Open Access Library Journal
How to cite this paper: Orowole, P. (2014) Attitude of Undergraduate to Career Direction in Agricultural Extension Educa-
tion (AEE). Open Access Library Journal, 1: e1065. http://dx.doi.org/10.4236/oalib.1101065
Attitude of Undergraduate to Career
Direction in Agricultural Extension
Education (AEE)
Paul Orowole
Department of Agricultural Extension and Management, Lagos State Polytechnic, Ikorodu, Nigeria
Received 6 November 2014; revised 11 December 2014; accepted 28 December 2014
Copyright © 2014 by author and OALib.
This work is licensed under the Creative Commons Attribution International License (CC BY).
http://creativ ecommon s.org/l icens es/by/4.0/
Abstract
This paper reviews the attitude of undergraduate to extension education and possible job oppor-
tunities influencing career direction in agricultural extension. It examined awareness level of un-
dergraduates as well as social factors that influence prospective undergraduates in the field. Stra-
tified random sampling techniques was used to drawn one hundred (100) students of Agricultural
Extension (AE) and Agricultural Related (AR) courses in School of Agriculture, Lagos State Poly-
technic, Ikorodu to measure relevant variables using nominal and ordinal scales. The study re-
vealed that 29.1% undergraduates that undertook AE courses at Higher National Diploma level
chose the course as an opportunity for advancement. 72.7% undergraduates of Agricultural Tech-
nology at National Diploma level were oblivion about jobs opportunities available in AEE. Poor
and low awareness of the importance of AEE was a key challenge to the course and as well to na-
tional development. The study however, suggested guidance and counseling about prospect of AEE
to secondary school students and review of teaching curriculum as a means of creating awareness
to prospective student of AEE as recommendation.
Keywords
Attitude, Undergraduates, Career-Direction, Agricultural Extension Education
Subject Areas: Agricultural Science, Education
1. Introduction
Extension education and training is a tool for rural development. Literatures revealed that, rural development
must therefore be considered with particular reference to agriculture, since agriculture is the basis of livelihood
of mo st rura l famil ies . E xten sio n is e sse ntial ly the mea ns b y whic h new kno wled ge a nd id ea a re i ntro duce d i nto

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rura l are as in or der to b ring a bo ut cha nge a nd i mpro ve t he l ives of far mers a nd t heir fami l ies. Thus , the wor k o f
extension is critically important, because without it, farmers would lack access to supportive and improved ser-
vices required for their productive activities. The role of agricultural extension according to [1] involves disse-
mination of information; building capacity of farmers through the use of a variety of communication methods
and he lping farmers make informed decisions. Also, Agricultural Extension has often been conceptualized as an
education process, which promotes learning [2].
However the image of agriculture among Nigerian youths seemed to have been bartered perhaps because of
the hi gh level o f poverty i n the rural areas compared to urban areas. Therefore, an improved image focusing on
better farming practices and research and development in agriculture would serve to increase the profile of agri-
culture, along with careers available in agriculture and related areas, thus helping improve students enrolment”
[3]. Extension education and training undertaken in some specialized institutions are therefore critical for na-
tional development as agriculture has always been identified as the engine of every economic growth and de-
velop ment. E nrollin g in an unde rgradua te or gra duate d egree pro gram in extens ion educ ation i s a common way
agents prepare themselves for employment [4], and other socio-economics variables that are relevant for career
direction and growth. Agricultural Extension therefore, is expected to foster a sustainable and dynamic approach
to agricultural development and which has remained of great concern to the government and priority for dis-
course in policy arena [5].
Agriculture remains unattractive to the youth leading to their movement to other sectors of the economy to
grab better life [6]. In recent times, migration of young graduates to cities in search of greener pastures can not
be quantified. Hence, there is need to assess their perception about career direction in AEE. However, attitude
was exposed as the degree of positive or negative effect associated with psychological objects [7].
The perception of AEE in Nigeria by undergraduates needs to be reviewed in order to enhance enrolment and
the development of the rural areas and farming ac tiviti es in the cou ntry. It is worthy of note, that the number of
stude nts/graduates of Agricultural Extension has increased in the past t wo decades but this is not responsive to
development of farm families and food production in the country [8]. It will therefore enhance agricultural
productivity for more students to be attracted to study agriculture. If student possesses a ne gati ve i mage of a gr i-
culture as a profession, it is important that improving the image of agriculture would be one step towards im-
proving the number of student enrolments in agriculture and related areas.
