching:
Mulching is the act of covering soil surface with such materials as dry
grasses, crop residues with the sole aim of conserving the soil moisture. Ngeze
(1994) submitted that planting of sucker is followed immediately with
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mulching, the entire plantain plot should be cover with mulch to the depth of
15-30cm, leaving about 10cm from the planted sucker. According to him, this
is to avoid too much heat that may be generated by the mulch around the plant.
He added that the mulch keeps the soil porous to allow the penetration of water
to the lower layers.
Ndubizu (1987) observed that plantain responds effectively to mulching.
He added that mulching combines the positive effects of soil moisture
conservation, fertilizer application, weed and erosion control. Udoh al (2005)
further noted that alley farming techniques provides a modern method of
planting selected leguminous mulch plants side by side with the plantains to
provide support against falling or lodging during wind storm. They pointed out
such legume shrubs as flamingo congesta, F. macrophylla, Gliricillia sepium
and Leucaena spp. Ndubizu (1987) continued that use of cover crops as mulch
in plantain plots are not generally recommended, according to him, the shallow
rooted plantains may suffer serious competition with these cover crops for
moisture especially in the dry season.
According to Robinson (1996) because of the difficulty of obtaining the
mulch, the cost of harvesting and transporting it, in terms of labour, it is
imperative to make the best possible use of the mulch obtained from clearing
the bush for plant establishment. He added that mulch materials can be
obtained from near by plot especially panicum maximum (guinea grass)
pennisetum purpureum (elephant grass) and Tripsacum laxum (guatemala
grass) According to him, these three grasses decompose slowly under the action
of rain and high temperature and therefore have the ability to protect the soil for
a long time up to six months.
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Weeding
Anyanwu et al (1986) defined weed as a plant growing where it is not
desired in such a way that it constitutes a nuisance either to man, livestock or
the crops.
Ndubizu (1983) pointed out that plantain is very sensitive to weed infestation.
He added that poor weed management will result in poor establishment, poor
growth and low yield. Ndubizu continued that at the establishment stage,
reduction in leaf area is very severe in weedy plots and this will seriously
reduce the yield potentials of the plantain, at pre-flowering since weed
infestation will affect the fruit yield, leaf longevity and leaf area affect the plant
size at flowering which determines the size of the bunch. Osefo (1986) in
addition, observed that at post flowering stage, because no new leaves are
formed, leaf longevity is very essential for adequate filling of the fruits.
According to him, at this stage, weed competition reduces total leaf area by
reducing leaf longevity. At this stage, in the development of plantain there is
great demand for water and nutrient and weed competition will reduce their
availability for fruit filling.
Ndubizu (1983) out lined the following methods of weed control in plantain
plot:
i. Mulching: This is the most efficient means of controlling weeds because
a mulch layer can impede or prevent weed growth.
ii. Manual/cutlassing: Weeds can be controlled by manually up-rooting
them or cutlassing using machete in slashing the weeds a few
centimeters above the ground as in common grass lawns) it is effective
for broad annual weeds but less effective for grasses like spear grass
which are capable of re-growth after slashing
iii. Chemical weed control: This method is advantageous for plantain since
weed control is achieved with minimum soil and root disturbance from
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Fertilizer Requirement
Plantain require both organic and inorganic fertilizers to produce heavy
bunches Udoh et al (2005) recommended that organic manures such as
farmyard manures, grasses, animal dungs, although very bulky are very useful
in small-scale plantain production. According to them, soil and leaf tissue
analysis results give good indications of the types and rates of fertilization
(Inorganic) required by plantains. They added that plantain needs nitrogen
phosphorus and potassium in the form of compound fertilizer, NPK, (15:15:15)
at the rate of 200-400kg/ha. Ndubizu (1987) in his contribution, pointed out
that the rate of fertilizer application varies with the site, but limited experience
in Nigeria suggest that NPK ratio of 3:1:5 is good. He continued that high
potassium is essential for good water relations in plantain.
Range of rates of application are Nitrogen 200-500k/p2O5 150-250kg/Ha
potassium 350-550kg/Ha,Mgo, 120-200kg/ha. The author stated that fertilizer
should be apply in ring form given about 30cm away from the sucker and cover
with soil; The last application should be immediately after flowering or just
before flowering. Agbakoba (2001) pointed out that it is not necessary to apply
fertilizer during the first year of production, since nutrient deposited in the
planting holes and deposited by mulch materials are usually enough to sustain
plant yield during this first year; then, as year progress, it is necessary to
augment the organic matter content of the soil with split applications of
chemical fertilizers.
Pruning
Agbakoba (2001) defined pruning in plantain literature as regulating the
number of suckers that grow to fruiting and location of these suckers. In other
words, pruning is a continuous process of reducing suckers to each plantain
corm in order to have the required number. According to author, if too many
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suckers are left without pruning the result will be over crowding and poor yield.
Ndubizu (1987) observed that suckers begin to appear on the plantain corm
after floral initiation, According to him, that is the cause of the wide gap
between successive harvests. He said that plantains are generally pruned about
two or three months after the fruit has been harvested from the parent plant.
Agbakoba (2001) further added that the usual practice is to select two vigorous
suckers, one on opposite side of the original corm to succeed the parent plant,
while the rest (3-5) are dug up with clippers or a digger or machete, either for
sale or for planting up in another part of the field.
Ngeze (1994) submitted that selective pruning which consist of
separating the surplus suckers from the parent plant using clippers should be
carried out; or the sucker be cut back to the ground with a machete and destroy
the heart. According to him, selective pruning is carried out to maintain the
plant spacing to avoid uneven spacing, competition as well as disturb
maintenance operations. Ngeze also said that treshing which is the removal of
older dead leaves from the plant is done with sharp knives.
Propping
According to Eneh (2007), propping serves to prevent bearing plants
from falling over due to the weight of the bunches. He said that plantain being a
shallow rooter with heavy fruit bunch tends to bend and experience tip-over
(entire corm with roots come out of the ground), snap-off (corm breaks leaving
a part in the ground), doubling (psedostem breaks) especially with strong
winds. Eneh continued that propping under neat the bunch with fork-like
structure provides a good support.
