Equipping Youth with Agripreneurship

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Equipping Youth with Agripreneurship EQUIPPING YOUTH WITH AGRIPRENEURSHIP AND OTHER VALUABLE LIFE SKILLS BY LINKING SECONDARY AGRICULTURAL EDUCATION TO COMMUNITIES FOR IMPROVED LIVELIHOODS: A COMPARATIVE ANALYSIS OF PROJECT-BASED LEARNING IN UGANDA By STEPHEN CHARLES MUKEMBO Bachelor of Vocational Studies in Agriculture with Education Kyambogo University Kampala, Uganda 2005 Master of Agriculture (International Agriculture Option) Oklahoma State University Stillwater, OK 2013 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY July, 2017 EQUIPPING YOUTH WITH AGRIPRENEURSHIP AND OTHER VALUABLE LIFE SKILLS BY LINKING SECONDARY AGRICULTURAL EDUCATION TO COMMUNITIES FOR IMPROVED LIVELIHOODS: A COMPARATIVE ANALYSIS OF PROJECT-BASED LEARNING IN UGANDA Dissertation Approved: Dr. M. Craig Edwards Dissertation Adviser Dr. J. Shane Robinson Dr. Jon W. Ramsey Dr. Craig E. Watters ii ACKNOWLEDGEMENTS I would like to express my sincere appreciation to my committee chair and advisor Dr. M. Craig Edwards for the mentorship, resources, and professional development that he has provided me for the past six years of graduate school. Dr. Edwards has taught me the value of scholarship and has tirelessly guided me to improve on my writing and growth in academia. He has provided me opportunities to attend and become a member of professional development associations such as the Association for International Agricultural and Extension Education (AIAEE) that have inspired my academic journey. A special thank you to my committee members Dr. Craig E. Watters, Dr. Shane Robinson, and Dr. Jon W. Ramsey for the guidance, valuable feedback and support that you provided me during the time I was writing my dissertation. Without your input I don’t think this would have been possible. Thank you all for believing in me. In addition, I would like to thank my department head Dr. Rob Terry, Jr. for investing in me financially and making sure I had the resources to conduct my research. To my fellow graduate students in the Department of Agricultural Education, Communications, and Leadership at Oklahoma State University thank you for your support, especially my officemate José M. Uscanga. José you have been a true brother to me and we started this journey together. Thank you for being part of my academic journey. iii Acknowledgements reflect the views of the author and are not endorsed by committee members or Oklahoma State University. To my research assistants in Uganda and facilitators, Mr. James Isooba, Andrew Gawuse, Rebecca Mukembo, Victor Ogwal, David Kyappa, among many others. You did a great job and I highly appreciate. To the students who participated in the study, thank you for your time and willingness to provide us valuable feedback. To the head teachers, especially Mrs. Idah Balina Nseko, thank you for giving us permission and allowing your students to participate in this study. To my dad and mom (RIP) thank you for the firm foundation you provided for me, you loved and cared for me though you never lived long enough to witness this achievement. You planted a tree whose fruits you never lived to enjoy. However, I believe you have always watched over me and walked this journey with me. Thank you my guardian angels for helping me keep this candle burning. To my American family Jim, Lynn, and P.J. thanks for the unconditional love. Mom (Lynn) you made sure I start and complete this Ph.D. thank you and I am proud we made it together. And finally to my wife Kevin and children Charles, Rebecca, and Stephen. Thank you for the support and endurance as I walked this journey. I know it has taken part of your time and resources by I did it for you. Charles, we now have enough time to play as you have always wished. This work is dedicated to you all and may you work hard to surpass what your dad has achieved. I dedicate this dissertation to you. Glory be to God for the gift of life and favor he has bestowed upon us. Surely his goodness and mercy shall follow me all the days of my life. Amen!!! iv Acknowledgements reflect the views of the author and are not endorsed by committee members or Oklahoma State University. Name: STEPHEN CHARLES MUKEMBO Date of Degree: JULY, 2017 Title of Study: EQUIPPING YOUTH WITH AGRIPRENEURSHIP AND OTHER VALUABLE LIFE SKILLS BY LINKING SECONDARY AGRICULTURAL EDUCATION TO COMMUNITIES FOR IMPROVED LIVELIHOODS: A COMPARATIVE ANALYSIS OF PROJECT-BASED LEARNING IN UGANDA Major Field: AGRICULTURAL EDUCATION Abstract: This study sought to assess how a project-based learning (PBL) approach involving agripreneurship enhanced students’ understanding and application of poultry science knowledge and concepts and related entrepreneurial competencies learned at school to real-world settings. Further, the participants’ experiences were described regarding school-based, agripreneurial projects (SAPs) and their potential for improving agricultural practices and livelihood opportunities. This study employed an embedded mixed methods design (Creswell & Plano Clark, 2011). Quantitative data from 280 participants were analyzed and reported. Further, an ANCOVA was conducted (Cook & Campbell, 1979) to determine if statistically significant interactions or differences existed between the treatment and counterfactual groups, including differences between sexes. Seven of the study’s 10 null hypotheses were rejected. A statistically significant (p < .01) interaction with a medium effect size was found between students’ group and sex for posttest scores of poultry science knowledge depending on the instructional approach used. A statistically significant (p < .01) main effect existed between groups for perceived agripreneurship competencies depending on instructional approach. Statistically significant (p < .01) main effects with a small effect size existed between the groups and sexes regarding the students’ likelihood to become agripreneurs in the future. A significant (p < .05) association with a small effect size was found between the treated students’ sexes and their intent to become agripreneurs in the future, among other significant relationships. More females than males in the treatment group indicated being either likely or highly likely to become agripreneurs. Regarding the qualitative data, the themes emanating from the students’ and adult facilitators’ experiences with the treatment also indicated improvements in students’ poultry science knowledge as well as their understanding of agripreneurial concepts. Further, qualitative findings indicated the treated students acquired a variety of technical and life skills. A need exists to integrate PBL approaches in the curriculum to increase the likelihood of students’ better understanding agricultural and entrepreneurial concepts and apply such to solve challenges in their communities. Due to contradictory results, additional research should examine the impact of using various teaching approaches on students’ performance by sex regarding their acquisition of poultry science knowledge. v TABLE OF CONTENTS Chapter Page I. INTRODUCTION ......................................................................................................1 Problem Statement ...................................................................................................9 Purpose of the Study ..............................................................................................12 Objectives of the Study ..........................................................................................12 Significance of the Study .......................................................................................14 Assumptions of the Study ......................................................................................16 Limitations of the Study.........................................................................................17 Definition of Terms................................................................................................18 II. REVIEW OF LITERATURE..................................................................................31 Entrepreneurship ....................................................................................................32 Entrepreneurial Competencies ...............................................................................43 Entrepreneurship Education ...................................................................................51 Background of Agricultural Entrepreneurship (Agripreneurship) ........................60 Extension Agents and Farmers’ Entrepreneurial Endeavors .................................61 Agricultural Education ...........................................................................................65 Curriculum Integration...........................................................................................68 Traditional Classroom Instruction: Lecture ...........................................................70 Project-based Learning ..........................................................................................73 Project-based Learning in Agricultural and Extension Education .........................75 Youth-Adult Partnerships ......................................................................................79 Conceptual Framework ..........................................................................................84 Kolb’s Model of Experiential Learning .................................................................84 Theoretical
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