Moreover, there is need to design programmes that would provide for wide or better use of extension agents
in terms of performance. Thus, no programmes or plan of rural development either by governme nt or a ny other
agency can be of success if it lacks extension agents who are committed and hardworking. Professional compe-
tency of extension agents lies on the level of education and training acquired. For extension agents to be com-
mitted and hard working, he must have attained a level of professional competency, which covers attitude, skill
and understanding or knowledge needed to perform their job efficiently and effectively [8].
Thus, this paper is tailored toward career prospect available to students’ undertaken courses in extension edu-
cation.
2. Purpose of Study
The essence of this study was to review the possible challenges faced by undergraduates of agricultural exten-
sion. It therefore, investigates the perception of undergraduates in respect of AEE and the available jobs oppor-
tunities. Specifically:
1. To determine the level of undergraduate students’ knowledge about jobs available in AEE.
2. To analyze the factors undergraduate students considered important when choosing career in AE/AR courses.
3. And to find out, if awareness of undergraduates students about AEE can stimulate decision to pursue career
in the field.
3. Methodology
Sample of students of School of Agricult ure in Lagos State P olytechnic, Ikor odu was surve yed to esti mate pop-
ulation characteristics. Since it was impossible to take a complete and comprehensive study of the population
because of the nature (time), and pattern of distribution and dispersion of the elements of the population. A data
collection schedule, that is, questionnaire was designed to measure several variables following the approach of
[9]. The questionnaire was administered to sample size of one hundred (100) students. The questionnaire was

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administered as follows; National Dip loma (ND) students (33 ), Higher National Diplo ma (HND) (55) and other
stude nt s und er taken AR courses (12).
Sample size was chosen using the stratified random sampling method. Accessibility of respondents was de-
termined through personal contact with some students’ Leaders and Lecturers in the school to give a “Pat h way”
for easy administration. All the scales were fully ad ministered in less than four da ys with manage ment of some
“pocket” shortcomings ranging from misplacement of questionnaire by some respondents and delay in respond-
ing to the scales by the students. A total of thir ty (30) items were logically worded in the scale. These focused on
four different sections as shown in the table below (Table 1).
Series of questions used on the scale were developed from review of related studies. Questions in “Part A”
were measured using nominal scale while other questions were measured using ordinal scale. Frequencies, per-
centages and chi square tests were used to analyze the variables on SPSS version 10.0.
4. Results
4.1. Challenges to Agricultural Extension Education
A significantly (p < 0.01; n = 100) greater percentage of 27.0% of sample respondentsconsidered poor aware-
ness of extension education as a problem to AEE. This view was confirmed by students of extension program at
HND level (3 6.4%) at (p < 0.02; n = 55). While, 15.2% at (p < 0.01; n = 33) supported the view. But a greater
percentage of (21.2%) of students of Agricultural Technology at ND level considered lack of teaching equip-
ment as a major challenge to AEE. 54.5% further affirmed that access to teaching materials will spur under-
standing of AEE. At p < 0.01; (x2 = 15.680; DF = 5; xtab = 15.09), low awareness of AEE was a challenge to the
field as highlighted in the table below (Table 2).
4.2. Consideration of Career Direction in AEE by Prospective Undergraduates
72. 0% o f res pond ents r evea le d in the sur ve y that , the y ha ve bac kgro und o n exte ns ion e duc atio n. All the resp on-
dents learn about extension both at secondary and post secondary school equally. 34.0% of the students and 20.0%
students at HND strongly agreed and agreed that guidance and counseling about prospect of AEE to secondary
school students can help create awareness about extension activities. (At p < 0.01; DF = 2; xcal = 11.09; xtab =
10.60); it was revealed that guidance and counseling about prospect of AEE can create awareness about the pro-
gra mme. T hi s vie w wa s f urt he r co nfirmed by the fa ct t hat 45 . 5 % o f the s tud e nts at N D l ev e l str o ngl y a gre ed a nd
48.5% of students agreed to impact of guidance and counseling about prospect of extension education.