Rasheed (2003) in addition, said that it is common to prop (support) the
fruit with long ―Y‖ shaped support stakes and the hook of the stake is placed in
such a way to hold the fruit at the peduncle and the stake foot firmly pushed
38
into the soil for support. He said that, the taller the plantain, and the heavier the
bunch, the more likely the plant will fall without adequate propping.
Moreover, Udoh et al (2005) observe that wind breaks are also essential
for the reduction of lodging in plantain; that was why during land clearing for
plantain establishment, some trees are allowed to stand as wind break that
protect the plant against strong wind.
Diseases of Plantain
Anyanwu, A.C, Anyanwu B.O, Anyanwu V.A. (2003) defined disease as
an abnormality in health, while disease in plant is a physiological activity
caused by a continuous irritation of a primary causal factor (pathogen) or
malnutrition exhibited through abnormal cellular activity and expressed in
characteristic pathological conditions known as symptoms and harmful to the
plant or to any, of its parts and products or reduces its economic value. They
added that disease control is an important practice in plantain production in
order to ensure maximum yield.
According to Udoh et al (2005) black sigatoka, a fungal leaf spot is the
major disease attacking leaves and reducing the yield of plantains up to 50
percent. They stated that black sigatoka is caused by Mycosphaerella fijiensis
and that all known plantain cultivars are susceptible to this wind-born fungus.
The leaves first show the yellow spots which later turn brown and black leading
to the death of the entire leaf. (necrotic). Black sigatoka affects the
photosynthetic life of plantain which results in reduced bunch size and weight.
Pests of Plantain
Long man Dictionary of contemporary English (2005) defined pest as
small animals or insect which destroy crops or food supply. According to this
study, plantain pests are those animals or insects that cause damage to plantain
in the field.
Ndubizu (1987) observed that nematodes and stem borer or plantain
weevils constitute the most serious pest problem of plantain crop in Nigeria.
Nematodes: He added that nematode are non-segmented worms, some of which
are macroscopic while many are microscopic.
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They inhabit the soil and cause damages to plant roots. He mentioned important
nematodes as radopholus, similis, Heterodora spp. proatyunchus musicola etc.
Udoh et al (2005) noted that in plantain, these nematodes build up over
years there by impairing the transport of nutrient and water to the main stem
causing reduction in yield and become one of the factor that contributed to
early decline in plantain production in Nigeria. They recommended application
of suitable nematicide such as Isazophos, carbonfuran, ethoprophos or
phenamiplios at the rae of 2,5-4,5gm a.i per plant.
Time of Harvesting
Plantain is harvested 3 to 4 months after flowering or 9-12 months after
establishment (planting), this depends on nutritional condition (Wilson 1983).
Udoh al (2005) stated that the stage at which a bunch of plantain is cut depends
on the cultivar, the farmers’ desire and the intended use of the bunches (own
Consumption, sale in a local market or export). They further noted that most
cultivars of plantain reach physiological maturity at 3-4 months after flowering.
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Ogazi (1996) was of the opinion that at post harvest, plantain should be
regarded as living structures as proper handling is important to avoid serious
wastages and deterioration leading to ripening, senescence and ultimate death.
Besides, mechanical damage may occur during harvest hauling handling and
transportation such as piling bunches on top of each other during loading and
un leading, cause considerable bruising and breaking of the fingers. Therefore,
during loading and unloading, care must be taken to avoid bruises, cuts, breaks,
deformation and invisible wound which leads to fungal attack (Wilson 1983).
Moreover, Thompson et al (1985) pointed out that perishability and
rapid deterioration in quality as well as inadequate knowledge about its
handling, preservation and utilization potentials constitute the major factor that
militates against maximum utilization of plantain as an industrial raw material.
According to them, losses in quality and quantity can often be reduced by the
application of improved handling and processing techniques.
Processing according to long man Dictionary of contemporary English
(2005) is making food materials or goods ready to be used or sold by
preserving or improving them in some ways as to increase their shelf-life. In
other words, processing involves changing plantain into various forms for
consumption in order to improve palatability, usefulness and to make its
transportation easily. To achieve this, there are various skills needed in
handling and processing plantain in order to guarantee the quality standards and
nutritional value required for both local and international consumption.
Handling
Proper handling during transportation after harvesting helps to minimize
damage to green mature plantain fruits. To achieve this, Rasheed (2003)
observed that it is imperative to cut the bunches into slatted polythene lined
bamboo, wooden or plastic boxes or strong baskets. These boxes or baskets are
44
then carried in well ventilated wagons or trucks for long distance transportation
of perishables like plantain to desired destination. Rasheed remarked that
damaged plantain due to poor handling may be rejected and if processed, it may
affect the quality of the product.
Storage
According to Oke, Redhead and Hussain (1998), storage of plantain is
very important in maximizing processing and utilization of products as the
shelf-life of the product reduces significantly under tropical conditions except if
adequate steps are taken; for example, freshly harvested green plantain starts to
ripen in about 2 days, reaching full ripening with in 7 days at room condition of
relative humidity of 90% and temperature of 30oc. They observed that harvested
green plantain can store for variable periods in pre-ripe condition till the actual
processing commences, also ripening can be induced when desired by suitable
control of storage condition
Oke et al (1998) continued that any one or combination of the processes
listed below can be employed to extend the shelf-life of plantain
(a) In controlled/modified atmosphere, plantain stored in refrigerated
chambers remain green for 12 days, but the product made from them
after processing maybe of poor quality
(b) Use of chemical treatment such as potassium permanganate or
Thiabendazole, at 200ppm can keep the fruit green for 25 days at room
temperature of 300c and for 55days under refrigeration.
(c) If ripening which is accompanied by change in colour, softening and
flavour (taste, aroma) is desired by plantain farmer, it can be enhanced
by application of ripening agents such as ethylene gas which is ideal or
calcium carbide, which tend to produce an unpleasant odor. But ripe
45
plantain presents handling problem due to its softness and very difficult
to process due to clogging effect.
