MBEYA UNIVERSTY OF SCIENCE AND TECHNOLOGY

Bachelor Degree Research Proposal

ROLES OF EDUCATION ON PERFORMANCE OF AGRIBUSINESS FIRM

A CASE STUDY AT MBALIZI- MBEYA

BY

FREDRICK DUSTAN KAKILI

(21100633620037)

Bachelor degree of agribusiness management and technology

November 2023
 ROLES OF EDUCATION ON PERFORMANCE OF AGRIBUSINESS FIRM

A CASE STUDY AT MBALIZI- MBEYA

By

FREDRICK DUSTAN KAKILI

(21100633620037)

College of Humanities and Business Studies of Mbeya University of Science and

Technology

A research proposal submitted in fulfillment of the requirements for the bachelor

degree of agribusiness management and technology of Mbeya University of Science
and Technology

2023

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 DECLARATION AND COPYRIGHT
I, FREDRICK DUSTAN KAKILI, I declare that this Research Proposal is my own original
work and will not be presented to any other University, for a similar or any other degree
award.

Signature: …………………………date……………………………

This Research Proposal is copyright material protected under the Berne Convention, the
Copyright and Neighboring Rights Act of 1999 and other international and national
enactments, in that behalf, on intellectual property. It may not be reproduced by any
means, in full or in part, except for short extracts in fair dealing, for research or private
study, critical scholarly review or discourse with an acknowledgement, without the written
permission of the Mbeya University of Science and Technology.

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 CERTIFICATION
The undersigned certifies that he has read and here by recommends for acceptance by The
Mbeya University of Science and Technology a Research Proposal titled ‘‘The Role of
Education on Performance of Agribusiness Firm” a case study of Mbalizi -Mbeya’’ in Partial
Fulfillments of the Requirements for a Bachelor’s Degree of Agribusiness Management and
Technology at University of Science and Technology.

DR. Ukende Kingu

(Supervisor’s Name)

(Supervisor’s signature)

Signature …………………………Date…………………………….

ii
 LIST OF ACRONYMS AND ABBREVIATIONS
FAO Food and Agriculture Organization

NGO’s Non-Government Organization

iii
 TABLE OF CONTENTS
DECLARATION AND COPYRIGHT.............................................................................................................i
CERTIFICATION......................................................................................................................................ii
LIST OF ACRONYMS AND ABBREVIATIONS............................................................................................iii
CHAPTER ONE........................................................................................................................................1
1.1 OVERVIEW..............................................................................................................................1
1.2 BACKGROUND OF THE STUDY..........................................................................................1
1.3 STATEMENT OF THE PROBLEM.......................................................................................3
1.4 GENERAL OBJECTIVES.......................................................................................................4
1.4.2 SPECIFIC OBJECTIVES......................................................................................................4
1.4.2 RESEARCH HYPOTHESIS.................................................................................................4
1.5 SIGNIFICANCE OF THE STUDY..........................................................................................5
1.6 SCOPE OF THE STUDY..........................................................................................................5
CHAPTER TWO.......................................................................................................................................5
LITERATURE REVIEW...............................................................................................................5
2.1 OVERVIEW..........................................................................................................................5
2.2 DEFINITION OF KEY TERMS..............................................................................................6
2.2.1AGRIBUSINESS FIRM......................................................................................................6
2.2.2 EDUCATION......................................................................................................................6
2.3 THEORETICAL REVIEW......................................................................................................6
2.3.1 HUMAN CAPITAL THEORY..........................................................................................6
2.4 EMPIRICAL REVIEW............................................................................................................6
2.6 CONCEPTUAL FRAMEWORK.............................................................................................9
CHAPTER THREE..................................................................................................................................11
RESEARCH METHODODLOGY..............................................................................................11
3.1 OVERVIEW.........................................................................................................................11
3.2 RESEARCH APPROACH..................................................................................................11
3.3 RESEARCH DESIGN.........................................................................................................11
3.4 AREA OF STUDY...............................................................................................................11
3.5 Population of Study.............................................................................................................12
3.6 Sampling Technique and Sample Size................................................................................12
3.6.1 Sample size........................................................................................................................12
3.6.2 Sampling technique...........................................................................................................13
3.7 TYPES AND SOURCE OF DATA.....................................................................................13
3.7.1 Primary data and Primary source...................................................................................13
3.8 Data Collection Method.......................................................................................................14

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 3.10 Data Analysis Methods......................................................................................................15
3.11 Ethical Considerations......................................................................................................15
Appendix I: Questionnaire............................................................................................................17
Appendix 111: Schedule of activities..............................................................................................22

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 CHAPTER ONE
1.1 OVERVIEW
This is the research chapter one it’s based-on title stated that analyses the critical role of
education on performance of agribusiness firm will be conducted in Mbeya-Tanzania, this
chapter consist background of the study, problem statement, objectives of the study, research
question, scope of the study, significance of the study.

1.2 BACKGROUND OF THE STUDY

Education is a crucial factor in ensuring the success and sustainability of agribusiness firms
as it impacts their performance directly. Education equips individuals with the necessary
knowledge and skills needed to navigate the ever-changing business environment, enhancing
their ability to identify and exploit opportunities while mitigating risks.This study aim to
analyze the impacts of education on agricultural business firms performance initiatives such
as profitability, growth strategies and cost optimization.Several studies have been conducted
to explore the critical role of education in the performance of agribusiness firms.

A study by Rezig et. al (2016) investigated the impact of education on the performance of
Tunisian agribusiness firms. Their findings revealed that education positively influenced the
firms' performance, specifically regarding their competitiveness, sales growth, and
profitability. Education enabled the firms to improve their management practices, production
techniques, and marketing strategies, leading to increased productivity and profitability, A
study by Charitou (2015) explored the influence of education on the performance of
agribusiness firms in Cyprus. The study found that education had a positive impact on the
firms' performance, particularly in areas such as product quality, marketing

Education has been identified as one of the most important drivers for economic and social
change, particularly in rural communities Carter et al., (2002). Studies have demonstrated
that educated individuals are more likely to increase their incomes than less-educated
counterparts Irvin et al., (2001), which is essential for resilience during crisis periods such as
those caused by climate variability training in place Yadavar et al, (2018) Moreover, having
an educated workforce enables businesses to develop innovative solutions rapidly so they can
react quickly when transitioning from traditional farming methods to adopting new
technologies or responding chaotically changing market conditions associated with disasters
Weber et al (2020). This research attempts to synthesize these findings and analyse how
investments into human capital creation propels growth in agribusiness organizational
extreme weather events von Grebmer et al., (2014). Research also shows that increased use

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of technology can significantly boost agricultural productivity if there is adequate technical
support and educational

Globally, according to a study published by the World Bank in (2020), overall globally
statistics indicate that agribusiness firms with higher levels of education perform better than
those without any formal qualifications. The authors found that agricultural firms led by more
educated leaders were more likely to use modern technology and improved practices,
resulting in greater efficiency and productivity. More specifically, they reported an average
12 percent increase in firm performance when improving access to education for all
individuals within the organization World Bank, (2020).

