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Resource Use Efficiency Among Fadama Crop Farmers

Resource Use Efficiency Among Fadama Crop Farmers

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DEDICATION

This research material, titled “Resource Use Efficiency Among Fadama Crop Farmers” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.




ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Agricultural Engineering (AE) for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Resource Use Efficiency Among Fadama Crop Farmers provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.




ABSTRACT

The study investigated the Resource Use Efficiency Among Fadama Crop Farmers in Ibadan Ibarapa agricultural zone of Oyo state, Nigeria. Data were collected from 120 respondents who were randomly selected and interviewed using both interview schedule and questionnaire. The data collected were presented using percentage and means. The findings o revealed that there was no significant difference in the productivity between Fadama and non fadama (soko) farmers, while there was a significant difference between the productivity of Fadama and non fadama (watermelon) farmers as well as Fadama and non fadama maize farmers.The gross margin analysis of Fadama and non Fadama crop farmers revealed that Fadama soko farmers and Fadama maize farmers were more profitable than the non Fadama farmers in the area. For watermelon, the non fadama farmers were more profitable because they had higher output.

The findings also revealed that labour, fertilizer, insecticides and seed influenced the technical efficiency of soko farmers. Herbicides and insecticides influenced the technical efficiency of watermelon farmers, while labour, insecticide and seed influenced the technical efficiency of maize farmers. The positive coefficient for age variable implies that the older farmers were more technically inefficient than the younger ones. Also negative coefficient for education implies that the farmers level of technical inefficiency declined with more education. With regards to farmer specific factors, especially education, there is the need for policy to promote formal education as a means of enhancing efficiency in production over the long-term period. This is because it would enable farmers make better technical decision and also help in allocating their production inputs effectively.

In the short-term, informal extension education could be effective, especially when targeted at farmers who have had limited formal educational opportunities.The coefficient of farming experience was estimated to be negative as expected and statistically significant at the 5-percent level. The implication is that farmers with more years of farming experience tend to be more efficient in crop production. It is possible that such farmers gained more years of farming experience through “learning by doing,” and thereby becoming more efficient.The study also found that farmers under Fadama harvested more per unit of land of output of crop than non fadama farmers for soko and maize and this confirms the hypothesis that programme intervention has the capacity to succor farm production problems while accruing more income to farmers.



Resource Use Efficiency Among Fadama Crop Farmers in Ibadan / Ibarapa Agricultural Zone of Oyo State, Nigeria


1.1 Introduction

… As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of technical terms.…


CHAPTER TWO

2.0 Literature Review

2.1 Introduction

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Defense Procedure for Agricultural Engineering Researchers


In preparation for defending a project or seminar on Resource Use Efficiency Among Fadama Crop Farmers, it is imperative that as a nursing student, you demonstrate comprehensive knowledge of your research. The defense process is structured to include presenting your work, answering questions, and illustrating its pertinence. Initially, provide a succinct yet thorough introduction to your research topic, emphasizing its importance and the objectives, ensuring that both the audience and the External Examiner can understand the scope of your study.


Prior to your defense, be thoroughly acquainted with your research abstract and the critical elements of Chapter One, including motivation for embarking on this research, problem statement, objectives, and significance. In Chapter Two, be ready to cite at least two references from the literature review. For Chapter Three, you should be equipped to discuss the methodologies, tools, and techniques utilized. In Chapter Four, defend your research by justifying the findings and linking them to your research objectives.


Conclude your defense by succinctly summarizing the study and offering insightful, evidence-based recommendations. A professional dress code, such as wearing a suit and tie, is vital to create a favorable impression and elevate your presentation.


During the question and answer segment, the External Examiner may pose questions pertaining to your research. If confronted with a challenging or irrelevant question, respond diplomatically with, “Sorry, Sir/Madam, the question asked is beyond the scope of my study.” Whenever possible, direct your answers back to your research findings to reinforce your expertise.


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