Search results for: Cajethan U. Ugwuoke

Authors: Cajethan U. Ugwuoke, Hyginus O. Omeje, Emmanuel C. Osinem

Abstract:

The study was carried out to determine the effects of Moringa oleifera leaf powder additive on the feed intake and average weight of pullets. A completely Randomized Design (CRD) was adopted for the study. On the procedure of the experiment, 240 chicks were randomly selected from 252 Isa Brown day-old chicks. The chicks were equally randomly allotted to 12 pens with 20 chicks each. The pens were randomly assigned to four different treatment groups with three replicates each. T1 was fed with control feed while T2, T3, and T4 were fed with 2.5%, 5% and 7.5% Moringa oleifera leaf powder fortified feed respectively. The chicks were fed with uniform feed up to week four. From week five, experimental feeds were given to the pullet up to 20 weeks of age. The birds were placed on the same treatment conditions except different experimental feeds given to different groups. Data on the feed intake were collected daily while the average weight of the pullets was collected weekly using weighing scale. Data collected were analyzed using mean, bar charts and Analysis of Variance. The layers fed with control feed consumed the highest amount of feed in most of the weeks under study. The average weights of all the treatment groups were equal from week 1 to week 4. Little variation in average weight started in week 5 with T2 topping the groups. However, there was no statistically significant difference (p>0.05) in the feed intake and average weight of layers fed with different inclusion rates of Moringa oleifera leaf powder in feeds.

Keywords: average weight, feed intake, Moringa oleifera, pullets

Procedia PDF Downloads 167

Authors: Cajethan U. Ugwuoke

Abstract:

Agriculture is taught in secondary schools to develop skills in students which will empower them to contribute to national economic development. Unfortunately, our educational system emphasizes the application of conventional teaching methods in delivering instructions, which fails to produce students competent enough to carry out agricultural production. This study was therefore aimed at examining the application of digital technologies as tools for transformative instructional delivery. Four specific purposes, research questions and hypotheses guided the study. The study adopted a descriptive survey research design where 80 subjects representing 64 teachers of agriculture and 16 principals in the Udenu local government area of Enugu State, Nigeria, participated in the study. A structured questionnaire was used to collect data. The assumption of normality was ascertained by subjecting the data collected to a normality test. Data collected were later subjected to mean, Pearson product-moment correlation, ANOVA and t-test to answer the research questions and test the hypotheses at a 5% significant level. The result shows that the application of digital technologies helps to reduce learners’ boredom (3.52.75), improves learners’ performance (3.63.51), and is used as a visual aid for learners (3.56.61), among others. There was a positive, strong and significant relationship between the application of digital technologies and effective instructional delivery (+.895, p=.001<.05, F=17.73), competency of teachers to the application of digital technologies and effective instructional delivery (+998, p=.001<0.5, F=16263.45), and frequency of the application of digital technologies and effective instructional delivery (+.999, p=.001<.05, F=31436.14). There was no evidence of autocorrelation and multicollinearity in the regression models between the application of digital technologies and effective instructional delivery (2.03, Tolerance=1.00, VIF=1.00), competency of teachers in the application of digital technologies and effective instructional delivery (2.38, Tolerance=1.00, VIF=1.00) and frequency of the application of digital technologies and effective instructional delivery (2.00, Tolerance=1.00, VIF=1.00). Digital technologies should be therefore applied in teaching to facilitate effective instructional delivery in agriculture.

Keywords: agricultural science, digital technologies, instructional delivery, learning

Procedia PDF Downloads 42