In addition, Madu (1999) pointed out that all storage attempt to prolong
the shelf—life of harvested green plantain should be proceeded by an economic
analysis of the system in place. He said that simple methods intended to reduce
the desiccations and the evapotranspiration rate of fruits are occasionally used
within the traditional distribution channel to maintain certain level of freshness
and an acceptable quality for a number of days. According to him, the
measures include precautions to limit mechanical damage of fruits during
harvesting, loading and unloading, stocking of bunches under shades shielded
them form the sun and protection of piles of plantain with plantain or banana
leaves or jute bag and regularly moistened with water.
Also, Wilson (1983) pointed out that the shelf-life of green plantain can
be prolonged by wrapping them in plastic bags mixed with powder of dry
cocoa leaves or rice husk. According to him, the fingers remain green without
any remarkable modifications. Wilson pointed out that farmers who desire ripe
plantain can induce the ripening process by stocking the green plantain in
baskets, drums or other containers and cover with plastic bags or jute bags to
maintain heat. These containers can be ventilated by removing the cover after
2-4 days when ripening has set in.
1. The green plantain fruits are soaked in hot water for about 10-15 minutes
to soften the skin (blenching) for easily peeling with hand using knife,
taking care to avoid over blanching with consequent pulp softeness.
2. The peeling is manually done with a knife as the irregular shape of the
fruit makes mechanized peeling difficult.
3. The peeled fruits should be stored temporary in a tank filled with water
prior to slicing and dicing to retard brown coloration.
4. After the temporal storage, the peeled fruits are drained and sliced.
Slicing is the process of reducing the pulp to smaller sizes to obtain
faster and thorough drying. Slicing can be done manually using sharp
knife in a small scale, but for large scale production, slicing can be
mechanized preferably using automatic motorized or pedal operated
slicing machine to about 1-2 mm thickness.
5. After slicing, the chips are moved to the dryer to reduce the moisture
content below 10% and specifically to 7% if the flour is for export. The
quality and physical properties of the product would depend on the
method used in drying, for instance, sun drying of the chips may last for
about 6-7 days depending on weather, such a process of such drying is
not only time consuming but exposes the product to serious
contaminations by insects and pests in the neighbourhood. Hygienically,
the chips are dried with electric dyers, gas or coal fired ovens etc.
6. The dried chips are then milled until the desired particle size is achieve.
7. Finally, the flour is sieved using sieves of 150-850 microns apertures to
obtain fine particles of plantain flour
8. Plantain flour is packaged in polythene bag and stored in a dry hygienic
condition until they are required for use in the preparation of different
food products:
47
1. Plantain ―Fufu‖
According to him, an unriped plantain is cooked, peeled and pounded, a
fufu type dish is obtained which is smooth and more elastic when compare with
fufu form yam and cocoyam
3. Roasted plantain
Both green and riped plantains are peeled and roasted along road sides in
the cities. It is normally eaten with stew or red palm oil mixed with pepper and
salt. It is a popular food for the travelers. Roasted plantain is mixed with
boiled beans red palm oil mixed with pepper, salt and onions very popular
lunch snack in Southern and Western Nigeria as a quick mid-day meal.
49
5. Plantain porridge
Green plantain is peeled and cut into small pieces (diced shape), it is
cooked with ingredients like palm oil, pepper, onion, fish and salt, it results in a
dish called porridge.
Arene (1998) remarked that marketing involves all those legal, physical and
economics services that makes it possible for products to get to the consumer in
the form desired by the consumers and all the price agreeable to producers and
consumers for effecting a change of ownership/possession. He explained that
agricultural marketing involves creation of utilities of form, place, time and
possession. Marketing creates utility of form by processing, for example,
processing of plantain to plantain flour and chips, utility of place by
transportation for example, transportation of plantain product from the farms to
the market place. It creates utility of time by storage for example the storage of
plantain products until the time of need and utility of possession by the
exchange of ownership of the product.
Moreover, Adegeye and Dittoh (1985) pointed out that marketing is an
indicator of consumer preference through the prices they are prepared to pay
which in turn affects the production decision of farmers as they are most likely
to produce crops which have high demand such as plantain. They also
observed that efficient marketing ensures that farmers supply thos0e products
that are seasonal throughout the year with little variation in prices that can be
attributed to the cost of the shortage so that consumers are sure of getting what
they want through out the year.
According to authors, there are marketing services that are essential and
must be carried out effectively, these include
i. Transportation
ii. Storage
iii. Grading
iv. Processing
v. Packaging
Agbakoba pointed out that these marketing services guarantee the
quality standard and nutritional value required for both local and international
51
The study recommended that the work-skill items identified by the study
should be packaged and integrated into skill acquisition centre for preparing
secondary school graduates and other youths for success in any of the cassava
processing enterprises.
In another study conducted by Amoyedo (2004) on the identification of
production management skills required by secondary school graduates for
employment in cocoa enterprise in Ondo state. Four research questions were
developed in conformity with the purpose of the study. Four sets of structured
questionnaire were developed from the review of related literature and used for
collecting data for the study which were face validated by three experts. The
questionnaires were tested for reliability and the co-efficient obtained were
0.89 for cocoa nursery, 0.86 for cocoa plantain, 0.91 for cocoa processing and
0.94 for cocoa marketing enterprise. The questionnaires were used to collect
data from 396 respondents made up of 100 teacher of agriculture, 85 cocoa
plantation workers, 85 cocoa processors into beans and 51 cocoa bean
marketers. The data collected for the study were analysed using mean and
standard deviation to answer the research questions and the T-test statistics to
test the hypothesis at probability. 0.05 level of significance and relevant degree
of freedom.
