ASSESSMENT OF BS AGRIBUSINESS STUDENTS OF ISABELA

STATE UNIVERSITY CABAGAN TOWARDS SELF EMPLOYMENT IN

AGRIBUSINESS VENTURES

ALLAPITAN, JULIE ANN

P. BINGAYAN, JINKY M.
GALIAS, JOY D.
GAZZINGAN, MIKEE D.
MANAGUELOD, CRESCARICA
A. PAGULAYAN, JOVAN L.
VENTURA, BETH S.

A THESIS SUBMITTED TO THE

DEPARTMENT OF AGRIBUSINESS
INSTITUTE OF BUSINESS
MANAGEMENT
ISABELA STATE UNIVERSITY, CABAGAN, ISABELA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

DEGREE

BACHELOR OF SCIENCE IN AGRIBUSINESS

JUNE 2022
i
 APPROVAL SHEET

This undergraduate research entitled “ASSESSMENT OF BS

AGRIBUSINESS STUDENTS OF ISABELA STATE UNIVERSITY
CABAGAN TOWARDS SELF EMPLOYMENT IN AGRIBUSINESS
VENTURES” prepared and submitted by JULIE ANN P. ALLAPITAN, JINKY
M. BINGAYAN, JOY D. GALIAS, MIKEE D. GAZZINGAN, CRESCARICA
A. MANAGUELOD, JOVAN L. PAGULAYAN, BETH S. VENTURA, in
partial fulfillment of the requirements for the degree of Bachelor in Science in
Agribusiness, is hereby accepted.

GERRY Z. LAGGUI, PhD

Adviser

Date:

Approved by the Panel of Examiners with a grade of PASSED

DAVIE ANN C. QUEDDENG, RPA ENGR. DANIEL C. JACINTO, PhD

Member Member

Date: Date:

MARIDEL S. GALICIA,RPA
Member

Date:

Accepted in partial fulfillment of the requirements for the degree of Bachelor of

Science in Agribusiness.

JOHN MARK M. MAMAUAG, MSHM KATHERINE M. ZIPAGAN, MBA

Research Coordinator Program Chair, BSAB

Date: Date:

GERRY Z. LAGGUI, PhD

Dean, IBM

Date:

Filed by:

LEA G. PASICOLAN, MAEcon

College Secretary

Date:

ii
 BIOGRAPHICAL SKETCH

Joy Dabban Galias, the author of this study, was born on May 6, 1999, in

Tikaz, Malolos, Bulacan, and is now a resident of Malamag West, Tumauini,

Isabela. She is the second of three children of Mr. Hermie Erejer Galias and

Mrs. Marites Dabban Galias.

She began her primary schooling at Fugu Elementary School in 2006 and

graduated with honors in 2012. She completed her secondary education at

Lanna National High School, where she was part of the K- 12 students, in

2018. She served as a part-time SSG officer for two years during her six years

of high school, and she also participated in extra-curricular activities.

After completing her secondary education, she entered Isabela State

University Cabagan campus to pursue a Bachelor's degree in Technological

Livelihood Education. However, she did not pass the battery examination

required before enrolling in second year college. But she could not give up

and decided to continue her tertiary education by pursuing a Bachelor of

Science in Agribusiness. With strong determination she pursued the degree

because, aside from wanting to finish college, she wants to be a successful

businesswoman someday.

JOY D. GALIAS

iii
 BIOGRAPHICAL SKETCH

Julie Ann P. Allapitan, the co-author of this study, was born on July 24,

2000 at Lanna, Tumauini, Isabela. She was the youngest daughter of Mr.

Santiago T. Allapitan and Mrs. Milagros P. Allapitan.

In 2006, she took her primary education at Lanna Elementary School and

received her diploma in March 2012. She then pursued her secondary

education at Lanna National High School and graduated in April 2018.

She decided to pursue her tertiary education at Isabela State University

Cabagan Campus taking up Bachelor of Science in Agribusiness. She took the

said degree because of her willingness and desire to be a businesswoman

someday.

JULIE ANN P. ALLAPITAN

iv
 BIOGRAPHICAL SKETCH

Jinky M. Bingayan, the co-author of this study, is the daughter of Mr.

Macario P. Bingayan and Mrs. Magdalene M. Bingayan. She was born on

January 12, 1999 in Moldero, Tumauini, Isabela.

At the age of seven, she already went to school to spend preparatory and

kindergarten days at San Francisco Elementary School for one year. She took

her elementary education at the San Francisco Elementary School. While

secondary education at Fermeldy National High School and graduated in

2012.

In her desire to succeed in her studies. She learned that there are people

who are willing to help and support her studies until she finished tertiary

education. She lost her parents at the young age and to her second parents who

served as her strength despite the financial incapabilities. Initially, she

enrolled at Isabela State University Cabagan Campus taking up Bachelor of

Elementary Education program. However, she did not pass the battery

examination to enter second level. So she decided to shift and take up

Bachelor of Science in Agribusiness program. She made new acquaintances

and discovered a new sense of hope and productivity in what she does.

JINKY M. BINGAYAN

v
 BIOGRAPHICAL SKETCH

Mikee D. Gazzingan, one of the co-authors of this study, was born on

November 28, 1999 in Fermeldy, Tumauini, Isabela. She is the six child of
Mr. Amante M. Gazzingan and Mrs. Elsie D. Gazzingan

She started her kindergarden at the age of six and finished her elementary
education at San Francisco Elementary School in 2012. she took up her
junior and senior high at Fermeldy National High School and graduated in
2018, belonging to the first batch of K to 12 program.

With her desire to finish college, she enrolled Bachelor of Elementary

Education at Isabela State University Cabagan Campus. Unfortunately she did
not pass the battery examination. Not to be discouraged in her non-admission
to her first choice of degree program, she opted to take BS Agribusiness
program. Truly, she found out that it is an opportunity to enhance her
knowledge and skills in business management and dreaming to become one of
the successful businesswomen someday. Being a student amidst
pandemic made every student cope with new normal living. As an
Agribusiness student, she practiced her skills during the pandemic and
engaged into online selling to provide her daily needs. Also, she pursued the
said degree because of her desire to be a successful businesswoman someday.

MIKEE D. GAZZINGAN

vi
 BIOGRAPHICAL SKETCH

Crescarica A. Managuelod a co-author of this study, was born on

September 15, 1998 at Tumauini Community Hospital, Tumauini, Isabela. She

was the twelveth child among the fifteen children of Mr. Victorio T.

Managuelod and Mrs. Margarita A. Managuelod.

In 2006, she took her elementary education at Fugu Elementary School

and received her diploma in March 2012. She then pursued her secondary

education at Lanna National High School and graduated in April 2018.

She continued to pursue her college degree and took up Bachelor of

Technology Livelihood Education at Isabela State University Cabagan

Campus. Unfortunately, she did not pass the battery examination. She shifted

and took up Bachelor of Science in Agribusiness. Her determination to

pursue the said program inspires her to experience on what it is like to be an

entrepreneur someday. Through the will and grace of God, she is now a

graduating student at Isabela State University Cabagan Campus.

CRESCARICA A. MANAGUELOD

vii
 BIOGRAPHICAL SKETCH

Jovan L. Pagulayan, one of the co-authors of this study, was born on

December 11, 1999 in Simanu Norte, San Pablo, Isabela. He is the youngest

child of Mr. Francisco M. Pagulayan and Mrs. Helen L. Pagulayan.

