ABSTRACT

The main objective of this study was to evaluate the potentials of secondary school students as agents for effective agricultural technology transfer to farmers as a complement to the efforts of the conventional extension workers. The study area was Abia State. A total of 240 senior class (SSII and III) students were administered with structured questionnaires to get the required information. Data were analyzed with descriptive and inferential statistics. The results revealed that the respondents aged between 16 and 20 years with the majority (73.33%) falling within 16 and 17 years. Out of the 240 respondents, 163 were agricultural science students and participated in farming activities both in school and at home. Despite their involvement in agricultural activities, the respondents showed low interest in agriculture. Only 20% indicated interest in fulltime agriculture and only 12.50% showed interest in studying agriculture related courses in the university. The respondents gave drudgery and the perception that farming is associated with the poor as reasons for their less interest in agriculture. The students also showed interest in teaching and leadership. Only 14% of the students showed high frequency in the discussion of agricultural issues at home. The students believed that agriculture is a job they could do on part-time bases or out of necessity. Based on the parameters used for evaluation, an average score of 7.86 out a maximum score of 13 points was obtained representing a medium level potential. The statistical tests (chisquare and regression analysis) showed positive and significant relation between parents' occupation and their childrens' interest in agriculture; subjects offered by the secondary school students and the transfer of agricultural technology; secondary school students potentials and the transfer of agricultural technology. For secondary school students to be used as agents for technology transfer, it was recommended that more social amenities and infrastructural facilities should be provided, especially in the rural areas where farming is mostly practised; there should be a reorientation of the students' psyche to awaken their interest in agriculture; functional extension education be introduced in secondary schools for effective linkages; agriculture should be made more attractive to students through mechanization; and incorporating students into the technology transfer process in the ADPs, especially in Abia State.