The findings revealed that 72 work-skill items were required for cocoa
nursery, 77 works-skill items were required for cocoa plantation 83 work-skill
items were required for cocoa processing into beans, 86 works-skill items were
required for cocoa bean marketing in Ondo State. The hypothesis tested
indicates that there was no significant difference in the mean ratings of the
responses of teachers of Agriculture and each of the 4 group of workers (Cocoa
farmers) on the work-skill items required by secondary school graduates for
employment in cocoa production enterprise. The researcher recommended that
findings of this study be packaged into training programmes and integrated into
53
skill acquisition centers for training secondary school graduates for gainful
employment for any of cocoa enterprises in Ondo state, Nigeria.
Eni (1998) investigated on knowledge and skills in Animal production
needed by senior secondary school agricultural science student in Cross River
State. The study was designed to ascertain the extent to which students needed
some specific knowledge/skills in animal production to be able to sustain
themselves in the area after graduation. Five research questions and two
hypothesis derived from the purpose of the study were formulated. Related
literatures were extensively reviewed in line with the purpose. Data was
collected from sample of 122 respondents which comprised of agricultural
science teachers and livestock farmers in Calabar and Ugep Education zones of
Cross River State. Mean and standard deviation were used to answer research
question while T-test to test the hypothesis at 0.05 level of significance. It was
found that agricultural science students needed all the items raised in line with
the syllabus and other knowledge skills identified by the respondents. Based
on the finding, recommendations were made.
Aigbe (2004) conducted study on the identification of job tasks required
by secondary school gradates for employment in rubber production enterprises
in Edo state. Three research questions were developed in conformity with the
purpose of the studying. Three null hypothesis of no significant differences
were formulated and tested at probability of 0.05 level of significance at
relevant degrees of freedom. The study made use of survey research design.
Three sets of structured questionnaire were generated from the literature
reviewed and developed for the study. There were subjected to test of
reliability using the Cronbach’s Alpha coefficient formular with the following
coefficient estimates of 0.88 for rubber nursery enterprise, 0.85 for rubber
nursery enterprise, 0.88 for rubber plantation management and tapping
enterprise and 0.82 for rubber catex processing and marketing enterprise. The
54
three sets of questionnaire were used for collecting data from 35 rubber nursery
farmers, 35 rubber plantain management and tapping farmers, 30 rubber catex
processing and marketing farmers and 44 teachers of agriculture. The data
collected were analysed using the mean and standard deviation to answer
research questions, while the t-test statistics was used test null hypothesis.
The findings from the study revealed that 76 task items were needed in
nursery practice, 74 task items were needed in rubber plantain management and
tapping and 37 task items were needed in rubber later processing and
marketing. The result of the null hypothesis tested revealed that there was no
significant difference in the mean ratings of the responses of the groups of
respondents on task items needed by secondary school gradates for
employment in rubber nursery enterprise, rubber plantation management and
tapping enterprise and rubber later processing and marketing enterprise. It was
recommended that task items identified by the study be packaged and
integrated into state’s skill acquisition centers by Edo State Government for
training unemployed secondary school graduates and other interested youths in
any of the three rubber production enterprises.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter explains the procedure used in carrying out the study. The
procedure is presented under the following headings: design of the study, area
of the study, population of the study, sample of the study, instrument for data
collection, validation of the instrument, reliability of the instrument, method of
data collection and method of data analysis.
56
57
In the state, there are many youths that have no job and could profit
economically from the production of plantain which is highly demanded by all
and sundry.
TABLE 1
DISTRIBUTION OF GRADUATE TEACHERS OF AGRICULTURAL
SCIENCE IN SENIOR SECONDARY SCHOOLS.
S/N Education No of senior No of senior No of graduate
zone secondary schools secondary schools teacher of
selected for the study agricultural science
1 Aguata 23 5 18
2 Awka 62 12 32
3 Ogidi 33 6 20
4 Onitsha 58 11 22
5 Nnewi 60 12 30
6 Otuocha 21 4 16
TOTAL 257 50 138
58
Source: Planning, research and statistic unit post primary school services
commission (PPSSC) Awka, Anambra State.
Table 2
DISTRIBUTION OF EXTENSION AGENTS IN ADP ZONE.
1 Aguata 6
2 Anambra 9
3 Awka 10
4 Onitsha 7
Total 32
zones and ADP zones of Anambra state. These research Assistants helped to
administer and collect questionnaires from the respondents for the researcher
after one week. Finally, the researcher collected the questionnaire from
research assistants for analysis. and through the help of research assistant
employed and trained on how to administer and collect questionnaire by the
researcher, one form each of the six education zones and four ADP zones of the
state. The instruments were retrieved from the respondents by the research
assistance after one week after while the researcher will collect the
questionnaire finally from the research assistance for analysis.
From the table above, any item that had a mean value of 3.50 and above was
interpreted as Highly needed (HN), 2.50 – 3. 49 to mean Averagely needed
(AN), 1.50 – 2. 49 to mean slightly needed (SN) and 0.50 – 1.49 to mean Not
needed (NN).
61
The null hypothesis formulated were tested using t- test at 0.05 level of
probability to determine the acceptance or rejection of the null hypothesis. The
null hypotheses were rejected when the calculated t-value was greater than the
table or critical value at 0.05 level of significant. Otherwise the null
hypotheses was accepted.
62
CHAPTER FOUR
This chapter presented the results and discussions of the data analysis for
the study. The presentation were organised according to the research questions
and null hypothesis that guided the study.
Research Question 1
What are the work-skill needs of secondary school graduates in site
selection and land preparation for plantain production?
The data needed to generate answers for this research question and for testing
the null hypothesis are presented in the table below
62
63
Table 4: Mean and t-test Analysis of the Responses of the Respondents on the
work-skill needs in site selection and land preparation for plantain
production
Agricultural Extension
science agents
teachers N2 = 32
N1=138
Decision
Remarks
S/N Items
SD1 SD2 t-cal t-tab
GX X1 X2
1 Choose a site that is flat with
dense vegetation cover 3.80 HN 3.89 0.04 3.71 0.45 0.64 1.96 NS
NOTE: G X = Grand mean: SD = Standard Deviation, x = mean
t-cal = t-calculated: t-tab = 1.96, HN = Highly
needed, AN = Averagely needed, S = Significant
NS = Not significant
64
The data presented in table 4 above revealed that: 7 items on work-skills needs
of secondary school graduates in site selection and land preparation for plantain
production have their mean scores ranging from3.44 to 3.89 which indicates
that they fall within the response of Highly needed (HN) and Averagely needed
(AN). This observation implied that all the skills were needed in site selection
and land preparation for plantain production in Anambra State.