He started his kindergarden and finished his elementary education in

Simanu Norte Elementary School in 2012. He took his secondary education

in Simanu National High School and graduated in 2018, belonging to the

pioneer batch of the K-12 curriculum.

For his tertiary education, he enrolled at Isabela State University Cabagan

Campus taking up Bachelor of Science in Agribusiness program. He believed

that a person will succeed if he/she is smart and hardworking, and always

putting God in every journey that they are walking for.

JOVAN L. PAGULAYAN

viii
 BIOGRAPHICAL SKETCH

Beth S. Ventura, one of the co-authors of this study, is the youngest

daughter of Mr. Charlie T. Ventura and Mrs. Dominga S. Ventura. She was

born on December 10, 1999 in Lanna, Tumauini, Isabela.

At the age of six, she already went to school and took her elementary

education at Elementary School and secondary education at Lanna National

High School and graduated in 2012 and 2018, respectively.

To pursue her dream, she took her tertiary education at Isabela State

University Cabagan Campus under the Bachelor of Elementary Education

program but she failed, But this is not the hindrance for her to pursue her

education. She took another course which is Bachelor of Science in

Agribusiness. According to her, college life is the best time for her because

she was able to meet new friends and gain more knowledge in this field and

believed that knowledge gained in the University is her weapon in facing life’s

challenges.

BETH S. VENTURA

ix
 ACKNOWLEDGEMENT

We would like to express or thanks and our sincerest gratitude to those

persons who imparted wisdom, knowledge and gave their time, efforts, patience,

encouragement, suggestions and assistance to the completion of this study.

Above all, to our Almighty God, our ultimate source of inspiration. Thank

you Lord for all the bountiful blessings, guidance, love, peace, progress and

wisdom you bestowed upon us that made this piece of work possible.

Our deepest appreciation and sincerest thanks to our thesis adviser , Dr.

Gerry Z. Laggui, for all his guidance and wisdom throughout this study, from

inception to completion, as well as his incredible and unwavering patience in

working with us over this semester. And for the challenges he posed which

contributed to the success of this study, for always reminding the authors to work

hard, study hard, work as one and finish the research work well. You are the

reason behind the success of this study, without you, we cannot finish it. Thank

you very much sir and God bless!

To Ms. Katherine M. Zipagan, Chairman of the BSAB program and one of

the panel members, thank you for being a good adviser to us and for the

encouragement, assistance and the knowledge you shared.

To Ms. Maridel S, Galicia, thank you for the knowledge you imparted

especially for the pieces of advice you shared and also for the guidance. God bless

you ma’am!

We would also like to thank and acknowledge the panelists for valuable

inputs, comments and suggestions in the improvement of our manuscript. Thank

you very much for always being there to guide and assist us. Throughout the
x
duration of this study, we really appreciate your patience and concern in dealing

with us, your students.

To each member of the research team, thank you for all the inputs,

cooperation, and encouragement to working as one to complete this study. This is

it, closer to our dreams! Thank you for all the time spent doing our research

study. We miss those times that we are working together for the completion of our

study. Keep safe always guys! Thank you so much for all the sacrifices.

To the BSAB family, our fellow classmates, friends, thank you guys for

the memories that we shared together for how many years, we wish all the best for

all of us

xi
 To all our research respondents, thank you very much for your utmost

cooperation in the completion of our thesis.

To all Faculty members and Staff, thank you for the inspiration,

knowledge and guidance molding us to be with our dreams closer and persuade us

to achieve our dreams in life.

To our beloved parents, Mama, Papa, Inno, Ammo, Tatay, Nanay, Inna,

Amma, thank you for bringing us into this world. Thank you for the love, care,

prayers and sacrifices for educating us for our future, you are our source of

strength and inspiration to fight and keep moving forward to achieve all our

dreams in life and become a successful someday and to make you proud.

And for the people around us, and to those whom we shared our life with,

Thank you very much, and may God bless us all.

Thanks be to God!

xii
 TABLE OF CONTENTS

PAGE
TITLE PAGE i

APPROVAL SHEET ii

BIOGRAPHICAL SKETCH iii

ACKNOWLEDGEMENT x

TABLE OF CONTENTS xii

LIST OF TABLES xiv

LIST OF FIGURE xiv

ABSTRACT xv

Chapter I INTRODUCTION

Background and Rationale of Study 1

Statement of the Problem 2

Significance of the Study 2

Scope and Delimitation of the Study 3

Definition of Terms 3

Chapter II REVIEW OF RELATED LITERATURE

The Literature 5

The Synthesis of Reviewed Literature 17

Gap Bridge by the Present Study 19

The Conceptual Framework 20

CHAPTER III METHODOLOGY

The Research Design 21

The Variables of the Study 21

The Research Instrument 21

xiii
 Sampling Procedures 22

Procedures for Data Collection 22

Procedures for Data Analysis 23

CHAPTER IV RESULTS AND DISCUSSION

Findings of the Study 24

Perceptions of agribusiness students have towards 24

self employment in the agribusiness industry

Job preference in Agribusiness ventures of the 26

students’ in ISU-C after their graduation.

Student’s choice on which type of agribusiness 27

ventures in the agribusiness industry they prefer

CHAPTER V SUMMARY, CONCLUSION, RECOMMENDATIONS

Summary of Findings 28
Conclusion 30

Recommendation 31

Bibliography 32

APPENDICES

Appendix A- Letter to the Respondents 34

Appendix B- Research Instrument (Questionnaires) 36

Appendix C- List of Respondents 41

xiv
 LIST OF TABLES

Table Number Title Page

1 Letter to respondents 34

2 Biographical characteristics of respondents 36

3 Determine the perceptions of agribusiness students towards self 38

employment in their industry.
towards self employment in their industry.

4 Determine the job preference in Agribusiness ventures of the 39

student’s in ISU-C after their graduation.

5 Determine the student’s choice on which type of agribusiness 40

ventures in the agribusiness industry they prefer.

6 Name of Respondents 42

xv
 LIST OF FIGURE

Figure Title Page

Number

1 Conceptual Framework 20

xvi
 ABSTRACT

ALLPITAN, JULIE ANN P., BINGAYAN, JINKY M., GALIAS, JOY D.,

GAZZINGAN, MIKEE D., MANAGUELOD, CRESCARICA A.,

PAGULAYAN, JOVAN L., and VENTURA, BETH S., 2022

“Assessment

of BS Agribusiness Students of Isabela State University Cabagan

Towards Self Employment in Agribusiness Ventures” Isabela State

University, Cabagan, Isabela.

Thesis Adviser: Associate Prof. Gerry Z. Laggui, PhD.

This study focused on the assessment of BS Agribusiness students of

Isabela State University Cabagan towards self employment in different

agribusiness ventures . The Third and Fourth year BS Agribusiness students

enrolled during school year 2021-2022 were the respondents. The data were

collected using a survey questionnaire through google form and analyzed

through the use of central tendency (frequency and percentage) and the

Likert scale model. The respondents’ classification in terms of age, gender,

marital status, year level and factors that influence the Agribusiness students

towards self- employment in their industry was highlighted.

Results of the analysis found students’ perception regarding the

prospects of agribusiness enterprises in ISU-C. The result revealed that

students’ job preference in agribusiness ventures was 45.5% or most

preferred as self-employment in agribusiness. Also, most of the students

revealed their preference on crop farming as the best type of agribusiness

venture.

xvi
i
 Based on the information revealed in the study, it is recommended that

students pursuing agribusiness related programs should be exposed to practical

training in agribusiness and be properly oriented on the prospects of agribusiness

as an avenue for self-employment right after graduation.