4.3. Knowledge about Jobs Available in Agricultural Extension Education
Of the students surveyed, 52.0% stated that, they did not have knowledge of any possible careers in AE as re-
vealed in Table 3.
Table 1 . Outline of numbers of items in the scale of the study.
Part A Part B Part C Part D Total
06 10 12 02 30
Part A: Personal Data; Part B: Challenges to Extension Education and Training; Part C: Consideration of career in Agricultural Extension; Part D:
Factors influencing career in Agricu ltural Extensi on.
Table 2 . Percentage schedule of awareness of agri cultural students to extension education .
Class Sa mple po pulation (n) Percentage (%)
ND 33 15.2
HND 55 36.4
Oth ers 12 33.3
Tota l 100 27.0
Source: Field survey, 2013.

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Table 3. Respondents knowledge of possible careers in agricultural extension education.
Response s Observed (n) Expected (n) Residual
Yes 48 50.0 −2.0
No 52 50.0 2.0
Tota l 100
Source: Field survey, 2013.
Out of four jobs listed, which are available to someone with degree in AE, 52.0% of respondents rate t heir i n-
terests very high in farming activities. This view was supported as 34.0% and 33.0% would like to start farming
while in school and after NYSC respectively. 33.0% and 31.0% (n = 100) rate their interest in teaching rural
far mers hi gh and ver y high. This opens students to pick-up teaching jobs at any level of institutions and a career
as extension agent to rural farm-families. 52.0% of the respondents strongly agreed and 36.0% agreed that con-
sultancy is o ne of the jo bs available in AEE. This vie w was further ascertained as 45.0% and 20.0% would like
to start consultancy services while in school and after NYSC. Also, 72.0% of respondents prefer a career as an
extension o ffice r in Civil Serv ic e Commission a s Extension or Agricultural O f ficers.
4.4. Factors Influencing Career in Agricultural Extension
At significant level less than 2% (p < 0.02), there is relationship between students studying Agricultural Tech-
nology at ND level and factors influencing career in AEE (x2 = 12.303, DF = 4 ; xtab = 11.67). 42.4% of respon-
dents with ND level education (n = 33) stated that community influence their decision about career in their
present field. Likewise, 52.7% of students studying agricultural extension and related courses at HND level af-
firmed that, co mmunity aids their decision about career in their present field. While 47.0% and 27.0% took de-
cision about career in Agricultural extension due to community and school influence respectively.
4.5. Awareness and Perception Aid Decision to Pursue Career in Agricultural Extension
Education
Perception and awareness was a pointer to undergraduates’ decision to pursue a career in AEE. This was sup-
ported as 43.0% of sample respondents (n = 100) perceived extension education as means of improving rural
farm families and 43.0% as well perceived AE as means of obtaining formal education, means to secure jobs
and mean s to i mpr o ve r ur al fa r m fa mili e s a s s ho wn i n Ta bl e 4 . These variables are relevant to motivate students
to pursue a career in AE. Also, 50.9% and 43.6% of the sample respondents (n = 55) at HND level strongly
agreed and agreed respectively that review of teaching curriculum to cater for temporary employment for un-
dergraduate and create jobs for graduate could improve interest in pursuing career in AEE.
5. Conclusion and Recommendation
Out of 37.0% of agricultural students surveyed at ND level, 21.2% attributed lack of teaching equipment as a
major challenge to extension education while 15.2% agreed that awareness of extension education was consi-
derably low. These challenges could be traced to the perception of students’ enrolment to agricultural studies.
Most students in higher institution are resident of urban cities as 52.0% of respondents visit rural areas occasio-
nally. Table 5 has more details abo ut vi sitation to rural areas.
12.0% of sample respondents (n = 100), who were not directly agricultural students attributed inadequate
skilled personnel to problem of extension education. 58.3% of this sample rates the level of skilled personnel to
extension education averagely. Hence, there is need to improve the awareness of extension education even fro m
secondary school education to orientate prospective undergraduates on possible prospect of extension education.