The standard deviation of all the items ranged from 0.38 to 0.87. Each of
the standard deviation is less than 1.96 indicating that the respondents are very
close to the mean of each item and are not too far from one another in their
responses.
The views of the two groups of the respondents were compared to test
the stated hypothesis.
Hypothesis I
There will be no significant differences between the mean responses of
Agricultural science teachers and Extension Agents on work-skill needs of
secondary school graduates in site selection and land preparation for plantain
production.
The analysis shows that all the items have calculated t-value which
ranged from 0.32 to 0.70, which were less than the table t-value of 1.96 at 0.05
level of significance and 168 degree of freedom. This indicated that there was
no significant difference between the mean responses of the two groups of
respondents (Agricultural Science Teachers and Extension Agents) on the skills
needed by secondary school graduates in site selection and land preparation for
plantain production.
Therefore, the null hypothesis of no significant difference is upheld for
all the items.
65
Research Question 2
What are the work-skill needs of secondary school graduates in planting
plantain?
The data needed to generate answer to this research question and for
testing the null hypothesis are presented in the table below.
66
Table 5: Mean and t-test Analysis of the Responses of the respondents on the work-
skills needs of secondary school graduates in planting plantain
Agricultural Extension
science agents
teachers N2 = 32
N1=138
Remarks
Decision
S/ Items
SD1 SD2 t-cal t-tab
N X1 X2
Gx
8 Collect suckers from existing plot
with a hoe and a sucker digger or 3.69 HN 3.71 0.57 3.68 0.69 0.73 1.96 NS
spade.
Note: G x = Grand Mean, SD = Standard Deviation, x = mean t-cal = t-
calculated, t-tab= 1.96, HN = highly needed, AN = Averagely needed, S =
Significant NS = not significant.
The data presented in table 5 above revealed that the 9 items on work-
skill needs of secondary school graduates in planting of plantain have their
mean scores ranging from 2.98 -3.96 which indicates that they fall within the
response of highly needed (HN) and Averagely needed (AN). This observation
implied that all the skills were needed in planting of plantain in Anambra State.
The standard deviation of all the items ranged from 0.17 to 1.05. Each of
the standard deviation is less than 1.96 indicating that the respondents are very
close to the mean of each item and are not too far from one another in their
responses.
The view of the two groups of the respondents were compared to test the
stated hypothesis.
Hypothesis 2
There was no significant differences between the mean responses of
Agricultural science teachers and Extension Agents on work-skill needs of
secondary school graduates in planting of plantain.
The analysis shows that all the items have calculated t-value which
ranged from 0.73 to 1.68, which were less than the table t-value of 1.96 at 0.05
level of significance and 168 degree of freedom. This indicated that there was
no significant difference between the mean responses of the two groups of
respondents (Agricultural Science teachers and Extension Agents) on the work-
skills needs of secondary school graduates in planting of plantain. therefore, the
null hypothesis of no significant difference is upheld for all the items.
68
Research Question 3
What are the work skill needs of secondary school graduates in field
management of plantain? The data needed to generate answers for this research
question and for testing the null hypothesis are presented in the table below.
69
Table 6: Mean and t-test Analysis of the Responses of the Respondents on work-skill
needs of secondary school graduates in field management of plantain.
Agricultural Extension
Science agents
Teachers N2 = 32
N1=138
Remarks
t-cal t-tab
Decision
GX
S/N Items
X1 SD1 X2 SD2
17 Mulch the base of the planted
sucker with plantain stem,
dry leaves and grasses. 3.82 HN 3.81 0.45 3.38 0.36 0.75 1.96 NS
18 Apply first doze of fertilizer 4
weeks after plantings. 3.41 AN 3.49 0.55 3.34 0.60 0.70 1.96 NS
19 Weed plantain plot at the
early stage of growth 3.59 HN 3.68 0.55 3.50 0.67 1.05 1.96 NS
20 Prune the growing sucker if 1.96
the shoot is more than two 3.44 AN 3.51 0.64 3.37 0.83 0.74 NS
21 Apply pre-emergence
herbicides such as TCA 3.34 AN 3.57 0.62 3.12 0.87 0.41 1.96 NS
22 Prune old dead leaves at the NS
base of plantain 3.43 AN 3.50 0.64 3.37 0.75 0.36 1.96
23 Apply second doze of
fertilizer. 3.29 AN 3.50 0.73 3.09 0.85 1.42 1.96 NS
24 Spray the growing plant with
a systemic insecticides 3.29 AN 3.50 0.67 3.09 0.89 1.36 1.96 NS
25 As alternative to fertilizer,
compost manure or farm yard
0.34 0.53 1.03 1.96 NS
manure can be applied 3.78 HN 3.88 3.68
Note: G X = Grand mean, SD = standard deviation t-cal = t-calculated, t-tab =
1.96, NH = Highly needed, AN = Averagely needed, S = significant NS = not
significant, X = mean.
The data presented in table 6 above revealed that II items on work-skill
needs of secondary school graduates in field management of plantain have their
mean scores ranging from 3.29 to 3.88 which indicates that they fall within the
response category of Highly needed (HN) and Averagely needed (AN). This
observation implied that all the skills were needed in field management of
plantain.
The standard deviation of all the items ranged from 0.34 to 0.89. Each of
the standard deviation is less than 1.96 indicating that the respondents are very
close to the mean of each item and are not too far from one another in their
responses.
The view of the two groups of the respondents were compared to test the
stated hypothesis.
Hypothesis 3
There was no significant difference between the mean responses of
agricultural science teachers and extension agents on work skill needs of
secondary school graduates in field management of plantain.