Furthermore, the researchers suggest the following: The future researchers may

include the factors affecting the intention of agribusiness students for employment;

and, Second, the future researchers may include other respondents such as agriculture

students and other business education programs to determine their intention as to

their employment after graduation.

 CHAPTER I

INTRODUCTION

Background and Rationale of the Study

Agribusiness which have been defined as all business-oriented entities

involved in the production, input supply, agro-processing, marketing and

distribution of agricultural commodities is arguable the largest source of

employment among rural populates in many developing countries. As such in the

national development agenda, agribusiness is expected to lead the growth and

structural transformation of the economy, providing jobs, ensuring food security

and producing the needed raw materials to propel the country’s industrialization

agenda. Significant improvements in the productivity of the agriculture sector are

required to raise the average real income, thereby reducing poverty and providing

job security and sustainable rural livelihood.

This situation is setback to the adoption of improved technologies and

large scale production of agricultural commodities. As such, the success of

agribusiness drive to modernize agribusiness and encourage commercial farming

and large scale production of agribusiness commodities cannot be realized if the

quality human resource of the youth, especially graduates from agribusiness and

related programs is not harnessed.

1
 The researchers decided to conduct this study to determine how students

pursuing agribusiness and related programs at the university level perceived

agribusiness enterprises and ventures as a future self- employment option.

Further, the researchers examined the factors influencing agribusiness students of

Isabela State University Cabagan (ISUC) intention towards self-employment in

agribusiness ventures upon completion of their course of studies.

Statement of the Problem

The study aimed to assess agribusiness students of Isabela State University

Cabagan towards self employment in agribusiness venture. Specifically, it aimed

to:

1. Determine the perceptions of agribusiness students towards self-

employment in the agribusiness industry,

2. Determine the job preference in a gribusiness ventures of the students’ in

ISU-C after their graduation, and

3. Determine the student’s choice on which type of agribusiness ventures in

the agribusiness industry they prefer.

Significance of the Study

 For the Students- this will help them to assess their knowledge and interest

in taking agribusiness program

 For the Agribusiness Teachers- they could assess the importance of

agribusiness course and be able to improve the present agribusiness

2
0
 curriculum.

 To the future Researchers- they will be properly oriented as regards to

agribusiness and agriculture in connection to self-employment.

 The University- to review the curriculum of the agribusiness program

aimed at producing highly competitive graduates of Bachelor of Science

in Agribusiness.

SCOPE AND DELIMITATION OF THE STUDY

The study conducted through a survey with a set of questionnaires and the

respondents were the Third and Fourth year BSAB students of Isabela State

University Cabagan for School Year 2021-2022.

The study focused on the assessment of BSAB students towards self-

employment in agribusiness ventures after graduation.

DEFINITION OF THE TERMS

 Agribusiness- refers to the combination of the words “agriculture” and

“business” and refers to any business related to farming and farming-related

commercial activities.

 Agribusiness Ventures- refers to economic activities from the

production, processing, marketing and distribution of agricultural products.

 Self-employment- refers to people working on their own farms or

engaged in agribusiness enterprises.

2
1
 Chapter II:

REVIEW OF RELATED LITERATURE AND STUDIES

The Literature

A study in entrepreneurial engagement of Agribusiness graduates

from Southern Philippines Agri-Business and Marine and Aquatic School of

Technology was conducted during the SY 2008-2013, The data was collected

using a self-administered questionnaire, analyzed and subjected to the

measures of central tendency (mean and percentage) and the Statistical

Package for Social Sciences. Entrepreneurs are not only creating jobs for

themselves, but for others as well. The positive and statistically robust link

between entrepreneurship and economic growth has now been verified across

a wide spectrum of units of observation, spanning the establishment, the

enterprise, the industry, the region, and the country. In support, expounded the

important role small businesses and entrepreneurship in stimulating job

creation, economic growth, poverty alleviation and general uplifting of living

standards has been recognized both in the local and international arena.

Entrepreneurs drive innovation and speed up structural changes in the

economy thereby making an indirect contribution to productivity.

Entrepreneurship is one of the means through which innovation in the

agricultural sector can be fostered, thereby improving the output and

capabilities of small-scale farmers.

5
 Since 20th century farming methods changed rapidly. The advent

of motorized vehicles revolutionized the way farming was done. But in some

farms were largely done by hand. Farms were typically small, but people only

grew to support themselves. Any extra was sold at market to help purchase

other supplies. Much of the planting, harvesting, storage etc. was done by

hand, perhaps with the assistance of a carabao. In the modernization of the

agriculture sector, agribusiness is seen as a point to be greatly considered,

since agriculture must now be considered as a business enterprise. To

introduce the new scheme, courses in higher institutions include the offering

of Agri-Business. Agribusiness (AB) is more than agriculture. It spans the

entire supply chain from seed to shelf, or from pasture to plate. To the

business sector on the other hand, agribusiness means businesses related to

agriculture that provides significant profits if managed well, regardless of land

size.

Enrollees flock in this course, part of the curriculum is to provide

student’s knowledge and skills on entrepreneurship, with the aim that after

they graduate they would venture on jobs related to their course such as

becoming on entrepreneur and/or go back to their farm and adopt modern

practices and strategies to develop the farm. However, entry level agribusiness

graduates have not acquired the skills necessary for the workforce and, as

such, are not prepared for the demands of industry careers. That is the reason

why most Agri-Business graduates became workers in malls, agriculture

companies, rural banks,

6
cooperatives, and/or work abroad as domestic helpers and factory workers.

With the transformation of agriculture from subsistence to commercial and its

globalization, the challenges facing agriculture is unprecedented. As the

relative proportion of graduates seeking employment in the public sector

increases continually, more jobs should thereby be created in the private

sector.

This however, necessitates fine-tuning the entrepreneurial skills of

the graduates. SPAMAST with its mission to provide support in the

modernization of the agriculture sector had offered agri-business course with

the aim to produce not only competitive workers but committed entrepreneurs

to help the agriculture industry which is at present being monopolized by

multinational companies. From the start the course was offered, there had

been very few graduates who got involved in becoming an entrepreneur. Thus,

to establish a concrete data, this study was conducted to investigate the

appropriateness of SPAMAST agri-business curriculum to the entrepreneurial

direction of graduates and determine the factors affecting graduates’ decision

to venture into entrepreneurship. (Patagoc Regie, Open Science Journal- June

2019)

According to World Bank (2008), about 65% of the total labour

force in Africa are employed in agricultural-related jobs, and this accounts for

about one-third of the gross domestic product. However,

this substantial contribution of agriculture to the economy still remain low

7
in sub-Saharan Africa. One of the reasons for the decline has been attributed

to reduction in labour and skills due to shortage of youth participation in

agriculture. Self-employment in agriculture means people working on their

own farms or doing any other income-generating activities such as buying and

selling of agricultural products or inputs. Self-employment contributes to the

creation of national wealth and job opportunities and stimulating agricultural

output growth, and is also expected to have an associated increase in non-farm

employment through input linkage (AGCAS, 2016). Commercial intensive

farming mostly involves a large field and or number of animals and large

resource inputs such as pesticides, fertilizers and a high level of

mechanization.