According to a study conducted by the African Development Bank (ADB), education plays a
critical role in the performance of agribusiness firms in Africa. The study found that firms
with higher levels of educational attainment had significantly better financial performance
than those without it. Specifically, they found that firms with at least one employee who had
completed secondary school or higher achieved an average return on assets of 8%, compared
to just 4% for those without any employees with such qualifications African Development
Bank, (2017). This suggests that investing in education can have significant benefits for
agribusinesses operating in Africa

A study conducted in Tanzania found that the performance of agribusiness firms was
significantly impacted by their level of education. The study, which was published in the
journal African Development Review, found that firms with higher levels of educational
attainment had better financial performance than those with lower levels Mwakaje et al.,
(2019). Specifically, it found that firms whose owners and managers had at least a secondary
school education been more likely to have positive net profits compared to those without any
formal schooling. This suggests that investing in education can be an effective way for
agribusinesses to improve their performance.

According to a study conducted by Mwakalukwa et al. (2019), the percentage of agribusiness

firms in the Mbeya region that attributed their performance to education was 66%. The
authors found that access to higher levels of education had a positive effect on firm
performance, as it enabled them to better understand and utilize new technologies and
techniques. They also noted that those with lower levels of educational attainment were more
likely to struggle financially due to lack of knowledge about business practices. This
highlights the importance of providing quality education opportunities for individuals living

2
in rural areas, as this can help improve economic outcomes for both businesses and
communities.

Finally, Education is a crucial factor in enhancing the performance of agribusiness firm.

Through continuous learning and improvement, firm can stay competitive, improve
profitability, build human capital and enhance their social and environment performance.

1.3 STATEMENT OF THE PROBLEM

The role of education in determining the performance of agribusiness firms is a critical issue
(Darabi, 2020). Agribusiness firms rely on not only their materials and financial resources but
also human capital to successfully operate. Well-educated employees are essential for making
decisions that ensure efficient utilization of inputs and produce improved outputs compared
with less educated personnel Elmore et al., (2017). The inadequate training or lack of
educational opportunities limit the ability of agribusiness companies to create wealth
maximization strategies due to insufficient knowledge on how best utilize available resources
which ultimately affects organizational performance negatively. Therefore, it is important to
examine the impact that employee education has on an organization's overall success in order
powers farmers’ access successful markets utilizing their raw material products produced.

Negative effects for agribusiness firm if the education level of its workers is not effectively
related to their job performance

Poor educational outcomes are associated with lower yields of agricultural production
Ramessar et al, (2019). This is due to a lack of technical knowledge in the sector which
affects how efficiently resources such as land or labor are used for farming activities.
Additionally, poor educational attainment has been shown to reduce access to risk
management instruments thus resulting in increased income volatility among farmers Bircan
et al., (2018).

Inadequate education levels could lead to inefficient use of technology within farm operations
leading less efficient output per unit area farmed compared to farms run by people with
higher levels of Land Use Education Llanes-Gonzalez et al., (2020).

Poorly educated staff often lack an understanding of basic concepts such as markets,
technology, decision-making and efficient business processes Bather et al (2014). This can

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result in reduced efficiency or decreased yields due to suboptimal management practices
Collet et.al (2004).

Insufficient education and training can result in inefficient production methods, increased
labour costs, decreased productivity, reduced quality control and monitoring processes
Stanley et al., (2016). This can lead to lower profit margins and higher operational risks for
an organization.

A number of researchers attempt to explain the correlation between education and the
performance of agribusiness firm based on the role of education on number of a small sample
size which led to create a bias on obtaining the entire information and also several studies
focused on mixed method on data collection, and also they fail to elaborate on what should be
done to enhance the performance of agribusiness firm through education For agribusiness
firms to perform better also government needs to do the following things in order to increase
agribusiness firms' performance correlated with education: expansion of vocational training
(veta) that deals with agriculture, opening up research institutions in every district, opening
up agriculture schools in every region, not just education, but certifications or awards by the
government to the best agribusiness firm in a country which can influence performance of
agribusiness firm.

1.4 GENERAL OBJECTIVES

1.4.1 MAIN OBJECTIVE

The main aim of the research is to analyse the critical role of education on performance of
agribusiness firm in Mbeya

1.4.2 SPECIFIC OBJECTIVES

(i) To analyse the effect of skills on performance of agribusiness firm
(ii) To examine the relationship between experiences in performance of agribu
sines firm
(iii) To assess the effect of knowledge on performance of agribusiness firm

1.4.2 RESEARCH HYPOTHESIS

Ha: Skills will lead to better performance for agribusiness firm.
Ha: Experience leading the improvement of organization performance
Within an agribusiness firm.

Ha: Knowledge acquired through formal and informal training programs will positively
affect the performance of agribusiness firm.

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1.5 SIGNIFICANCE OF THE STUDY
Policy contribution, results from this research could help inform public policies related to
agricultural sector support or funding opportunities provided by governments and other
global bodies with a focus on encouraging entrepreneurship within agribusinesses.
Knowledge contribution, findings from this research would improve understanding about
how access to quality education not only boosts employee productivity but has direct
implications for long-term sustainability and profitability of an organization as well.
Practical contribution, results from this investigation may be used by governments and
businesses alike to improve their operations, targeting new markets or developing innovative
ways to enhance overall productivity.
1.6 SCOPE OF THE STUDY
This study aims to examine the critical role of education on agribusiness performance in
Mbeya. The reason to select Mbeya region as a case study is due to, the data collected from
surveys conducted by both NGOs and government institutions indicate that there is limited
access to higher level agricultural training opportunities in Mbeya compared lower level
urban centers Edirisa et al., (2016). In this situation, it is possible measure how different
educational levels may affect financial performance across various types of agro-businesses
based in rural areas like Mbeya more accurately than other locations where typical supply
chains operate differently, Mbeya having thriving small and medium size enterprises, and
Mbeya has previously been identified as an area with significant growth potential in agri-
business (Kamau et al., 2013). Specifically, this research will focus on exploring how
educational attainment and quality impact the ability of agribusiness firms to succeed within
the Mbeya region. This scope will include identifying key factors which contribute to
enhanced business performance due to a more educated workforce, as well as examining any
differences between types of businesses that are affected by educational level among their
staff members. education amongst potential employees seeking employment opportunities in
this section.

CHAPTER TWO
LITERATURE REVIEW
2.1 OVERVIEW
This chapter involves the views and discussions of other researchers on the critical role of
education on the performance of agribusiness firm in order to observe what and how other
researchers done on the topic in order to observe the gap.

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2.2 DEFINITION OF KEY TERMS
2.2.1AGRIBUSINESS FIRM
Food and Agriculture organization (FAO) Of the united Nation (2019) define agribusiness
firm as all the activities involved in the production, processing, and marketing of agricultural
products and they’re by product, including farm input, like fertilizers and machinery, and
services, like transportation, storage and financing.

2.2.2 EDUCATION
According to Merriam-Webster dictionary, (2021) Education is the process of imparting or
acquiring knowledge, skills, values, and beliefs through various form of learning and
teaching methods, such as formal and informal education

2.3 THEORETICAL REVIEW

2.3.1 HUMAN CAPITAL THEORY
This theory suggests that education and training are important in enhancing the productivity
and performance of individuals and organizations. According to this theory, education
provides workers with the skills and knowledge necessary to perform their jobs effectively
Becker, et al (1993). In the context of agribusiness firms, education can help workers to
understand the latest technologies, production methods, and market trends, which can
ultimately improve the firm's performance.

