Browsing by Author "Sseguya, Haroon"

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    Contextual Determinants of Learning Behaviour Differentials amongst Host-farmers of University-Student Outreach in Uganda
    (Advances in Agricultural Science, 2019) Kalule, Stephen W.; Sseguya, Haroon; Ongeng, Duncan; Karubanga, Gabriel A.
    In Sub-Saharan Africa, a knowledge void still exists on two contextual questions of university-community outreach: 1) how social demographics differences are related to farmer learning behaviour towards student outreach, and 2) how student outreach models compare with public and non-public extension services. A cross-section survey was used to obtain data from a sample of 283 respondents purposively selected from previous hosts of student outreach of Gulu University in Uganda. Results from Kruskal-Wallis method revealed that there were significant differences among host-farmers with respect to farmstead distance to the university for knowledge sharing (?2 (2) = 8.5; P < 0.05) and giving feedback (?2 (2) = 7.6; P < 0.05). Regarding the experience of participating in outreach program, significant differences among host-farmers were found in seeking information (?2 (2) = 12.3; P < 0.01); knowledge sharing (?2 (2) = 10.4; P < 0.01); seeking feedback (?2 (2) = 16.4; P < 0.01) and giving feedback (?2 (2) = 8.1; P < 0.05). Further, Friedman test results showed that host-farmers perceived the university-student outreach to be superior and significantly different from public and non-public agricultural extension. We conclude that university outreach is a useful service to farmer. However, its success in facilitating farmer learning is dependent on farmstead distance to the university and farmers’ level of experience of participating in university activities. We recommend more logistical support from governments to university outreach programs so that outreach services can efficiently complement public and non-public interventions in delivering community-based training and learning approaches.
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    Facilitating Conditions for Farmer Learning Behaviour in the Student-to-Farmer University Outreach
    (The journal of agricultural education and extension, 2019) Kalule, Stephen W.; Sseguya, Haroon; Ongeng, Duncan; Karubanga, Gabriel
    This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach. Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour. Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (β = 0.380; t = 5.263; P < .01) and actual farmer learning behaviour (β = 0.182; t = 2.081; P < .05). Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation. Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions. The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach.
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    Motivational pathways for farmer learning behaviour in the student‐to‐farmer university outreach
    (International Journal of Training and Development, 2023) Kalule, Stephen W.; Sseguya, Haroon; Karubanga, Gabriel; Ongeng, Duncan
    In recent times, calls for practical training of agricultural extension workers, who exhibit the right mix of competences for responsiveness to farmer learning needs, have intensified. This comes at the time when there is an increasingly growing desire for more community‐engaged African universities, and as such, making the integration of agricultural students into community outreach services a necessity. However, empirical evidence on whether student‐led outreach and training models adequately respond to the psychological learning needs of host farmers and subsequent motivation of these farmers for learning is lacking. This study uses a structural equation modelling technique on a sample of 283 farmers who had previously participated in the student‐to‐farmer outreach of Gulu University. Results reveal that satisfying farmer learning needs influences intrinsic motivation, formation of learning intentions and farmer learning behaviour. Intrinsic motivation mediates the relationship between satisfying farmer learning needs and the outcome learning behavior. We conclude that satisfying farmer learning needs is a strong initiator of motivational pathways for farmer learning behaviour in the student‐to‐farmer university outreach. We call for more public financing of university outreach programmes so as to enable not only training for churning out graduates with the right competences of responsiveness to community needs but also fostering creative innovations involving both universities and communities.
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    Social-cognitive factors influencing household decisions to grow orange-fleshed sweet potato in Uganda
    (African Journals Online (AJOL), 2020-02-04) Ndaula, Sulaiman; Sseguya, Haroon; Matsiko, Frank
    This study examined the role of social-cognitive factors in farmers’ decisions to cultivate orange-fleshed sweetpotato as a food-based approach to alleviating vitamin A deficiency among rural households in Uganda. Cross-sectional survey data collected from 341 randomly selected household level decision-makers drawn from two rural districts in Uganda were analysed using hierarchical regression. Perceived capability and perceived social approval significantly predicted household decisions to grow orange-fleshed sweet potato (p≤0.001). Overall, decision-makers’ subjective norms and control beliefs were found to be significant mediators (p≤0.01) of the orange-fleshed sweet potato acceptance process. These results point to a cardinal role for processes that create supportive social and cognitive environments in promoting the cultivation of bio-fortified technologies such as orange-fleshed sweet potato.Keywords: Orange-fleshed sweet potato, social approval, Uganda