These agricultural operations, from both subsistence and

commercial farming, generally attempt to maximize financial income from the

products. Youths perceive farming as being for school drop- outs and

illiterates; probably because they do not get enough encouragement from their

agricultural professional parents (Olorunfemi, Oladipo, Oladele & Oladele,

2016). This has therefore led to a strong apathy by the youth towards

agriculture as an occupation for the less privileged and the aged in the society.

Agriculture offers a lot of attractive activities and business, therefore, the

transformation of the agriculture sector towards money-making endeavours

will contribute towards change in perceptions of society and the public

towards

8
entrepreneurship. Mechanisms must be put in place to help youth engage in

sustainable agriculture, and should include promotion of land reforms and

creation of laws that ensure young people's access to production resources that

ensure equal opportunities for young men and women (Ahaibwe, Mbowa &

Lwanga (2013).

Land is one of the major factors of production but it is difficult for

young farmers to have access to land because parents hold ownership of land,

leaving young farmers with small or no piece of land, and yet, for agriculture

to be profitable, the need for land cannot be overemphasized. According to

Nwaogwugwu & Obele (2017) land is also an important factor limiting youth

participation in agriculture-based professions, others are poor social values,

poor agricultural support services, environment related land degradation

factors, poor agricultural policies, industrialization and poor health conditions.

Youth often have to wait many years before inheriting their share

of the family land and those with many siblings end up inheriting just a very

small piece. Cited two examples of how land would be available to young

farmers. In one example, the Taiwan Council of Agriculture encourages

elderly farmers to lease their land on a long-term basis to young farmers and

to farmers' organizations. In another example is the case of Rivall Uganda

Limited (RUL), a trading firm dealing with an extensive range of food grains,

vegetable oil and honey,

entering into short-term lease agreement with landowners that did not

9
wish or did not have the capacity to utilize land in the foreseeable 12 months.

The RUL worked closely with local authorities to sensitize landowners with

regard to youth and their need for access to land and also encouraged

landowners to lease their land to the youth. These examples demonstrate

different ways that youths can be motivated to engage in agriculture.

Agriculture, like any other entrepreneurial entity, requires start-up

capital which is a very crucial element without which the business cannot

commence. However, most young people do not have access to funding for

agricultural purposes (Mibey, 2015). Most graduates are from poor families

and in the eyes of banks; these types of consumers lack both the experience

and security in terms of assets and guarantors (Dahles & Wakkess, 2012).

In many developing countries, smallholders have difficulty in

buying good quality affordable inputs and selling their products in steady

quantities at a fair price, while middlemen have access to market information

and are in a position to determine the price to offer for produce (Goemans and

Giudiani, 2014). Furthermore, free trade has resulted in an increase of imports

into developing countries, leading to an influx of cheap products from

countries like China and India, which have tended to cripple local production

(Dahles & Wakkess, 2012). Agriculture is a powerful sector to create jobs

for at least half of both

educated and uneducated people and plays a role in the development

10
of African's economy (Fields, Margolis, & Gindling 2014). This is in line with

observation by Liu (2014) that agriculture is up to four times more effective

than other sectors in reducing poverty.

A huge number of educated African youths enter the labour market

every year, but the market capacity is no longer enough to hold the number

(Fox, Senbet, & Simbanegavi, 2016). Agriculture graduates are not an

exception to this situation and given the critical knowledge and skills in their

possession, they believed that they have potential to start agricultural

enterprises and generate employment and income through commercialized

agriculture (Zakaria, Adam & Abujaja, 2013). However, this is currently not

the case and agriculture graduates form part of the unemployed population

while agricultural land remains under- utilized.

There is, therefore, need to ascertain the opinions of university

students regarding self-employment opportunities in agriculture as a basis for

exploring ways of opening up new awareness for their self-employment. The

main objective of this study is to establish students' opinions regarding self-

employment opportunities in agriculture in order to assess their willingness to

engage in self- employment in agriculture. (Akintunde, Lesaane T.C South

African Journal of Agricultural Extension)

11
 Notwithstanding the fact that the service and industry sectors have

in recent time overtaken agriculture as the leading contributor to Ghana’s

GDP, agriculture still remains a key to solving the unemployment problem

and the overall development of the economy (MoFA, 2010). The agricultural

sector employs directly about 50.6% of the Ghanaian workforce and

accounted for 2,639 million dollars of the country’s export earnings in 2010,

and directly or indirectly supports about 80% of the total population

economically, through farming, distribution of farm products and provision of

other related services (ISSER, 2012). However, according to MOFA (2012),

agriculture in Ghana is predominantly practised on smallholder and family-

operated farms using rudimentary Technology.

Smallholder farmers (approximately 2.74 million) produce about

80% of Ghana’s total agricultural output. As such the Government of Ghana

blue print on agriculture as captured in the Food and Agriculture Sector

Development Policy (FASDEP I & II), Ghana Poverty Reduction Strategy

(GPRS I & II), Medium Term Agricultural Sector Investment Plan

(METASIP) for 2011 – 2015 and the recent Ghana Shared Growth and

Development Agenda (GSGDA) all identified the modernization of

agriculture and encouraging the youth to go into agriculture as a means for

solving the unemployment and food security problems in the country and

ensuring general prosperity of the populates. In line with these policies,

government through Ministry of

12
Food and Agriculture, Youth and Employment Ministries and other relevant

agencies have implemented several programmes and projects such as the

Youth in Agriculture Programme, the Block Farming Programme, the

Agriculture Services Sub-sector Investment Programme (AgSSIP), the

National Service in Agriculture among others.

All aimed at encouraging and involving the youth in farming and

agribusiness related enterprise. Despite the implementation of these laudable

policies, programmes and projects, MoFA, (2007) review of the

implementation of Food and Agriculture Sector Development Policy

(FASDEP ) observed that, there is an aging farmer population yet the sector is

unable to attract the youth. It also identified high illiteracy among producers

which hindered the need for facilitating their access to information on modern

technologies, approaches and opportunities. As such the success of Ghana

drive to modernize agriculture and encourage commercial farming and large

scale production of agricultural commodities cannot be realized if the quality

human resource of the youth, especially graduates from agricultural faculties

and colleges is not harnessed.

The current phenomenon of increasing global unemployment,

especially among the youth, has increasingly made the promotion of self-

employment to gain popularity around the world. According to the

International Labour Organization (ILO) figures which are corroborated

13
by the 2005 World Youth Report, the youth unemployment in the world has

been increasing since 1993, moving from 11.7 per cent in 1993 to a record

high of 14.4 per cent (88 million) in 2003. The problem of youth

unemployment in Ghana had engaged the attention of stakeholders for some

time now.

A closer examination of youth unemployment in the country

revealed an alarming situation of rising joblessness amongst graduates of

tertiary institutions. Furthermore, the universities in the country continued to

turn out teaming masses of graduates without a matching increase in

employment opportunities. Owusu-Ansah et al, (2012) cited Joy FM online

report in which Professor Aryeetey revealed that the extent of joblessness and

under-employment is evident because a huge number of the youth are found in

the street selling things nobody will buy. It is reported that as many as 50% of

graduates from Ghanaian universities and polytechnics will not find jobs for

two years after their national service, and 20% of them will not find jobs for

three years (Aryeetey, 2011; as cited in Owusu-Ansah et al., 2012).