The analysis shows that all the items have calculated t-value which
ranged from 0.36 to 1.42 which were less than the table t-value of 1.96 at 0.05
level of significant and 168 degree of freedom. This indicated that there was no
significant difference between the mean responses of the two groups of
respondents (Agricultural Science Teachers and Extension Agents) on the work
skill needs of secondary school graduates in field management of plantain.
71
Therefore, the null hypothesis of no significant difference is up held for all the
items.
Research Question 4
What are the work-skill needs of secondary school graduates in
harvesting plantain?
The data needed to generate answers to this question and for testing the null
hypotheses are presented in the table below.
Table 7: Mean and t-test Analysis of the responses of the respondents on work-skill
needs of secondary school graduates in harvesting plantain
Agricultural Extension
science agents
teachers
N1 = 138 N2 = 32
Decision
S/N Items
Remark
Gx t-cal t-tab
X 2 SD1 X2 SD2
Note: G x = Grand mean, SD = Standard deviation t-cal = t- calculated, t-tab =
1.96, HN = Highly needed, AN = Averagely needed, S = significant. Ns =
Not significant, X = mean.
The data presented in table 7 above revealed that 4 items on work-skill
needs of secondary school graduates in harvesting of plantain have their mean
scores ranging from 3.54 to 3.83 which indicates that they fall within the
response category of Highly needed (HN). This observation implies that all the
skills were needed in harvesting of plantain.
The standard deviation of all the items ranged from 0.39 to 0. 61. Each
of the standard deviation is less than 1.96 indicating that the respondents are
very close to the mean of each item and are not too far from one another in
their responses.
The view of the two groups of the respondents were compared to test the
started hypothesis.
Hypothesis 4
There was no significant difference between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs of
secondary school graduates in harvesting plantain.
The analysis shows that all the items have calculated t-value which
ranged from 1.03 to 1.52 which were less than the table t-value of 1.96 at 0.05
level of significant and 168 degree of freedom. This indicated that there was
no significant difference between the mean Reponses of the two groups of
respondents (Agricultural Science Teachers and Extension Agents) on work-
skill needs of secondary school graduates in harvesting of plantain. Therefore,
the null hypothesis of no significant difference is upheld for all the items.
73
Research Question 5
What are the work-skill needs of secondary school graduates in
processing and marketing of plantain products.
The data needed to generate answers to this question and for testing the
null hypothesis are presented in the table below.
Table 8: Mean and t-test Analysis of the Responses of the Respondents on work-skill
needs of secondary school graduates in processing and marketing of
plantain products
Remark
t-cal t-tab
X1 SD1 X2 SD2
GX
32 Soak green plantain in hot
water 10-15 minutes to
soften the skin 3.60 HN 3.81 0.53 3.40 0.87 0.25 1.96 NS
33 Peel the green plantain
with sharp knife 3.66 HN 3.57 0.59 3.75 0.56 0.98 1.96 NS
34 Soak the peeled pulp
temporally in tank or basin
filled with water 3.40 AN 3.56 0.57 3.25 0.87 0.58 1.96 NS
35 Drain the pulp from water
and slice with knife or
slicing machine 3.35 HN 3.61 0.55 3.50 0.67 0.70 1.96 NS
36 Dry the sliced chips under
the sun or with electric
dryer 3.64 HN 3.69 0.54 3.59 0.55 0.84 1.96 NS
37 Mill the dry chips into
flour 3.62 HN 3.60 0.57 3.65 0.60 0.16 1.96 NS
38 Sieve the milled plantain
flour 3.62 HN 3.65 0.56 3.59 0.71 0.51 1.96 NS
39 Seal the polythene bags of
plantain flour and store in
dry hygieneic condition
3.63 HN 3.59 0.58 3.68 0.47 0.37 1.96 NS
74
close to the mean of each item and are not too far from one another in their
responses.
The view of the two groups of the respondents were compared to test the
stated hypotheses.
Hypothesis 5
There was no significant difference between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs of
secondary school graduates in processing and marketing of plantain products.
The Analysis showed that all the items have calculate t-value which
ranged from 0.16 to 1.31 which were less than the table t-value of 1.96 at 0.05
level of significant and 168 degree of freedom. This indicated that there was no
significant difference between the mean responses of the two groups of
respondents (Agricultural Science Teachers and Extension Agents) on work-
skill needs of secondary school graduates in processing and marketing of
plantain products. Therefore, the null hypothesis of no significant difference is
upheld for all the items.
2. Choose area with rainfall throughout the year or for greater part of the
year.
3. Clear the land using cutlass or plough.
4. Gather all vegetation remnants and trash for compost making.
5. Mark out land for digging holes of 30cm x 30cm x 30cm for planting
sucker.
6. Apply organic manure inside the hole to stay one month before planting
sucker.
7. Place a ―stick marker‖ in the middle of every hole to locate where sucker
will be planted.
51. Slice the pulp to 1mm thickness with sharp knife into a bowl.
52. Add salt to the sliced pulp and toast up and down for a mix.
53. Deep fry in hot oil to a golden brown colour.
54. Drain the fried plantain in a perforated bowl.
Findings on Hypotheses
It was found out from this study that
1. There was no significant difference between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs
of secondary school graduates in site selection and land preparation for
plantain production in Anambra State.
2. There was no significant differences between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs
of secondary school graduates in planting of plantain in Anambra State.
3. There was no significant differences between the mean responses of
Agricultural Science Teachers and Extension Agents on work-skill needs
of secondary school graduates in field management of plantain in
Anambra State.
81
dense vegetation cover. Again, a great concordance existed between the above
findings and that of other previous works and literature on site selection and
land preparation for plantain production. Robinson (1996) in his work
remarked that plantain requires a lot of water and will thrive well in an area
which gets rainfall throughout the year or for long period of a year, otherwise
the plant will be irrigated.
Further more, discussion on clearing and preparation of land for planting
of sucker, which is in line with the findings of this study, Temple et al (1993)
noted that method of land preparation depends on the original nature of the land
selected for the planting. They maintained that a virgin forest will require
felling trees, stumping, brushing using cutlass, and rakes while grass land
requires elimination of grasses by either slashing with cutlass or using
chemicals (herbicides) like gramoxone. Udo et al (2005) in their works pointed
out that cleared land should be marked out for digging of planting holes for
suckers; while Rasheed (2003) gave specification that planting holes of 30cm x
30cm x 30cm should be dug in readiness for planting. He pointed out that
organic manure should be applied inside the holes with stick marker at the
middle to indicate where the sucker should be planted.
Therefore, the opinions and commente of these experts are in agreement
with opinions of the respondents that the work-skills in site selection and land
preparation for plantain production are needed by secondary school graduates
for success in plantain production in Anambra State.
- Make a slanting cut with cutlass to remove top part to avoid collecting
water.
- Check and ensure that suckers corms do not have black holes of plantain
weevils
- Treat sucker with black holes with insecticide and nematodes
- Remove stick marker and insert the sucker.
- Return the soil to cover the base of the sucker.
- Press down the soil firmly around the planted sucker are work-skill
needed.
The findings are in agreement with the idea of Eneh (2007) who pointed
out that sucker for planting should be collected from existing plantain plot. The
author maintained that such suckers should be separated from the mother plant
with a hoe and a sucker digger. The findings are also in consonance with the
opinion of Ndubizu (1987) who outlined steps in preparation of suckers for
planting such as making a slanting cut on the top of the sucker to remove the
top part to avoid collecting water which can lead to the rotten of the sucker
from the tip; He also pointed out that sucker corms should be inspected for
black holes of plantain weevil and nematodes and such suckers should be
treated with appropriate pesticides and nematicides before planting. The
findings are also in agreement with the idea of Ogazi (1996) who out lined the
planting procedure for sucker as follows; first remove the stick marker and
insert the sucker in the middle; secondly, return the soil you have previously
dug up to cover the base of the sucker stem and finally, press down the soil
firmly around the sucker stand to exclude air pocket around the root of the
young sucker.
The opinions and comments of these experts are in agreement with the
opinions of the respondents that the work-skills in planting of plantain are
84
The findings are in agreement with this opinion of Herren and Donahue
(1991) who found out that effectiveness of operations of plantain plantation
management required various skills such:
1. Conservation of soil water and maintenance of soil fertility through
mulching and manuring
2. Control of weeds, pest and diseases, pruning and so on. The idea of
Ndubizu (1983) are also in line with these findings for he pointed out
85
that plantain is very sensitive to weed infestation and that poor weed
management will result in poor establishment and low yield. However,
research findings carried out at International Institute for Tropical
Agriculture (IITA) (2007) identified four methods of controlling weeds
in plantain plot as cultural, Biological, Chemical and integrated weed
control which involves combination of other weed control methods such
as use of pre-emergence herbicides with hand weeding. This helps to
protect weed infestation up to 6-12 weeks before plantain canopy will
help to prevent weed growth.
1. Check for maturity when the fruit becomes less angular and more
rounded in shape with a tinge of yellow colouration at the tip of the
finger.
2. Harvest plantain 9-12 months after planting
3. Collect the harvested fruits together.
4. Load the bunches carefully in open truck to avoid bruises and cut.
The findings are in line with the opinion of Thomson and Burden (1995)
who outlined plantain maturity indices as follows:
- Shape and fullness of the fruit; mature fruit becomes less angular and
more rounded in shape.
- The peel colour becomes green with a tinge of yellow colouration
especially at the tip of the finger.
- The matured fingers can be separated easily from the stalk. The authors
also pointed out that plantain matures 9-12 months after planting and
that two people worked as a team to harvest plantain, one person stands
under neat the bunch to catch it while the other cut the psudostem. The
bunches will be collected together and carefully loaded in open truck to
avoid bruises and cuts on the finger
The opinions and comments of these experts are in agreement with the
opinions of the respondent that work-skill in harvesting of plantain are needed
by secondary school graduates who intend to enter into plantain production.
5. Skills in processing and marketing of plantain products
1. Soak green plantain in hot water for 10-15 minutes to soften skin
2. Peel the green plantain with sharp knife
3. Store the peeled pulp temporally in tank or basin filled with water.
4. Drain the pulp and slice with knife or slicing machine
5. Dry the sliced chips under the sun or with electric dryer.
6. Mill the dry chips into flour
7. Sieve the milled plantain flour
8. Package the sieved flour in polythene bags
9. Seal the polythene bags of plantain flour and store in dry hygienic
condition.
The findings are in line with the opinion of Agbakoba (2001) who stated that
plantain flour is one of the few processed forms of green plantain fruits which
require the following processing skills. Soak green plantain for 10-15 minutes
in water to soften the skin, peel and store in water tank temporally then, slice
and dry the chips. Mill the dry chips and sieve the milled flour, package the
sieved flour and seal.
Therefore, the opinions and comments of the experts are in agreement
with the opinion of the respondents that the work-skills in processing of
plantain into flour are needed by secondary school graduate in plantain
production.
The findings are in line with the opinion of Wilson (1983) who outlined
processing methods for ripped plantain as follows: Ripe plantains are washed,
peeled sliced, salted and fried with vegetable oil to a golden brown colour.
Dodo is popularly eaten with pap or sieved as lunch or dinner with stewed rice
or beans.
89
The findings from this study also revealed that secondary school
graduates needed some skills in marketing of plantain products as follows.
- Advertise plantain products for sale.
- Sort plantain bunches into groups of uniform sizes and qualities
- Carry out market survey to identify pieces of different bunch size and
processed products
- Open inventory record book for the products.
- Fix prices on the bunches and processed product.
- Keep financial records including income and expenses.
The findings are in agreement with the opinion of Njoku and Nweke (1985)
who pointed out that since plantain production has grown beyond backyard
production, excess products from the farm must be disposed to earn income.
Also, Adegeye and Dithoh (1985) in agreement with Njoku et al (1985),
pointed out that marketing is an indicator of consumer preference through
prices they are prepared to pay. The authors then listed some marketing
services that must be carried out for goods to be sold as follows.