61.8% of students surve yed a t HND level stro ngly a gree d tha t guida nce a nd co unse ling a bo ut pr osp ect of e xten-
sion education to seco ndary school st udents can help create awareness abou t extensio n acti vities; likewise, 45.8%
of the ND students surveyed strongly agreed to this view. Following the above challenges and possible way of
alleviation, there is need for str ict impleme ntatio n of agricultural e xtension tra ining rig ht fro m secondary school.
Extension education could serve as a means of motivations to agricultural education. Prospect of jobs hig-
hlight ed i n t his st udy s houl d b e e choe d to stude nts e ven fro m seco ndar y sc ho ols. Thi s wil l gi ve the m co nsid era-
ble knowledge about e xtensio n educatio n.

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Table 4. Respondents perception of agricultural extension education (n = 100).
Response s Observed (n) Expected (n) Residual
Means of improving rural farm family 43 25.0 18.0
Mean s t o obtain formal educa tion 9 25.0 −16 .0
Mea ns to secure job 5 25.0 −20 .0
All of the a bove 43 25.0 18.0
Tota l 100
Table 5. Frequency of respondents at ND and HND visit to rural areas.
Options Frequency (n = 100) Frequency (n = 33)
Very Reg ular 03 00
Regu la r 28 10
Occasionally 52 18
Never 17 05
Source: Field survey, 2010.
There is interest of u ndergraduates in consul ting services as one of the jobs i n agricultural extension educatio n.
Almos t 88% of the resp ondents i n genera l (n = 100) and 29% of the respondents in particular—ND students ( n =
33) of respondents showed interest in consultancy. Thus, this service industry will cater to the need of both
small and medium scale farmers that reside in farm settlement of urban cities and some neighboring rural farm
families i n Lagos State. Over 75.0% of total sample respondents (n = 100) would like to start consulting services
as soon as possible. Consequently, if ethics of consultancy service is noted, it will also improve farming activi-
ties and meet the major concern of extension education as a means of introducing new knowledge to rural farm-
families.
Teaching, which is perceived as one of the crude career in past decades is seen as a lucrative career recently.
Over 60.0% of respondents (n = 100) rated their interest hig h in teaching rura l far mers. Therefore, if curriculum
is reviewed to cater for employment for both undergraduates and graduates, it will allow students to see the need
to aid rura l farm-families with innovation that a r e germane to the ir productive function.
Image of Agricultural extension and agricultural related education could be traced to sources of information
about possible careers in agriculture. This study suggests that parents, friends, teachers and mass media to some
extent are responsible for how undergraduates view agricultural extension training. About 47.0% of the total
sample was influenced about agricultural extension education through the community/environment. Most of
them, through per sonal investigation felt that, they cou ld meet their social status/ego of being a graduate to take
car e of themselves, while som e, really have passi on for nat ion building through provision of food fo r the nation.
The consequence of impact of extension education in agricultural sector is prominent to the view of sample
surveyed, whic h s ho wed 4.0% of respondents choosing career in extension education as a means of helping rural
dwellers. If, rural farm-families are not developed with current trends in farming, the concern of providing food
for the nation will be void. Thus, there is a great concern to address the essence of extension education to intro-
duce new idea to rural farm families.
This paper, to large extent, suggests guidance and counseling about prospect of agricultural extension educa-
tion to secondary school students and review of teaching curriculum as a means of creating awareness to pros-
pective student of agricultural extension education.
The following are suggestions from this paper:
1. There should be an awareness campaign or re-orientation exercise for secondary school students and stake-
holders in educational sector to address the concern of agricultural extension education, which are rural farm-
families oriented.
2. There should be a compulsory course in teaching curriculum of undergraduate that will allow them to prac-
tice extensio n service to rural farm-families a nd thi s wi ll al low regular vi sit to rura l areas and also , sp ur t heir
interest in the field.

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3. An enforce ment of optio nal practical tra ining (OP T ); that is, tempora ry emplo yment that is dire ctly related to
students’ major area of study.
4. Orientation and career counseling on prospective careers available to agricultural extension graduates, like;
agro-con sul ta nc y, agr o -jo ur na li s m, e xte ns ion broke r , se ed li ng p ro d uce r and mar ket er , far ming, teac hi ng, c i v-
il service work, etc. should be emphasized a t the entry point of students.
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