The statistics of Ghana unemployment rate is relatively high

compared to the global unemployment rate of 6.1% (Asante, 2011; as cited

also in Owusu-Ansah et al, 2012). Governments over the years have been

saddled with the mounting challenge of finding lasting and effective solution

to the unemployment problems affecting the teaming

14
unemployed university graduates being chained out from the various tertiary

institutions annually.

There are records of high levels of graduate and non-graduate

youth unemployment rates standing as high as 20% (World Factbook, 2008).

The country stand to gain by harnessing this critical mass of its human

resources, especially so, after the state had spent its scarce resources in

providing university education in various disciplines for these unemployed

graduates. Inculcating entrepreneurship intention and capability among

university graduates and facilitating them through the establishment of

enabling environment for self-employment enterprise creation had been noted

as the effective and lasting solution to graduate unemployment problem in the

country.

Several initiatives in this direction such as the Youth in

Agriculture, youth training and entrepreneurial development under the ‘Ghana

Youth Employment and Entrepreneurial Development Agency’ (GYEEDA)

of the former National Youth Employment Programme’ (NYEP), Local

Enterprises and Skills Development Programme (LESDEP) among others

have been implemented with the aim of developing the entrepreneurial skills

of the youth and promoting self- employment in the country. However, the

critical question that always arises is how the youth, especially graduates from

the tertiary institutions, perceive self-employment as an employment

opportunity for them. Since people act based on their perception

(Barraclough et al.

15
(2009); Lowden et al. (2011) and Highfliers (2012)), it is important to

examine the perception of university graduates towards self- employment so

as to be able to obtain empirical information to guide employment policy

formulation, skills training and entrepreneurial development.

This paper therefore analyses the perception held by the 2012/2013

final year agricultural students of the University for Development Studies,

Nyankpala campus towards creating self- employment in agribusiness upon

completion which is part of the mandate for establishing of the university. The

mandate of the University for Development Studies established in May 1992

by PNDC Law 279, was to ‘’blend the academic work with practical and

community engagement in order to provide constructive and meaningful

interaction between the academia and the larger society for the total

development of Northern Ghana, in particular, and Ghana as whole’’.

The faculty of agriculture being the first faculty of the University

began academic work in September, 1993 with its thirty-nine

(39) pioneering students. Effah, (1998) observed that “the UDS was borne out

of the new thinking in higher education which emphasizes the need for

universities to play a more active role in addressing problems of the society,

particularly in the rural areas”. The university has since conducted its

teaching; research and community out-reach programmes in line with its

mandate. Is exactly two decades now after the first faculty

16
of the University started academic work in agriculture. This study was deemed

important because, individuals behave in a given manner based not on the way

their external environment actually is but, rather, on what they see or believe

it to be. The nation may spend huge resources and efforts to get the youth into

agriculture, however, in spite of these expenditures, if the youth believes that

agriculture is lousy, for instance, they will behave accordingly. (Zakaria Hudu,

Adam Hanza and Abujaja Afishata Mohammed, International Journal of

Information Technology and Business Managerment)

THE SYNTHESIS OF REVIEWED LITERATURE

Entrepreneurship is one of the means through which innovation in

the agricultural sector can be fostered, thereby improving the output and

capabilities of small-scale farmers (Emerole, et al. 2014). Since 20th century

farming methods changed rapidly. The advent of motorized vehicles

revolutionized the way farming was done (Hoary redpoll, 2007). But in some

farms were largely done by hand. Farms were typically small, but people only

grew to support themselves. Any extra was sold at market to help purchase

other supplies. Much of the planting, harvesting, storage etc. was done by

hand, perhaps with the assistance of a carabao. In the modernization of the

agriculture sector, agribusiness is seen as a point to be greatly considered,

since agriculture must now be considered as a business enterprise. To

17
introduce the new scheme, courses in higher institutions include the offering

of Agri-Business. Agribusiness (AB) is more than agriculture. It spans the

entire supply chain from seed to shelf, or from pasture to plate. To the

business sector on the other hand, agribusiness means businesses related to

agriculture that provides significant profits if managed well, regardless of land

size.

Self-employment in agriculture means people working on their

own farms or doing any other income-generating activities such as buying and

selling of agricultural products or inputs. Self-employment contributes to the

creation of national wealth and job opportunities and stimulating agricultural

output growth, and is also expected to have an associated increase in non-farm

employment through input linkage (AGCAS, 2016).

Commercial intensive farming mostly involves a large field and or

number of animals and large resource inputs such as pesticides, fertilizers and

a high level of mechanization. These agricultural operations, from both

subsistence and commercial farming, generally attempt to maximize financial

income from the products (Bareja, 2014).

As such the success of Ghana drive to modernize agriculture and

encourage commercial farming and large scale production of agricultural

commodities cannot be realized if the quality human resource of the youth,

especially graduates from agricultural faculties

and colleges is not harnessed. The current phenomenon of increasing

18
global unemployment, especially among the youth, has increasingly made the

promotion of self-employment to gain popularity around the world.

According to the International Labour Organization (ILO) figures

which are corroborated by the 2005 World Youth Report, the youth

unemployment in the world has been increasing since 1993, moving from 11.7

per cent in 1993 to a record high of 14.4 per cent (88 million) in 2003. The

problem of youth unemployment in Ghana had engaged the attention of

stakeholders for some time now. A closer examination of youth

unemployment in the country revealed an alarming situation of rising

joblessness amongst graduates of tertiary institutions. Furthermore, the

universities in the country continued to turn out teaming masses of graduates

without a matching increase in employment opportunities.

GAP BRIDGE BY THE PRESENT STUDY

All of this study has been made from the above review of related

literature that aims to determine the students’ preferences towards self-

employment in Agribusiness ventures. Thus, the perception in willingness of

the students to engage in self-employment in agribusiness of ISU-C is

determinant of individuals’ purpose and choice. Relative to this, in the view of

these instances, the researchers decided to conduct research on the student job

preferences after graduation.

19
 THE CONCEPTUAL FRAMEWORK

INPUT

1.1 Name PROCESS

OUTPUT
1.2 Age
1.3 Gender Conducting
The assessment
1.4 Year level survey to the
of ISUC student
1.5 Status respondents towards self-
1.6 Perceptions on Self- tabulating, employment in
employment analyzing Agribusiness
1.7 Job Preference in and ventures
Agribusiness interpreting
ventures the data
1.8 Student’s choice on
Agribusiness

FEEDBACK

Figure 1- Paradigm showing the relationship between the input, process, and

output.

The Input-Process-Output model shown in figure 1 was used. The input

frame refers to the respondent classification in terms of Age, Gender, Status,

and Year level, perceptions on self-employment, job preference in

agribusiness ventures and student’s choice on agribusiness ventures. The

process frame shows the method being used in gathering data and conducting

the study. Lastly, the output the results showing the respondents of

Agribusiness students towards self- employment in Agribusiness ventures.

20
 CHAPTER III:

METHODOLOGY

The chapter presents the research design, variables of the study, research

instrument, sampling procedures, and procedures for data collections and

procedures for data analysis.

THE RESEARCH DESIGN

The researcher used the descriptive approach to expresses the students

towards self-employment in agribusiness ventures and used Google form in

gathering and collecting the data.

THE VARIABLES OF THE STUDY

This study aimed to determine the preference in agribusiness ventures

among third and fourth year BSAB students with respect to engage self-

employment. The researcher investigates the characteristics of students self-

employed, focused in particular on the contribution of field of study as a

determinant of the job preference in self-employment rates.