- Advertisement of the products, grading, carrying out market survey, price
fixing on products, transportation of products for sale, record financial
transactions and reconcile sales and expenses to identify profit or loss.
The opinions and comments of these experts are in agreement with the
opinions of the respondents that work-skills in processing and marketing of
plantain products are needed by secondary school graduates in plantain
production.
Hypothesis
The study revealed that there was no significant difference between the
mean responses of Agricultural Science Teachers and Extension Agents on
work-skill needs of secondary school graduates in site selection and land
90
preparation for plantain production. The findings from the study on work-skill
in planting of plantain showed that there was no significant difference between
the mean responses of the two groups of respondents (Agricultural Science
Teachers and Extension Agents) on the work-skill needs of secondary school
graduates in planting of plantain.
It was found out from the study on work-skills in field management of
plantain that there was no significant difference between the mean responses of
Agricultural Science Teachers and Extension Agents on the work-skill needs of
secondary school graduates in field management of plantain.
The findings from the study on work-skills in processing and marketing
of plantain products showed that there was no significant difference between
the mean responses of Agricultural Science Teachers and Extension Agents on
work-skills needs of secondary school graduates in processing and marketing of
plantain products.
The results of the hypotheses above showed that the two groups of
respondents were unanimous in their responses to the items relating to work-
skill needs of secondary school graduates in plantain production because they
are involved in training to acquire skills.
91
CHAPTER FIVE
91
92
economy of the state. These youths could be trained in skill acquisition centers
meant for training these idle and unskilled youths in certain occupations. But
the skill acquisition centers do not have programme for training youths for jobs
in plantain production.
Therefore, the situation of lack of employment for secondary school
graduates, the absence of skills for plantain production in the state skill
acquisition centres and the increasing demand for plantain, called the need for
this study.
The population of the study was 170. This was made up of 138 graduate
teachers of Agricultural Science and 32 Extension Agents in the State.
A structured questionnaire consisting of 60 items was used to elicit
information and develop data for the study. Two lecturers in Agricultural
Education unit of the Department of Vocational Teacher Education and one
lecturer from crop Science Department all from university of Nigeria Nsukka,
validated the instrument. It was administered through personal contacts using
six research assistants. The data generated were analyzed using mean, standard
deviation and t-test as statistical tools.
Conclusion
Anambra State government needed more hands in commercial
production of plantain, which is a money spinning crop in the state. There
are many idle and unskilled secondary school graduates who could be
trained in skills needed for employment in plantain production.
The study identified those skills lacking in skill acquisition centers of
Anambra state for training of secondary school graduates to be self
employed in plantain in production The study had therefore, made the
following contributions to knowledge and skills needed for plantain
production.
1. It has provided information to the secondary school graduates on skills
they need for gainful employment in plantain production.
2. It had provided information to skill acquisition centres’ administrators
which they could develop into programmes for equipping secondary
school graduates with needed skills in plantain production.
3. It had also provided information on curriculum planners which they
could include into the agricultural science syllabus for effective teaching
of skills in plantain production.
Recommendations
The following recommendations were made for implementation based
on the findings of the study.
1. The identified work-skills should be incorporated into the curriculum
which should be integrated into skills acquisition centres by government
where it could be used for training unemployed youths in plantain
production.
2. The findings of this study should be made available to unemployed
youths by the government through the media. This could create
awareness for the secondary school graduates to enroll in skill
acquisition centres for training in skills for plantain production for
employment.
3. The government of Anambra state should sponsor re-training
programmes on plantain production work-skills to enable administrators
96
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102
Department of Vocational
Teacher Education (Agric Edu.)
University of Nigeria,
Nsukka.
Dear Sir/Madam
Yours faithfully,
Okongwu, Philomena. O.
PG/M.Ed/06/40734
103
QUESTIONNAIRE
DESTINATION
a. Agric Teacher ( )
b. Extension Agent ( )
SEX
a. Male ( )
b. Female ( )
PART TWO
SECTION A
SKILLS NEEDED IN SITE SELECTION AND LAND PREPARETION
FOR PLANTAIN PRODUCTION.
Please tick ( ) to indicate skills needed in selection and land
preparation for plantain.
HN AN SN NN
4 3 2 1
1. Choose a site that is flat with dense vegetation cover.
2 Choose area with rainfall throughout the year or for
greater part of the year.
3 Clear the land using cutlass or plough
4. Gather all vegetation remnants and trash for compost
making.
5. Mark out the land for digging holes of 30cm x 30cm x
30cm for planting of suckers.
6. Apply organic manure inside the hole to stay one month
before planting the sucker.
7. Place a ―stick marker‖ in the middle of every hole to
locate where the sucker will be planted.
SECTION B
HN AN SN NN
4 3 2 1
8. Collect suckers from existing plantain plot with a hoe and
a sucker sucker digger or spade
9. Make a slanting cut with a sharp cutlass on the sucker to
remove the top part to avoid collecting water.
10. Remove all the roots with a knife or cutlass
105
HN AN SN NN
4 3 2 1
11. Check and ensure that the sucker corm does not have
black holes of plantain weevil
12. Treat sucker with black holes of weevil with insecticide
and nematicide (furadan)
13. Spray sucker with Dithane M-54 for leaf spot disease
14. Remove the stick marker in the middle of the hole and
insert the sucker
15. Return the soil that was previously dug up with hoe, to
cover the base of the sucker.
16. Press down the soil firmly around the planted sucker
SECTION C
HN AN SN NN
4 3 2 1
25 As alterative to fertilizer, compost manure or farm yard
manure can be used
26 Support bearing plant with strong bamboo stakes of 1.5m-
2.5m tall
27 Spray appropriate fungicides to control black sigatoka
disease.
SECTION D
SECTION E
HN AN SN NN
4 3 2 1
45 Remove the fried chips from the oil when it is golden
brown colour.
46 Add salt to the fried chips and allow to cool
47 Package the cooled salted chips in celephone packs
48 Seal the celephone packs with stapler