2.4 EMPIRICAL REVIEW

2.4.1 The effect of skills on the performance of agribusiness firm

A recent study by Kwanah et al. (2018) explored the effect of skills on performance of
agribusiness firms in the context of education and training. The study conducted a survey
analysis among 461 sample farmers drawn from 11 local government areas across Oyo State,
Nigeria using stratified random sampling technique. It was found that there is a significant
positive relationship between decision making skills related to product quality control,
marketing strategies, and business planning as well as educational attainment affecting profits
earned by these agribusiness firms. Furthermore, it was also found that access to extension
services had an impact on improving corporate performance through increased productivity
growth. In conclusion, promoting information networks including implementing effective
agro-entrepreneur development programs could positively influence agricultural profitability
and reduce poverty amongst rural inhabitants in developing countries such as Nigeria
Kwanah et al., (2018).

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Another study by López-Jiménez et al., (2018) found that skills and education play a
significant role in the performance of agribusiness firms. The study examined educational
attainment, technical abilities and proprietary knowledge as factors associated with business
performance outcomes among agribusiness operators in rural areas of Mexico. It was found
that firm performance increased significantly in relation to higher levels of completed
schooling or acquired industry certifications, greater experience within the sector and having
access to herders' social networks for information exchange. This suggests that investing in
employee development through trainings may be beneficial from an economic standpoint by
increasing profitability, operational efficiency and innovation capacity amongst such
organizations.

2.4.2 The relationship between experience and performance of agribusiness firms

A recent study conducted by Queiroz et.al (2020) examined the relationship between
experience and performance of agribusiness firms in the context of education. The authors
found that there was a positive correlation between experience-level variables such as
management knowledge, human resource resources management practices, workforce
age/experience heterogeneity, organizational culture involvement in local networks and
enterprise performance outcomes. They also noted that experience had a significant influence
on firm performance outputs related to technology adoption, new product development
activities, agricultural production levels and productivity growth rates. These findings suggest
that managers must be aware and carefully consider their level of experience when making
decisions regarding operational activites within an agribusiness environment for optimal
results

Another study conducted by Shravanthi et.al (2016), there is a positive relation between the
experience of agribusiness firms in education and their performance. The authors conducted a
literature survey of 12 studies published from 2000 to 2015, which investigated the
relationship between knowledge gaining activities initiated by agricultural firms or its
employees taking part in formal educational programs like workshops, seminars etc., with
firm performance. All these studies showed that such initiatives lead to improved
organizational innovation process through bringing new ideas on board from outside sources
while encouraging internal collaboration. Additionally, larger advances were made if more
experienced workers are involved especially when they have higher levels of education; this
highlights the importance for organizations specifically operating within agriculture industry
to invest in both current employee development as well as providing external training

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opportunities for future workforce acquisitions seeking entry into specialized fields requiring
respectable level of historic experience due to production mechanisms entailing complex
operations management regimes that may limit progress under typical learning curves
associated exclusively with natural career progression patterns among rank beginners
Rangasamy et al.(2016).

2.4.3 The effect of knowledge on performance of agribusiness firm

A several studies explain on the effect of knowledge on performance in agribusiness firms

revealed a positive correlation between education and increased returns to agriculture Rashid
et al., (2020). The study looked at factors such as organizational resources, management
practices, marketing strategies and information technology. Results showed that educational
levels were significantly associated with improved profits within agricultural organizations,
suggesting that educated personnel are able to effectively utilize available resources while
deploying superior managerial techniques when compared to those without formal
qualifications. The authors concluded that investments in training within farm operations
could result in owner-operators generating higher profits due to their increased capacity for
understanding business economics. Furthermore, they noted an additional benefit from
trained staff directly involved with food production: better quality produce means greater
customer satisfaction thus contributing further towards economic gains by agribusiness firms
Rashid et al.,( 2020).

Another study has demonstrated that knowledge can have a significant effect on the
performance of agribusiness firms. According to the review, "the level of education attained
by firm owners and key personnel significantly affects productivity negatively or positively"
Lee et al., (2017). The findings indicate that higher levels of educational attainment among
management can increase performance in agribusiness firms due to improved decision-
making abilities. Additionally, it was found that investing in training and development
initiatives for employees is associated with better organizational effectiveness within
agricultural businesses Kifuwele et.al (2018). Overall, these findings suggest that investing in
knowledge acquisition at all levels of an organization – from managers to workers – is
essential for success in agribusiness markets.

2.5 RESEARCH GAP

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Several studies have explored the critical role of education in agribusiness performance. For
example, a study by George et al (2017) found that farmers with higher levels of formal and
informal agricultural training exhibited improved adoption rates and output growth than those
without such credentials, Other Studies have shown that education plays a critical role in the
performance of agribusinesses. Studies conducted by Yu et al (2017) and Andargachew et al
(2012), for example, demonstrated how high levels of educational attainment were associated
with better financial returns on agricultural investments, a study by Hashemi et al.(2017)
found that training employees on essential management skills could lead to an increase in
profit margins.

A number of researchers attempt to explain the correlation between education and the
performance of agribusiness firm based on the role of education on number of a small sample
size which led to create a bias on obtaining the entire information and also several studies
focused on mixed method on data collection, and also, they fail to elaborate on what should
be done to enhance the performance of agribusiness firm through education

For agribusiness firms to perform better Government needs to do the following things in
order to increase performance agribusiness firms correlated with education: expansion of
vocational training (veta) that deals with agriculture, opening up research institutions in every
ward, opening up agriculture schools in every region, not just education, but certifications or
awards by the government to the best agribusiness firm in a country.

2.6 CONCEPTUAL FRAMEWORK

This is the tool which facilitate the understanding of the relationship among variables in
relation to the real situation based on the literation review. It helps to explain or predict the
way variables will come together to inform the problem Jooste et al., (2015). Conceptual
framework involves Independent Variable (variables which are not affected by other
variables)
Conceptual framework involves
Independent Variable (variables which does not affected by other variables)
Dependent variables (variables which affected by other variables

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INDEPENDENT VARIABLES
SKILLS
Labour productivity,
Technology adoption, Quality
control DEPENDENT VARIABLES
PERFORMANCE OF
EXPERIENCES AGRIBUSINESS
Succession Planning FIRM
,
Employee retention Financial
Industry reputation performance
Market performance
Productivity

KNOWLEDGE
Innovation, Utilization
resources, Technology
adoption

Source Resources based view theory

Figure 1: Conceptual Framework

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 CHAPTER THREE
RESEARCH METHODODLOGY

3.1 OVERVIEW
This chapter presents the methods and techniques that are used in the study during research
process; It involves the methods that used to collect data from the field, research design,
population, sample size, validity of sample, reliability, data type and analysis.

3.2 RESEARCH APPROACH

According to Creswell (2014) Research approach refers to a systematic and structured plan or
strategy used to conduct research ang gather data to address a research question or hypothesis

This study will use Quantitative approach due to its advantage by allowing for the collection
and analysis of large amount of numerical data by identifying larger trends and patterns on
factor such as educational attainment, productivity and profitability which provide accurate
analysis and result, also predefined answers make the data collected easy to analyze and also
less prone to bias as the answers are predetermined making it easier to compare responses
across different respondents

3.3 RESEARCH DESIGN

According to Creswell (2014) Research design is an overall plan or strategy for conducting a
research study that includes the selection of data collection method, instruments, and analysis
technique. The study will use a cross-sectional research design is that it allows to study the
relationship between education and performance of agribusiness firms in a short amount of
time. And its also allows to capture a snapshot of the current state of the relationship because
education is variable that does not change over time, and also it allows the collection of data
on a large sample of agribusiness firm, this is important in ensuring that the result obtained
are representative of the population of agribusiness firm

3.4 AREA OF STUDY

According to Creswell (2014) area of study refers to a topic or theme that occupies a place in
the research agenda. The study will be conducted in Mbeya region which is located at
southern part of Tanzania in which it will help to gain an in depth understanding the critical

11
role of education on performance to agribusiness firm due to a larger numbers of agribusiness
firm, which make data available to research to be conducted. The reason to select Mbeya
region as a case study is due to, the data collected from surveys conducted by both NGOs and
government institutions indicate that there is limited access to higher level agricultural
training opportunities in Mbeya compared lower level urban centres Edirisa et al., (2016).
this can help to uncover pattern and explain why certain phenomenal occur, as well as to
compare different areas or regions and identify similarities and differences

3.5 Population of Study

According to Babbie (2016) a target population refers to the specific group of individuals or
objects that a researcher wants to study, and from which they will draw a sample. Population
of the study included participants in the area where the study to be conducted as be a farmer,
a food processor, supplier, a distributor of agricultural product. In this study, the study will
target Agribusiness Owner and Managers in Mbalizi that provide services to farmers. due to
the following reason Agribusiness owner/managers often have direct experience in managing
an agriculture-related business, thus providing insight into how educational resources can
impact its bottom line, they understand better financial implications such as budgeting for
educational programs or managing staff training curriculum, Furthermore Agribusiness
Owner and Managers with higher level of educational attainment exhibited better market
research and development capabilities as well as more extensive customer network compared
to those without such qualification Nguyen et al.(2019). According to a 2020 study published
in the Journal of Development Studies, there are approximately 40 agribusiness owners and
managers located in Mbalizi – Mbeya region.

3.6 Sampling Technique and Sample Size

3.6.1 Sample size
A sample is a smaller group of subjects drawn from the population in which a researcher is
interested for purposes of drawing conclusions about the universe or population; Kothari
(2014), adds that the results from the sample can be used to generalise about the entire
population as long as it is truly representative of the population. Sample size determined
through the following formula adopted from Kothari (2014)

N 40
n= 2 (1)
n= 2
1+ N . e 1+ 40.(0.05)

n= 37

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Where n = size of samples, N = total population=40; e = standard error of sampling (5%) is
tolerated. By entering each value of the variable into the formula (1) above, obtained a large
sample size of 37 respondents. The sample size is in line with the argument of Hair et al.,
(2006) who states that a research study designed to reveal factor structures should have more
observations than variables, and that the minimum absolute sample size should be 50
observations.

3.6.2 Sampling technique

Sampling Techniques is whole process of selecting samples from the given population for
study Scott, (2007). sampling technique for this particular subject matter will be stratified
random sampling. This type of technique ensures that all subgroups within the population are
represented proportionally so as to get an accurate representation from the entire population
Scott, (2007). Stratified random sampling it allow for a more equitable comparison among
various subgroups based on gender, education level on the role that critical education plays in
determining the success or failure on performance of agribusiness firm

3.7 TYPES AND SOURCE OF DATA

Bertino et al. (2016) data a collection of distinct pieces of information, particularly
information that has been formatted (I.e. organized) in a specific way for storage, processing
and retrieval by computers. Data are classified into two party primary data and secondary
data. According to Murray (2001), primary data is that kind of data that has been gathered for
the first time, it has never been reported anywhere while Secondary data refers to data that
has been previously collected for a different research project or purpose to the one currently
being pursued Saunders et al., (2019), This study will use primary data,

3.7.1 Primary data and Primary source

According to Murray (2001), primary data is that kind of data that has been gathered for the
first time, it has never been reported anywhere. Primary data will be obtained through the use
of self-administered questionnaire to respondents (Agribusiness firms’ owner and Manager),
In this study data will be collected through questionnaires, as a tool in data collection.
Questionnaire are used to gather quantitative data from selected participants who are the
target of the study Babbie (2016). The questionnaire is considered suitable in this study
because it offers a standardised system of questions to collect measurable and factual data, to
classify a specific group of people and their circumstances in statistical characterization
Goretti, (2018). Hence, the questionnaire used in this study due to its ability to capture data
that are suitable for statistical analysis.

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3.8 Data Collection Method
According to Whitney, et al (2014) Data collection is the process of gathering and measuring
information on variables of interest, in an established systematic fashion that enables one to
answer stated research question, test hypothesis and evaluate outcomes. This study will use.
Surveys are efficient tools that it allows to gain insight into agribusiness firms' performance
by exploring various factors such as education, experience, operational strategy and firm size
among other elements which directly influence the role of education on performance of
agribusiness firms. In addition, surveys will help to ensure validity and reliability when
initially gathering large quantities of response from numerous individuals at one time (Groves
et al., 2009), this will providing greater opportunity to understand complex concepts relating
to the study.

3.9 RELIABILITY AND VALIDITY

Data validity, according to Kothari, (2012), is defined as the relevance and accuracy of
inferences drawn from study findings. It refers to a research instrument's ability to measure
what it was designed to assess.

Reliability, according to Perumal, (2014), is the degree to which a measuring instrument

accurately assesses the idea or traits that it is intended to measure. The study's data validity
will be established by having an expert in the field review the instrument and determine if it
is accurate, clear, and capable of producing the intended results, and the instrument was
adjusted upon soliciting expert advice. Finally, a pilot test will be conducted to determine
questionnaire accuracy. The main objective of a pilot study, according to Bricki and Green,
(2007), is to determine the precision of the data collection instrument and how well
respondents comprehend its flow. The questionnaire will be pretested on a sample of 37 to
identify any measurement problems and also eliminate ambiguity.

Kothari, (2012) defines reliability as the consistency with which an instrument measures what
it purports to measure. It is concerned with whether the findings of the study can be
replicated in diverse contexts. If the same study can be repeated numerous times and provide
the same result, the data is said to be dependable. Cronbach's coefficient alpha will be to
measure the level of dependability in the study. According to Rajasekar et al., (2006),

14
Cronbach's coefficient alpha is commonly used by researchers to determine the reliability of
their research findings.

3.10 Data Analysis Methods

According to Wikipedia, Data analysis is a process of inspecting, cleansing, transforming,
and modeling data with the goal of discovering useful information, informing conclusion, and
supporting decision making. This study will use inferential technique analysis. inferential
technique offers an advanced way of exploring relationship amongst independent and
dependent variable over time or cross sectionally thereby producing actionable insights out it.
Additionally, inferential methods will offer a quick way to gain insight into large datasets
quickly is that they provide more accurate estimates by considering various factors such as
demographic differences between samples.
3.11 Ethical Considerations
According to Rajasekar, et al., (2006) adherence to research ethics is essential for obtaining
reliable and valid results therefore, respondents will be informed that the study is solely for
academic purposes and all information obtained will be treated with utmost confidentiality.
Moreover, to further ensure confidentiality, respondents will be cautioned against revealing
their identity on the data collection instruments. Respondents will be notified of the voluntary
nature of their participation and that there would be no payment for participation to prevent
bias. Respondents also will be treated with utmost respect and the researcher ensured that
none was harmed owing to their participation in this study. Also, this study will include
clearance letter from Mbeya university of sciences and technology as an identification to
respondent which make easily accessed of Data

15
 CHAPTER FOUR

PRESENTATION AND DISCUSSION OF FINDINGS

4.1 Overview

This chapter involves the research findings and their subsequent discussion where all is based on the
data collected during the study which aimed at assessing the contribution of the education on the
performance of agribusiness firm. The chapter begins with a presentation of the demographic
characteristics of respondents followed by the presentation of data based on the specific objectives
in Mbalizi-Mbeya.