THE RESEARCH INSTRUMENT

The research instrument used in the study are the following; (1) a letter

informing the respondents about the purpose of the study and the survey

questionnaire, (2) a questionnaire related to the profile of the respondents

which includes name, age, gender, year level, status, and

21
address. The study aimed to determine the perception of students towards self-

employment in agribusiness ventures for the BS Agribusiness graduates from

Isabela State University Cabagan Campus S.Y 2021-2022.

SAMPLING PROCEDURES

This study made use of survey questionnaires and floated through google forms

to 217 3rd and 4th Year BSAB students of Isabela State University Cabagan.

About 200 students or 92% responded in the survey.

PROCEDURES FOR DATA ANALYSIS

The researchers used procedures for data analysis through a survey

questionnaire with the use of Likert Scale model, frequency and percentage.

Mean Range Description Weight

4.20-5 Strongly Agree 5
3.40-4.19 Agree 4
2.60-3.39 Slightly Agree 3
1.8-2.59 Disagree 2
1-1.79 Strongly Disagree 1

22
 CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter presents statistical data in relation to the issues raised and the

corresponding analysis and interpretation of data on the students’ impressions

in this phase of the investigation.

The target group for this study are the 3rd and 4th year BS Agribusiness

students of Isabela State University Cabagan Campus. There were 200

students r es po nd en ts ou t of 21 7 o ff ic ia l ly e nr ol le d i n th e

pr og ra m, with 107 3rd year and 93 4th year students. Tables were used to

display the results.

Table 1: Perceptions of agribusiness students towards self- employment in the

agribusiness industry.
Students perception on their intention for self- Mean Verbal
employment in Agribusiness on Interpr
their industry etation
1. I am ready to do anything to be an entrepreneur. 3.50 Agree

2. My professional goal is to be an entrepreneur. 3.74 Agree

3. I will make every effort to start and run my own 4.02 Strongl
business. y
Agree
4. I am determined to create a business venture in 4.01 Strongl
the future. y
Agree
5. Being an entrepreneur implies more advantages then a disadvantages 3.74 Agree
to me.
6. A career as an entrepreneur is totally attractive to me. 3.41 Agree

7. Being an entrepreneur would give me great 4.04 Agree

satisfaction.
8. To start a business and keep it working would easy to me. 4.01 Agree

9. I will able to control the creation process of a new business. 4.02 Agree

10. I would have complete control over the situation if I start and run a 3.9 Slightl
business. y
Agree
OVERALL 3.84 Agree

24
 In measuring the students’ perceptions on their intention towards self-

employment in agribusiness enterprise, students were asked to score their

agreements with regard to certain statements constructed to elicit their

response on a five points Likert Scale as 1- “Strongly Disagree” (SD); 2-

“Disagree” (D); 3- “Slightly Agree” (SA); 4- “Agree” (A); 5- “Strongly Agree”

(SA). Discussed below is an analysis of the mean scores depicting

students’ perceptions regarding the 12 ranked statements.

As shown in the Table 1, students with the intention towards self-

employment in agribusiness ventures or other related industry after

graduation were found the highest response with a mean score of 4.04 to

agree with the statement that “Being an entrepreneur would give me great

satisfaction” and for lowest responded with the statement of “If I had the

opportunity and resources, I would like to start a business” with a mean

score of 3.2 to strongly agree. In overall mean score with 3.84 which is

majority to agree.

Table 2: Job preference in Agribusiness ventures of the students’ in ISU-C

after their graduation.
Level of Preferences
Job Type Not Preferred at Somewhat Most preferred Total
all Preferred
Freq. % Freq. % Freq. %
Self-employed in 34 17% 75 37.5% 91 45.5% 200
Agribusiness
Self-employed in 46 23% 106 53% 48 24% 200
other Enterprises
Employed by Public 46 23% 99 49.5% 55 27.5% 200
Sector
Employed By 67 33.5% 97 48.5% 36 18% 200
Private Sector
Employed Overseas 53 26.5% 90 45% 57 28.5% 200

25
 The students' employment preferences after graduation were

scored on a "Not preferred at all," "Somewhat preferred," and "Most

preferred," with the results of the analysis reported in Table II.

According to the findings, the highest number in the statement of "Self-

employed in Agribusiness" with 91 (45.5%) of students are most

preferred, while 75 (37.5%) of students are chose somewhat preferred

and the lowest number of students that are not preferred at all with 34

(17%) of responses.

For the statement of "Self-employed in other Enterprises" 106

(53%) students chose "Somewhat preferred" as the highest number,

while 48 (24%) of students chose most preferred and the lowest

number with 46 (23%) of students that not preferred at all. The

statement "Employed by Public Sector" 99 (49%) of students

responded "Somewhat preferred", while 55 (27.5%) students chose

most preferred and the lowest are 46 (23%) of students responded

"Not preferred at all".

The statement "Employed by Private Sector" most students pick

ranked statement of "Somewhat preferred" with the highest average of

(48.5%) of students, while 67 (33.5%) of students chose not preferred

at all and for the ranked statement of "Most preferred" with the lowest

average of (18%) of students’ responses. And for the statement

"Employed Overseas," with 90 (45%) of students responding

"Somewhat preferred", while 57 (28.5%) of students responding "Most

26
preferred”. And the lowest average with 53 (26.5%) of students chose

not preferred at all.

Table 3: Student’s choice on which type of agribusiness ventures in the

agribusiness industry they prefer.
Agribusiness Ventures Frequency Percentage
(%)
A. Crop Farming 124 62
B. Livestock and Poultry Enterprise 33 16.5
C. Agro-forestry and Tree crops 0 0
D. Agro-processing and Agricultural 38 19
Marketing
E. Fishery and Aqua-culture 2 1
F. Bee keeping/Mushroom Production 3 1.5
TOTAL 200 100

Table shows that students' preference for agribusiness enterprises

has the highest average with the ranked statement of "Crop Farming,"

which 124 (62 percent) students preferred as their agribusiness

enterprise, while 19 percent preferred "Agro-processing and

Agricultural Marketing," 33 (16.5 percent) students preferred in

"Livestock and Poultry Enterprise" upon graduation, and only 3 (1.5

percent) students preferred in Bee keeping/Mushroom Production as

self-employed enterprises, Fishery and aquaculture were preferred by

2 (1%) of respondents, while agro-forestry and tree crops were

preferred by zero respondents as a self-employed venture.

27
 Chapter V:

Summary, Conclusion and Recommendations

Summary

The study was conducted to assess the BS Agribusiness

students towards self-employment in different agribusiness Ventures.

Using a survey questionnaires was formulated and distributed to the

two hundred (200) respondents which is comprised of one hundred

seven

(107) third year BSAB students and ninety three (93) fourth year BSAB

students. This was done to determine the perceptions of agribusiness

students towards self-employment in the agribusiness industry,

determine the job preference in agribusiness ventures of the students

in ISU-C after their graduation and to determine the students choice on

which type of agribusiness ventures in the agribusiness industry they

prefer.

The findings of the study were summarized according to the

statement of the problems stated in chapter 1.

1. Determine the perceptions of agribusiness students have

towards self-employment in the agribusiness industry.

The data reveals that the students are likely to become an

agribusiness entrepreneur.

28
2. Determine the job preference in agribusiness ventures of

students’ in ISU-C after their graduation.

