AGRIPRENEURIAL SKILLS NEEDED BY AGRICULTURAL EDUCATION UNDERGRADUATES FOR ENTRY INTO PINEAPPLE PRODUCTION FOR SELF-EMPLOYMENT IN DELTA STATE

Abstract

The research aimed to explore Agripreneurial Skills Needed by Agricultural Education Undergraduates for Entry into Pineapple Production for Self-Employment in Delta State” aimed to explore the specific skills required by students for successful involvement in pineapple production, with a view to enhancing self-employment readiness. Two theories were used in this study. They are the Human Capital Theory and Experiential Learning Theory. The study employed a descriptive survey research design. The research was conducted with a sample size of 115 but 111 respondents data collected through a structured questionnaire, which served as the primary instrument, were found usable. For the analysis, descriptive statistics such as mean and standard deviation were used to assess responses to the research questions, while t-tests were employed to test the hypotheses at a 0.05 significance level. The findings reveal valuable perceptions into the readiness and skill level of Agricultural Education undergraduates in Delta State for self-employment in pineapple production. Respondents consistently rated their agripreneurial skills for all stages of production at a moderate level, with no significant mean differences observed between the agripreneurial skills needed and their self-employment readiness across the various hypotheses. In pre-planting, planting, post-planting, harvesting, post-harvest operations, and marketing, respondents agreed on the essential skills required to handle these operations effectively. This indicates that students possess a basic foundation in agricultural production processes. However, the significant t-test values across all hypotheses—accompanied by p-values of 0.001—suggest that there are indeed meaningful differences in how these skills contribute to self-employment readiness, contrary to the initial null hypotheses. Based on the findings the following recommendations were made: Enhance agripreneurial training programs by incorporating practical, hands-on experiences into the Agricultural Education curriculum, allowing students to gain real-world skills in all stages of pineapple production. Encourage partnerships between educational institutions and local agricultural businesses to offer internships and mentorship opportunities for students, thereby boosting their readiness for self-employment. Increase access to funding and financial resources for undergraduates interested in agripreneurial ventures by collaborating with financial institutions and government agencies to provide start-up grants and low-interest loans.