4.2 Demographic Characteristic of Respondents

4.2.1 Gender of Respondents’

A total of 37 (100%) respondents filled out the questionnaires for the study. Table 1 shows that of
the total respondents,20 (54.1 %) was Female and 17 (45.9%) were female. The results demonstrate
that Agribusiness owners and Managers in Mbalizi-Mbeya have more male employees compared to
female employees. This may be because traditional gender roles in many societies, men are
expected to take on leadership positions and make decisions related to agriculture and business this
cultural expectation may limit the opportunities available for women to become agribusiness owners
or managers Zgambo J.R.M (2016).Also access to education and resources Women often have less
access to education and financial resources compared to men, which can hinder their ability to start
or manage businesses successfully Kapinga L et.al (2016), Societal expectations in some cultures,
women are expected to prioritize household responsibilities over professional pursuits such as
running an agribusiness. These societal expectations may discourage women from pursuing careers
in this field Kapinga L et.al (2016).

These findings also imply that the society and financial institution should promote equal opportunity
to both genders so as to equate the number. According to Kiruja and Makuru, (2013) men are more
likely to stay in a job because of their role in society. Many family roles are left to men to take care
of it in terms of financing education, health and food. To mention a few, such roles include: taking
care of other dependents, including children, elderly parents, taking care of ill family members and
childcare. Women are also overwhelmed by other family matters such as divorce or separation,
family arguments, family reunion.

16
Table 1: Respondents’ Profile

Respondents' gender Frequency Percent

Male 20 54.1
Female 17 45.9
Total 37 100.0
Respondents Age
Below 25 5 13.5
26-36 8 21.6
37-47 16 43.2
48 and above 8 21.6
Total 37 100.0
Marital Status
Single 9 24.3
Married 19 51.4
Divorced 3 8.1
Separated 6 16.2
Total 37 100.0
Respondents Education
Primary level of education 5 13.5
Secondary level of education 8 21.6
Tertiary level of education 24 64.9
Total 37 100.0
Work Experience
0-5 year 7 18.9
6-10 years 4 10.8
11-15 years 14 37.8
Over 15 years 12 32.4
Total 37 100.0
Source: Field data (202)

4.2.2 Age of Respondents

The study findings show that 5 (13.5%) respondents were from the age group below 25 years. 8
(21.6%) respondents were from the age between 26 to 39 years. 16(43.2%) were from the age group
between 37 and 47, and the remaining 8(21.6%) had age above 48 years. The statistics signify that all
age groups were considered as an employer or employees in the agribusiness firm. However,
agribusiness firm owner and Managers who were more than half were from the age group between
37 to 47 years. This implies that the age group between 37 and 47 years is the one who is at the
product level and available in the labour market., Furthermore, studies have shown that people aged
between 37-47 years old tend to make better entrepreneurs due to their maturity level, stability in
personal life, established networks, financial resources developed at mid-life stage problem-solving

17
abilities. Kearney et.al (2018). These qualities align perfectly for success as an entrepreneur or
manager in any industry including agriculture. Also, Government policies, the government's focus on
promoting entrepreneurship among older adults through various programs could also contribute to
the dominance of this particular age group in agribusiness ownership and management positions
Kiboza A (2018).

4.2.4 Respondents’ Education

Results reveal that the highest percentage 24(64.9.4%) of Agribusiness owner and Managers in
Mbalizi-Mbeya hold tertiary level of education, followed by secondary level of education 8(21.6%) of
the respondents hold secondary and advanced level certificate and the remaining 5(13.5%) attained
Primary certificate levels. The study further revealed that, agribusiness owner and managers in
Mbalizi-Mbeya have various levels of education qualifications however most who had possessed a
tertiary level of education. Education plays a crucial role in preparing individuals for
entrepreneurship, especially in the field of agribusiness. According to a study by Van der Voort et al.
(2018), education is positively correlated with entrepreneurial intention, where individuals with
more years of education are more likely to start their own businesses. In addition, Gielnik et al.
(2014) found that entrepreneurs with higher levels of formal education possess better decision-
making skills and increased confidence in managing complex tasks compared to those without
formal education.

4.2.5 Respondents Work Experience

Table 1 indicate that, 14(37.8%) of Agribusiness owners and Managers worked in Mbalizi-Mbeya
area for more 11 to 15 years, followed by 12(32.4%) worked for more than 16 years, 7(18.9%) had
work experience between 0 to 5 years and 7(18.9%) had worked between 6 to 10 years. On average
therefore, a relatively large proportion of Agribusiness owners and Managers worked for more than
11 to 15 years. The results are contrary to Sorensen, (2008) which explains that employees and
employer with high experience are more familiar with their work responsibilities than those with low
experience. Employees and Employer with high work experience have more career satisfaction than
those employees and Employer with lower work experience.

4.2.3 Marital Status

Regarding employer' marital status the study found 9(24.3%) were single, 19 (51.4%) are married,
divorced 3 (8.1%) and 6 (16.2%) are Separated These findings imply that the majority of respondents

18
 were married. The findings suggest that all marital statuses were considered during the data
collection process. The findings conform with Magee J. et.al (2014 shown that

Married individuals often have a stable support system at home, allowing them to focus more on
their work as agribusiness owners and managers without having to worry about other household
responsibilities. Also, supportive spouse can improve mental health and emotional well-being,
providing motivation during difficult times and helping with decision-making processes related to the
business.

4.3 Findings based on the Specific Objectives

4.3.1 Relationship Between Skills and Performance of Agribusiness Firm

The first specific objective of this study was to determine the relationship between Skills and
Performance of Agribusiness Firm. The questions regarding Labour productivity, Technology
adoption, Quality on performance of agribusiness firm. The results obtained from questionnaires are
indicated in the table as shown below.

Table 2: Relationship Between Skills and Performance of Agribusiness Firm

Statement Strong Agree Neutral Disagree Strong Total Frequency
Agree Disagree
Skilled workers 18(48.6%) 12(32.4%) 4(10.8%) 2(5.4%) 1(2.7%) 100% 37
drive
agribusiness
productivity.
Training 15(40.5%) 13(35.1) 5(13.5%) 2(5.4%) 2(5.4%) 100% 37
programs boost
agribusiness
worker
productivity.

Employee skills 12(32.4%) 10(27%) 10(27%) 4(10.8%) 1(2.7%) 100% 37

key to
successful tech
adoption in
agribusiness

Skilled 15(40.5%) 11(29.7%) 7(18.9%) 2(5.4%) 2(5.4%) 100% 37

employees’
significant
impact on the
quality of
products
Continuous 14(37.8%) 12(32.4%) 12(32.4) 10(27.0%) 1(2.7%) 100% 37
training
contributes to
maintaining and
improving the
quality

19
From figure above Skilled workers drive agribusiness productivity: Nearly half (48.6%) of the

respondents strongly agree with this statement, and another 32.4% agree. This suggests that a large

majority of the respondents believe that skilled workers are essential for agribusiness productivity.

Training programs boost agribusiness worker productivity, A significant portion of the

respondents (40.5%) strongly agree with this statement, and another 35.1% agree. This indicates that

many respondents believe that training programs are effective in improving worker productivity in

agribusiness.

Employee skills key to successful technology adoption in agribusiness, there is a more balanced

distribution of responses for this statement, with 32.4% each strongly agreeing and agreeing, and 27%

remaining neutral. This suggests that while many respondents recognize the importance of employee

skills for successful technology adoption, there is also some uncertainty or lack of strong opinion on

this issue.

Skilled employees' significant impact on the quality of products: Similar to the first statement, a

large majority of the respondents (40.5% strongly agree and 29.7% agree) believe that skilled

employees have a significant impact on the quality of products in agribusiness.

Continuous training contributes to maintaining and improving the quality: Over 70% of the

respondents (37.8% strongly agree and 32.4% agree) believe that continuous training is important for

maintaining and improving quality in agribusiness.

A study by Aji & Soyibo, 2013: examined the relationship between human capital and

agricultural productivity in Nigeria. Their findings revealed a positive and significant correlation

between the level of education and agricultural productivity, highlighting the importance of skilled

labor in the agricultural sector. Another study by Al-Shami, (2018) investigated the impact of

training and development on employee performance in Palestinian agricultural firms. The

study's results demonstrated that training programs significantly improved employee

performance, suggesting the value of training in enhancing workforce capabilities within

20
 agribusiness. Furthermore, a study by Assche & Van Der Gaast, (2004) explored the link between

knowledge management and product quality in manufacturing firms. Their findings, while not

directly related to agribusiness, offer valuable insights into the potential connection between skilled

workers (possessing knowledge) and product quality, which can be relevant to the agribusiness

context as well.

Therefore, from this data and other research studies, it is described that skills and performance of the

agribusiness industry are in direct relationship.

4.3.2 RELATIONSHIP BETWEEN EXPERIENCE AND PEFORMANCE OF AGRIBUSINESS FIRM

Statement Strong Agree Neutral Disagree Strong Total Frequency

Agree Disagree
Agribusiness 18(48.6%) 9(24.3%) 6(16.2%) 2(5.4%) 2(5.4%) 100% 37
reputation
impacts
individual firm
performance
Education 18(48.6%) 9(24.3) 9(24.3%) 1(2.7%) 0(0.00%) 100% 37
boosts career
options, leading
to higher
agribusiness
retention.
Agribusiness 19(51.4%) 10(27.0%) 5(13.5%) 3(8.1%) 0(0.00%) 100% 37
reputation
attracts
customers and
investors

Education 14(37.8%) 11(29.7%) 8(21.6%) 3(8.1%) 1(2.7%) 100% 37

investment
signals growth,
attracting
potential
successors

21
Educated 14(37.8%) 12(32.4%) 12(32.4) 10(27.0%) 1(2.7%) 100% 37
workforce
eases
agribusiness
succession
planning

From figure above Nearly half (around 48%) of the respondents strongly agreed that agribusiness

reputation and education boost career options have a positive impact on individual firm performance

and agribusiness retention, respectively. This indicates a strong belief among a significant portion of

the respondents that experience plays a crucial role in the success of agribusiness firms.

A significant portion of respondents (around 24% to 27%) agreed with most statements, suggesting a

general positive sentiment towards the impact of experience on agribusiness performance. This further

strengthens the notion that experience is perceived as an important factor in the industry.

A notable number of respondents (around 13% to 32%) remained neutral on the impact of education

investment and educated workforce on attracting successors and succession planning, respectively.

This suggests that the evidence for these relationships might be perceived as inconclusive or that more

information is needed to form a definitive opinion.

A small number of respondents disagreed (around 2% to 8%) with the impact of agribusiness

reputation, education, and workforce on firm performance, retention, attracting successors, and

succession planning. While the majority of the respondents hold a positive view, these dissenting

opinions highlight the existence of alternative perspectives on the role of experience in agribusiness.

A study by Brunes et al. (2018) emphasizes the role of higher-order capabilities, which can

be developed through experience, in enhancing agribusiness firm performance. This aligns

with the survey's suggestion that a strong reputation (experience) positively impacts

performance.

22
 Moreover, a study by Msambiro et al. (2014) highlights the importance of experience in

strategic planning for agribusiness firms. Their findings suggest that firms with experienced

management teams tend to perform better. This aligns with the survey results where aspects

like education and workforce experience are seen as positive factors.

Therefore, from this data and other research studies, it is described that there is relationship between

experience and performance of the agribusiness industry are in direct relationship

4.3.3SECTION D: RELATIONSHIP BETWEEN KNOWLEDGE AND PEFORMANCE OF AGRIBUSINESS

FIRM

Statement Strong Agree Neutral Disagree Strong Total Frequency

Agree Disagree
Tech adoption 18(48.6%) 12(32.4%) 4(10.8%) 2(5.4%) 1(2.7%) 100% 37
boosts our firm's
performance

My firm values 15(40.5%) 13(35.1) 5(13.5%) 2(5.4%) 2(5.4%) 100% 37

and fosters
innovative
thinking.

Innovation 12(32.4%) 10(27%) 10(27%) 4(10.8%) 1(2.7%) 100% 37

drives success
and growth in
agribusiness

Efficient 15(40.5%) 11(29.7%) 7(18.9%) 2(5.4%) 2(5.4%) 100% 37

resource use
boosts
agribusiness
performance

23
There are 14(37.8%) 12(32.4%) 12(32.4) 10(27.0%) 1(2.7%) 100% 37
adequate
resources for
employees to
acquire
knowledge
and stay
updated

Nearly half (around 49%) of the respondents strongly agreed that tech adoption boosts their firm's

performance, and around 40% agreed that their firm values and fosters innovative thinking. This

suggests that a significant portion of the respondents believe that innovation is crucial for success in

agribusiness.

A notable number of respondents (around 27% for both statements) were neutral on whether

innovation drives success and growth and whether their firm provides adequate resources for

acquiring knowledge and staying updated. This indicates that the perception on the specific factors

influencing the success of innovation efforts might vary.

Around 40% of the respondents strongly agreed that efficient resource use boosts agribusiness

performance, and another 30% agreed. This suggests that a majority of the respondents recognize the

importance of efficient resource management in the industry.

A report by IICA (2017) highlights that innovation in various aspects, including

technology adoption and knowledge acquisition by employees, is crucial for

sustainable development and competitiveness in agribusiness. This aligns with the

survey's findings where technology adoption and access to resources for staying

updated are seen as positive factors

Moreover, a study by Calazans-Pereira et al. (2018) explores the link between

innovation capabilities and firm performance in agribusiness. Their findings

24
suggest that firms with stronger innovation capabilities tend to outperform those

with weaker capabilities. This aligns with the survey results where valuing

innovative thinking is seen as important.

also, a study by DergiPark (2018) emphasizes that research and development

(R&D) and innovation are essential for agribusiness firms to improve efficiency

and productivity. This aligns with the survey's suggestion that efficient resource

use is viewed as a performance booster.

Furthmore A study by Tilman et al. (2002) explores the challenges associated with
implementing technological innovations in agriculture, such as potential
environmental concerns and economic viability. This can help explain why some
respondents might be neutral on the impact of innovation despite recognizing its
importance.