Based from the findings, “Self-employed in Agribusiness”

option emerged as the majority’s choice as job preference in

agribusiness ventures with 75 students responded, second, “employed

overseas” as their job preference after their graduation with 57

respondents and third, 55 students prefer “Employed in public sector”

as their job preference after completing their course of study.

3. Determine the students’ choice on which type of agribusiness

ventures in the agribusiness industry they prefer.

The students’ choice on which type of agribusiness ventures to

take, mostly preferred “Crop Farming” with 124 (69%) respondents,

second, 38 (19%) of students chose agro-processing and agricultural

marketing as their agribusiness venture, while “Fishpond Operation”

was the least choice with 1% respondent.

29
 Conclusions

Listed below are the derived conclusions based on the findings of the
study:

 Majority of the students believed that self employment or being an

entrepreneur in a agribusiness ventures and related industries will give

them great satisfaction.

 The BSAB students of ISU- C has skills in farming but less in

managerial skills. Therefore, it is most suitable for them to be

employed using their field of specialization as future agriculturist.

 The students’ choice as agribusiness venture after graduation is

crop farming.

30
 Recommendations

The researchers suggest the following recommendations :

 The future researchers may include the factors affecting the intention of

agribusiness students for employment; and,

 The future researchers may include other respondents such as

agriculture students and other business education programs to

determine their intention as to their employment after graduation.

31
 BIBLIOGRAPHY

Hudu Zakaria (2014), Hamza Adam (2014), Afishata Mohammed Abujaja

(2014) https://www.academia.edu/5886871/ -internet source
ASSESSMENT_OF_AGRICULTURAL_STUDENTS_OF_UNIVERSIT
Y_FOR_DEVELOPMENT_STUDIES_INTENTION_TO_TAKE_UP_SE
LF-_EMPLOYMENT_IN_AGRIBUSINESS

Regie Patagoc (Open Science Journal-June2019)

https://www.researchgate.net/publication/337151566_INTERNATIONA
L_JOURNAL_OF_RESEARCH_IN_COMMERCE_MANAGEMENT

Akintunde, Lesaane T.C (S Afr.JnL.Agric.Ext.Vol.48n.2 Pretoria 2020)

http://www.scienlo.org.za/scielo.php?script=sci-art-ext&pid=S030-
603x2020000200001

Nazar Nazir Awan (2013-2015), Nawaz Ahmad (2015-present)

https://osjournal.org/ojs/index.php/OSJ/article/download/2154/

Nadia Nazir Awan; Nawaz Ahmad (International Journal of Business

Economics and Law, Vol.13, Issue 2 (August 2017)
http://www.ijbel.com/wp-content/uploads/2017/09/BUS-79.pdf

32
APPENDIX A:
Letter to
Respondent
s

33
 APPENDIX A

SURVEY QUESTIONNAIRE ON “ASSESSMENT OF BS

AGRIBUSINESS STUDENTS OF ISABELA STATE UNIVERSITY
CABAGAN TOWARDS SELF-EMPLOYMENT IN
AGRIBUSINESS VENTURES”

Dear Respondents,

In partial fulfillment of the requirements in research, we the fourth year

Bachelor of Science in Agribusiness student of Isabela State University
Cabagan Campus would like to conduct and search study entitled
“Assessment of BS Agribusiness Students of Isabela State University Cabagan
towards Self-employment in Agribusiness Ventures”.

In connection to this, we would like to ask your help to provide

necessary data for our study. Please fill to answer the provided questions,
your assistants and support in the particular endeavor will be highly
appreciated.

Thank you, God bless and Keep safe.

Respectfully yours,

Allapitan, Julie ann P.

Bingayan, Jinky M.

Galias, Joy D.

Gazzingan, Mikee D.

Managuelod, Crescarica A.

Pagulayan, Jovan L. Ventura,

Beth S.

34
APPENDIX B:
Questionnaires

35
 APPENDIX B

Basic Profile

Name:

Age:

Gender: Male Female

Level: 3rd year 4th year

Status: Single Married

Address: Urban Rural

Age
100 85

39 44
50 20
6 2 2 Age
1 1
0
20 years 21 years 22 years 23 years 24 years 25 years 26 years 27 years 33
years old old old old old old old old
old

Gender
3

62
Female

135 Male
LGBTQ

36
 Level of Year

94
106 Third Year
Fourth Year

37
 Marital Status of Students

Single
Married
195

Status of Current Place of Residents

86

114 Rural
Urban

38
 Rate the following statements as to their degree of intensity check (1) if you
Strongly Disagree, (2) Disagree, (3) if you Slightly Agree, (4) if you Agree
and (5) if you Strongly Agree.

Determine the perceptions of agribusiness students towards self-

employment in their industry.

Students perception on 1 2 3 4 5
their intention for self- Strongly Disagree Slightly Agree Strongly
employment in Disagree Agree Agree
Agribusiness on their
industry
1. I am ready to do anything
to be an entrepreneur.
2. My professional goal is to
be an entrepreneur.
3. I will make every effort to
start and run my own
business.
4. I am determined to create a
business venture in the
future.
5. Being an entrepreneur
implies more advantages
then a disadvantages to me.
6. A career as an
entrepreneur is totally
attractive to me.
7. Being an entrepreneur
would give me great
satisfaction.
8. To start a business and
keep it working would easy
to me.
9. I will able to control the
creation process of a new
business.
10. I would have complete
control over the situation if I
start and run a business.

39
 120 98 98 102 98 100
100 87 91 90 92 91
71 74
80 68 68 71
60 57 56
40 3941 40 Strong Disagree
2026 20 15 127324 16 21 24 Disagree Slightly Agree Agree
20 14 136 125128
10 1111 117 1271132
0 Strongly Agree
4

Check (/) the statement that you want to employed after finishing your course
of the study.

Determine the job preference in Agribusiness ventures of the

student’s in ISU-C after their graduation.
Level of Preferences
Job Type Not prefer Somewhat Most Total
at all prefer Prefer
Self-employed in
Agribusiness
Self-employed in
other Enterprises
Employed by public
Sector
Employed by private
Sector
Employed Overseas

40
 120 106
99 97
100 91 90
75
80 67
60
48
55 53 57
40 46 46
34 36
20
0 Not Prefer at all
Somewhat Prefer Most prefer

Check (/) the items that you prefer as your Agribusiness ventures after graduation.
Determine the student’s choice on which type of agribusiness
ventures in the agribusiness industry they prefer.

