AGRICULTURE STUDENT PERCEPTION OF ACADEMIC AND INSTITUTIONAL SERVICES

ABSTRACT

The research assessed agriculture students’ perception of academic and institutional services in University of Benin, Benson Idahosa University and Ambrose Alli University Ekpoma. The core findings focused on the quality of academic and institutional service available  in the University of Benin, Benson Idahosa University and Ambrose Alli University Ekpoma. Agricultural students were selected from the different agriculture department based on level of study, data generated was analyzed using frequency counts, percentage and mean while hypothesis was tested with spearman correlation and chi square. Findings showed that a higher proportion (57.5%) of the respondents were male students which showed that males were given more opportunity for higher education in the study area. A higher proportion 67.5% and 32.5% of the students attended  both private primary and secondary schools respectively. It also showed that the students had positive perception that social opportunities (canteen, garden and seating places) of the faculty are sufficient (Mean 3.84). findings also established that students’ interest to venture into agriculture was high as there is opportunity for self employment in agriculture (Mean, 4.21). results also showed that students had high level of satisfaction as agricultural class has provided me with the competencies needed to succeed in business and industry (Mean, 3.29). The results also showed that the most serious constraints faced by students was methods used in teaching practical  is laborious (Mean 2.90). Findings also established that the relationship between demographic characteristics of students and their perception of quality of academic and institutional services available in the university was significant except for marital status at p-value =<0.01 probability level. The result revealed a positive correlation between students perception of quality of academic and institutional services and their interest in engaging in agricultural venture (r=0.719 P<0.01). This relationship was statistically significant at the given probability level. In conclusion, students think that practical application of theoretical concepts helps boast their interest in venturing into agriculture as a means of self employment. Therefore, it is important that farm practical year training programme should be judiciously implemented as this gives them unique opportunity to reinforce their knowledge. It therefore recommends that practical sessions should be made less laborious as this will encourage positive participation of students in lessons and subsequently encourage them to engage in agricultural ventures in the future