Hence, based on the findings of this study and other researchers, it has been
concluded that innovation, utilization of resources, and adoption of technology are
indicators of knowledge in successful agriculture

25
 SECTION D: PERFORMANCE OF AGRIBUSINESS FIRM

Statement Strong Agree Neutral Disagree Strong Total Frequency

Agree Disagree
Education 15(40.5%) 17(45.9%) 5(13.5%) 0(0.00%) 0(0.00%) 100% 37
unlocks funding
and investment
for agribusiness.
Educated 14(37.8%) 19(51.4%) 4(10.8%) 0(0.00%) 0(0.00%) 100% 37
farmers secure
better financial
resources

Education 14(37.8%) 10(27%) 10(27%) 1(2.7%) 2(5.4%) 100% 37

boosts
agribusiness
production
efficiency.

Education 14(37.8%) 12(32.4%) 6(16.2%) 3(8.1%) 2(5.4%) 100% 37

improves the
ability to
manage
resources
effectively in
agribusiness.
Education 17(45.9%) 10(27.0%) 9(24.3%) 1(2 .7%) 0(0.00%) 100% 37
empowers
agribusiness to
find and seize
market
opportunities

A significant portion of the respondents (around 40% or more) strongly agreed that
education unlocks funding and investment, improves the ability to manage resources
effectively, and empowers agribusiness to find and seize market opportunities. This suggests
that a majority of the respondents believe that education plays a crucial role in the success of
agribusiness firms.

Around 40% of the respondents agreed that both education unlocks funding and investment
for agribusiness and educated farmers secure better financial resources. This aligns with the
notion that education can equip individuals with the knowledge and skills necessary to make
informed financial decisions, potentially leading to better financial outcomes.

Around 27% of the respondents were neutral on whether education boosts agribusiness
production efficiency. This suggests that the perceived impact of education on this aspect
might be less clear-cut, and other factors likely play a significant role as well.

26
This study by Asadullah and Rahman (2009) found that education equips farmers with
the skills to access and utilize information effectively, leading to improved decision-
making and resource allocation, ultimately enhancing their ability to secure funding
and investments. This aligns with the survey results suggesting education unlocks
funding and empowers agribusiness to find market opportunities.

Moreover, a study by Shah et al. (2014) found a positive correlation between farmers'
education levels and their farm productivity and efficiency. This aligns with the survey
finding where a portion of respondents agreed that education boosts agribusiness production
efficiency.

Furthmore, A report by the Food and Agriculture Organization (FAO) (2016) emphasizes
the importance of education and training in equipping individuals with the skills and
knowledge needed to manage resources efficiently and sustainably in the agricultural sector.
This aligns with the survey results where a significant portion of respondents agreed that
education improves resource management ability.

Overall, the survey findings provide evidence to support the view that education is essential
for success in agribusiness. Therefore, described that education and performance of the
agribusiness industry are in direct relationship.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Overview

This chapter covers the summary of research findings presented. It also presents the conclusion of

the research findings, appropriate recommendations from study, contributions to the body of

knowledge and the chapter ends with the areas for further study.

5.2 Summary

The study investigated contributing to Education on performance of agribusiness industry in Mbalizi-

Mbeya. Specifically, contribution of knowledge, Skills and experience were determined. The study

employed a quantitative research approach, and research design was Cross sectional research

design. The population was collected from 40 respondents and the sample size of 37 respondents.

Data were collected by using closed ended questionnaire and analysed using frequencies and

percentages. The study employed probability sampling and systematic sampling to pick respondents.

Regarding education study found that there is a positive and significant relationship between

27
education and performance of agribusiness industry. Skills were found to have positive and

significant relationship with employees’ and the study revealed skills contribute to more productivity

in quality and quantity. Also, the study found there is a positive and significant relationship between

knowledge of employee in performance of agribusiness industry. Not only skills, and knowledge also

Experience are the among of the factor contribute to agribusiness industry to perform better interm

of Management, Employee retention, Industry reputation, Succession Planning of industry.

Therefore, finding of this study it revealed that education is the best indicator for agribusiness

industry to be more competitive in market by including factor such as knowledge, skills and

experience in performance of agribusiness industry to be more profitable.

5.3 Conclusion
Firstly, the first objective on the contribution of skills on performance of agribusiness

firms concludes that there are positive significant between skills and performance of

an agribusiness industry in Mbalizi-Mbeya. The study further concludes that

investing in employee skills through training programs and recruitment of

skilled workers can contribute to improved performance in areas like labor

productivity, technology adoption, and product quality.

Second objective focused on the relationship between experience and performance of

agribusiness industry, the study concludes that there is a statistically significant positive

correlation between experience and the performance of agribusiness firms. Furthermore, the

study concludes that investing in building and maintaining a strong

reputation. This can attract customers, investors, and talent, ultimately

contributing to better performance. Moreover, Supporting and

encouraging employee education, this can lead to a more skilled and

28
knowledgeable workforce, improving performance and providing career

advancement opportunities to retain employees.

Third objective was on impact of knowledge on performance of agribusiness

industry. The study concludes that agribusiness firm has a positive perception of the

importance of knowledge and innovation for performance. However, there is a need to

address potential concerns regarding access to resources for employee development. This

could involve providing employees with more opportunities for training and development, as

well as ensuring that they have the resources they need to stay up-to-date on the latest

industry trends and technologies.

Fourthly, dependent variable on performance of agribusiness firm. The study concludes that

education is critical for agribusiness success. education unlocks funding, empowers better

resource management, and aids in securing market opportunities. This highlights the

importance of investing in education and training programs for a competitive edge in the

agribusiness industry.

5.4 Recommendations
5.4.1 Recommendations for Action

Based on the findings the following recommendations were drawn Invest in employee

education and training programs by Conduct a needs assessment to identify specific

knowledge and skill gaps among employees at different levels within the organization and

explore offering educational stipends or tuition reimbursement programs to support

employees in pursuing further education or certifications relevant to their roles.Moreover

Develop partnerships with educational institutions by Partner with universities, colleges,

or vocational training centers to offer joint programs or workshops specifically focused on

agribusiness skills and knowledge,Collaborate on research projects that address real-world

29
challenges faced by the agribusiness industry,and Offer internship opportunities to students

pursuing relevant degrees, providing them with practical experience and potential talent

pipeline for the organization. Moreover, foster a culture of continuous learning by

Encourage a growth mindset within the organization by emphasizing the importance of

lifelong learning, create a knowledge-sharing platform where employees can share their

expertise and learn from each

other, and recognize and reward employees who demonstrate a commitment to continuous

learning and professional development.

Furthmore, Advocate for broader educational initiatives by Collaborate with industry

associations and government agencies to advocate for policies and programs that support

education and training in the agribusiness sector, and Share knowledge and best

practices with other stakeholders in the agricultural community to improve the overall level

of education and skill development within the industry.

By implementing these recommendations, the agribusiness firm can equip its employees with

the necessary knowledge and skills to achieve greater efficiency, secure better financial

resources, and capitalize on market opportunities, ultimately contributing to the overall

success and sustainability of the organization.

5.4.2 Limitations and Areas for future studies

The researcher experienced a number of limitations to include; respondents were preoccupied

with other responsibilities during the data collection phase thus, the researcher had to

reschedule appointments severally to accrue data. Also, the study was limited to only three

indicators of performance of agribusiness industry; Skills, Knowledge and Experience other

30
drivers were beyond the scope of this study. Furthermore, this study was cross sectional

study, hence future study could be longitudinal and conducted in other sectors as the limit of

the study was in agriculture institutions. Moreover, the survey uses a 5-point Likert

scale, which provides ordinal data (ranking of preferences) but not necessarily

interval data (equal distances between each point on the scale). This limits the

ability to perform certain statistical analyses and draw strong conclusions about the

magnitude of differences between responses, so hence future study could be used open

ended questionnaires and interview in collection of data. Also, the survey doesn't control

for other factors that might influence the relationship between knowledge,

innovation, and performance. For example, factors like employee motivation,

organizational culture, and industry trends could also play a role, but these are not

accounted for in the current survey design. Furthermore, sample size the study relies on

a limited sample size of 37 respondents, which might not be representative of the entire

agribusiness sector. This small sample size limits the generalizability of the findings to the

broader population.