Agribusiness Ventures Frequency

A. Crop Farming
B. Livestock and Poultry Enterprise

C. Agro-forestry and Tree crops

D. Agro-processing and Agricultural
Marketing
E. Fishery and Aqua-culture
F. Bee keeping/Mushroom Production
TOTAL

41
 Students Choice in which type of
Agribusiness Ventures in Agribusiness Industry they preferred

140124
120
100 33 38
80 0
60 2 3
40
20
0

42
APPENDIX C:
LIST OF
RESPONDENTS

43
 LIST OF RESPONDENTS

NUMBER NAME Address

1. Santos Judy-Ann D. Casibarag Sur Cabagan Isabela

2. Serrano Mary Jane E. Luquilu Cabagan Isabela

3. Jelyn G. Reyes Aga, Delfin Albano, Isabela

4. Jamica She B. Gannaban Arcon Tumauini Isabela

5. Candace A Tarun Casibarag Norte Cabagan Isabela

6. Frogoso, Peter Jhon A. Camasi, Tumauini Isabela

7. Bingayan Jinky M. Moldero Tumauini Isabela

8. Maricar C. Tungpalan San Antonio Delfin Albano,Isabela

9. Jonalyn C. Fugaban Catabayungan Cabagan Isabela

10. Ligorio G. Lorenzana II Poblacion, San Pablo, Isabela

11. Vanesa M. Mamauag Simanu Sur, San Pablo, Isabela

12. Richard D. Padron San Vicente, San Pablo, Isabela

13. Vivian Cureg Malenab Centro, Sto. Tomas, Isabela

14. Cammagay, Erica G Brgy. Magassi, Cabagan Isabela

15. Sumaragu,Jaymar G. Bubug Sto Tomas Isabela

16. Jazelin J. Asuncion Brgy. Carpintero Tumauini Isabela

17. Mico Syjongtian Fugu Norte, Tumauini

18. Jerick Jay Miguel Frogoso Biga Oriental Sto Tomas Isabela

19. Kaecy Pancho Camasi Tumauini Isabela

20. Magundayao,Joy Quinagabian Sta Maria Isabela

Mallannao

21. Mary Claire D. Tamang Fugu Abajo Tumauini Isabela

44
22. Cd-Joy M. Villanueva Dolores, Quirino, Isabela

23. Andres Reynalyn G. Limbauan San Pablo Isabela

24. Esperanzate, Jason Loreno Annafunan, Tumauini Isabela

25. Lea S. Gammad Casibarag Sur, Cabagan, Isabela

26. Randolf S. Duliente Camasi, Tumauini, Isabela

27. Romarie Keziah A. Claro Sab Juan, City Of Ilagan, Isabela

28. Mellie E .Ponce District 1 Tumuaini Isabela

29. Buguina, Blazel D. Santiago, Quirino, Isabela

30. Mikee Fermeldy Tumauini Isabela

31. Rowel M. Ramirez Arcon Tumauini Isabela

32. Romalyn Baricaua Bulinao, Sto.Tomas Isa.

33. Alphaset B. Managuelod Balug Tumauini Isabela

34. Roberto C. Macatuggal Jr. Lanna , Tumauini Isabela

35. Aries G. Cacho San Antonio, Delfin Albano Isabela

36. Shane M. Soriano San Juan Cabagan,Isabela

37. Laab, Lori Jean P. Magassi Cabagan Isabela

38. Glen Joy Rufino Tumauini Isabela

39. Aquino, Herbie M. Simanu Sur, San Pablo, Isabela

40. Pancho Nico Caliguiran Camasi Tumauini Isabela

41. Vicky T. Natividad Pilig Abajo, Cabagan, Isabela

42. Jocelyn L.Bautista Magassi,Cabagan,Isabela

43. Winilyn M. Dizon Lingaling Tumauini Isabela

44. Mark Bryan Ugaddan Malamag West Tumauini Isabela

45. Erika May G.Quirod Catabayungan,Cabagan,Isabela

45
46. Jelvie Catabayungan,Cabagan,Isabela

47. Keneth S. Pasion Simanu Sur, San Pablo, Isabela

48. Mariflor C. Malsi Casibarag Norte Cabagan Isabela

49. Villa , Jomari D. Biga Occidental Sto Tomas

50. Juan F. Beltran Brgy. Sinippil, Tumauini Isabela

51. Melissa S. Guiuo Malamag West, Tumauini Isabela

52. Jonalyn S. Ballesteros Pilig Alto, Cabagan, Isabela

53. Umacam, Roselle M. Masipi West Cabagan Isabela

54. Soriano, Angelyn G. Dalena San Pablo Isabela

55. Kaye-C M. Talal Balug Tumauini Isabela

56. Reymark B. Reyes Simanu Norte Sanpbalo.Isabela

57. Sibayan,Rose Marie T. San Nicolas,Delfin Albano ,Isabela

58. Joan M. Magundayao Bangad Sta. Maria Isabela

59. Domingo C. Saguisabat Jr. Bungad,San Pablo,Isabela

60. Dairymple Dela Cruz Bubug Sto. Tomas Isabela

61. Abigail I. Ramos Bubug Sto.Tomas Isabela

62. Revelina D. Agpoon Balasig Cabagan Isabela

63. Jennifer P. Marayag Cansan Cabagan Isabela

64. Abegail Constantino Baranggay Lanna, Tumauini,

Isabela

65. Diana Rose P. Rodriguez Poblacion 03, Sta. Maria Isabela

66. Nona Binalay Minanga, Tumauini, Isabela

67. Joanna Canceran Agub Simanu Norte, San Pablo, Isabela

68. Gumaru, Marjorie B. San Vicente Sto.Tomas Isabela

46
69. Julieanne Baccay Beltran Luquilu, Cabagan, Isabela

70. Kim Tumauini Isabela

71. Carla Mae L. Bulan Brgy. Tungguy Tumauini

72. Rosalinda Sta. Maria Lanna, Tumauini, Isabela

73. Florencia L. Curibang Fermeldy Tumauini Isabela

74. Mia Fritz C. Baccay Brgy. Ugad Tumauini Isabela

75. Marimar L. Sipisip Delena, San Pablo, Isabela

76. Joyce-Ann M. Agcanas Biga Occidental Sto.Tomas Isabela

77. Hilda T. Sanuco Malamag East,Tumauini,Isabela

78. Arjay Caliguiran Fugu Sur Tumauini Isabela

79. Trikcy Banguel Sinippil, Tumauini, Isabela

80. Artemio Allapitan Jr Zilabbo Bagutari Santo Tomas Isabela

81. Hanifa Mae E. Batara Matalao Sto. Nino Cagayan

82. Kathleen M. Malsi Fermeldy,Tumauini,Isabela

83. Gerlie Ann Layugan Anao

84. Agramon, Christian A. Culalabat, Cauayan, City Isabela

85. Karen T. Guzman Balug Tumauini Isabela

86. Jerome Dannug San Rafael East, Sta. Maria Isabela

87. Judy Ann L. Juan Caã‘Ogan Alto Santo Tomas

Isabela

88. Joyce A. Tumolva Brgy. Minanga, Tumauini, Isabela

89. Dayag, Daryll P. Fermeldy Tumauini Isabela

90. Jayson T Almazan San Isidro City Of Ilagan Isabe

91. Rose May A. Tuliao San Rafael West Sta. Maria Isabela

47
 92. Joy D. Galias Malamag West, Tumauini Isabela

93. Ventura, Beth S. Lanna Tumauini, Isabela

94. Aggabao, Jayrin, S. Dalena, San Pablo Isabela

95. Managuelod Crescarica A. Fugu Norte, Tumauini Isabela

96. Gracian Rodriguez Centro Cabagan Isabela

97. Galupo, Agnes C. Lingaling, Tumauini Isabela

98. Riolyn C. Galupo Lingaling Tumauini Isabela

99. Judy Ann Mallanao Casibarag Norte, Cabagan, Isabela

100. Rechella B. Taculao Antagan 1st, Tumauini Isabela

101. Julie Ann P. Allapitan Lanna Tum, Isa.

102. Leonardo A. Tuggay Jr Barumbong Sto Tomas Isabela

103. Kayselyn J. Pancho Camasi Tumauini Isabela

104. Venus S. Guzman Cumabao, Tumauini, Isabela

105. Reneboy P. Arellano Fermeldy Tumauini, Isabela

106. Mark Angelo D. Aquino San Antonio, Delfin Albano, Isabela

107. Turingan, Nova L. