Abstract
The article explores the perceptions and participation of undergraduates in practical agriculture education in Landmark University, Nigeria, and hypothesises whether the constraints associated with participation are significantly related to the perceived value of practical agriculture by students. Primary data were gathered using a structured questionnaire and analysed using descriptive statistics and exploratory factor analysis (PCA with oblimin rotation) on 329 undergraduates in four colleges. The respondents indicated positive involvement in practical agriculture and a positive attitude towards practical agriculture, with the highest scores on hands-on experience, acquisition of entrepreneurial skills, and perceived employment opportunities in the agricultural sector. Factor analysis produced five consistent elements, including perceived career value/ personal relevance, institutional resourcing and technology deficits, mentorship/ instructional support gaps, academic workload/time constraints, and status/aspiration misfit, explaining 62.55 per cent of total variance (KMO = 0.809; Bartlett’s χ² significant). The results indicate that to enhance practical agriculture performance, it is necessary to protect practical time, strengthen instructional and mentorship support, and increase integration of resources and technology to maintain student engagement and align practical agriculture with diverse aspirations.
KeywordsPractical agriculture education, Undergraduate perceptions, Student engagement, Food security, Sustainable Development Goals (SDGs).
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