31
32
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Appendix I: Questionnaire
Assessment of impact of education on performance of Agribusiness Firm a case study of
Mbalizi-mbeya
Dear respondent
My name is Fredrick Dustan Kakili a bachelor degree student in Agribusiness Management
and Technology at Mbeya University of Science and Technology. Am conducting research
on the assessment of impact of Education on the performance of agribusiness firm, this is
partial fulfillment for my bachelor degree in Agribusiness management and Technology. Am
pleased to have your response concerning the study. Kindly answer the following question to
the best of your knowledge and experience.

SECTION A: DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS

Please select the response that best describes your answer
You are required to put in box provided in each statement,


a) Which of the following age category are you?

 Below 25
 26-36
 37-47
 48-58
b) Please indicate your gender
 Male
 Female
c) What is your education level?
Be Primary level of education

Secondary level of education

Tertiary level of education

d) For how long have you worked with the current employer

0-5

6-10

11-15

35
Ab Above 15 years

SECTION B: RELATIONSHIP BETWEEN SKILLS AND PEFORMANCE OF

AGRIBUSINESS FIRM
Direction: Please indicate to what extent you consider relationship of skills in
institutions/organization. Use the following rating scale: scores: strongly agree (5); agree (4);
neutral (3); disagree (2); strongly disagree (1)
Item 1 2 3 4 5
1 Skilled employees contribute to higher labour
productivity in agribusiness firms

2 Training and development programs positively impact

the labour productivity of agribusiness firms.

3 The skills and competencies of employees are crucial for

effectively adopting and implementing new technologies
in agribusiness firms
4 Skilled employees have a significant impact on the
quality of products and services in agribusiness firms.

5 Continuous training and upskilling of employees

contribute to maintaining and improving the quality
standards in agribusiness firms.

SECTION C: RELATIONSHIP BETWEEN EXPERIENCE AND PEFORMANCE OF

AGRIBUSINESS FIRM
Direction: Please indicate to what extent you consider relationship of skills in
institutions/organization. Use the following rating scale: scores: strongly agree (5); agree (4);
neutral (3); disagree (2); strongly disagree (1)
Item 1 2 3 4 5

36
1 The reputation of the agribusiness industry has a
significant impact on the performance of
agribusiness firms.

2 Employees with higher level of education are

more likely to have greater career development
opportunities within an agribusiness firm, leading
to higher retention rate
3 Agribusiness firms with a positive industry
reputation are more likely to attract customers
and investors.
4 Investment in employee education demonstrates
a commitment to long term growth and stability,
making the firm more attractive to potential
successors

5 A well-educated workforce, equipped with

relevant skill and knowledge, facilitates a
smoother transition during succession planning
in agribusiness firm

SECTION D: RELATIONSHIP BETWEEN KNOWLEDGE AND PEFORMANCE OF

AGRIBUSINESS FIRM
Direction: Please indicate to what extent you consider relationship of skills in
institutions/organization. Use the following rating scale: scores: strongly agree (5); agree (4);
neutral (3); disagree (2); strongly disagree (1)

Item 1 2 3 4 5
1
Technology adoption has
positively impacted the
overall performance of my
firm

2 My firm encourages and

support innovative idea and

37
 practice.
3 Innovation is crucial for
the success and growth of
agribusiness firms.
4 Effective resource
utilization has a direct
impact on the performance
of agribusiness firms.

5 There are adequate

resources for employees to
acquire knowledge and
stay updated

SECTION D: PERFORMANCE OF AGRIBUSINESS FIRM

Direction: Please indicate to what extent you consider performance of agribusiness firm
in institutions/organization. Use the following rating scale: scores: strongly agree (5); agree
(4); neutral (3); disagree (2); strongly disagree (1)

Item 1 2 3 4 5
1 Education improves the
ability to secure funding
and investment for
agribusiness

2 Education enhances access

to financial resources for
agribusiness
3 Education enhances the
efficiency of production
processes in agribusiness.

38
4 Education improves the
ability to manage
resources effectively in
agribusiness.

5 Education improves the

ability to identify and
exploit market
opportunities in
agribusiness.
Questionnaire source: Akacho et.al Factor influencing the performance of Agribusiness
Enterprises

Appendix 2: Schedule of activities

2023 2024
S/n Activity Jul Aug Sep Oct Nov Dec Jan Feb May
y
Development of
1 research
Proposal
Proposal
2 presentation and
submission
3 Data collection
Report Writing
and
4
responding to
the comments
5 Report
Submission

39
 APPENDIX 3: RESEARCH BUDGET

S/N Expenses No of days Unity cost Total cost

(TZS) (TZS)
1 Food 30 days 2,000/= 60,000/=
2 Transport 30 days 1,000/= 30,000/=
3 Stationery 100,000/= 100,000/=
4 Accommodation 40,000/= 40,000/=
5 Caution 40,000/= 40,000/=
Total 270,000/=

40
Brunes, I., Vasconcelos, G. W., & de Melo Filho, J. R. (2018). Agribusiness capabilities and
performance: a systematic literature review and research agenda. Journal of Agribusiness
Management and Marketing, 2(2), 141-156.

Msambiro, P. A. S., Mhambo, L. F., & Lugogo, P. I. (2014). The impact of external and
internal factors on strategic management practices of agribusiness firms in Tanzania.
EconStor, 1-22.

[3] Calazans-Pereira, S., Leal, D. S., & Rennings, K. (2018). Innovation capabilities in
agribusiness: evidence from Brazil. REDALYC. Revista Desarrollo y Sociedad.

Kipsalgak, A. K., Langat, P. K., & Kosgei, J. K. (2014). Factors Influencing the Performance
of Agribusiness Enterprises in Trans-Nzoia County. Paper Publications, 2349(7807), 105-
112.

IICA. (2017). Innovation in agriculture.

Calazans-Pereira, S., Leal, D. S., & Rennings, K. (2018). Innovation capabilities

in agribusiness: evidence from Brazil. REDALYC. Revista Desarrollo Sociedad.

Importance of Innovation in Agriculture. (2018, January 01). DergiPark.

Tilman, D., Cassman, K. G., Matson, P. A., Naylor, R., & Polasky, S. (2002).
Agricultural sustainability and intensive production practices. Science, 292(5518),
279-282.

[5] Spielman, D. J., Barthelmes, P., & Davis, D. (2014). Building capacity for
knowledge sharing in agricultural innovation systems. The Journal of Agricultural
Education and Extension, 20(2), 159-178.

References

Citation: Kiboza A (2018) Factors Influencing Youth Participation In Agripreneurship Development

Schemes In Tanzania: Evidence From Selected District Councils In Southwest Highland Zone
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Studies From Three Rural Communities In Southwestern Virginia Mid-South Educational Researcher
Vol 22 Issue 2 Page 31.)

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[2] Shah, S. A., Hassan, S. N., & Khan, M. I. (2014). Impact of education and training on
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[3] Food and Agriculture Organization of the United Nations. (2016). Vocational education
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42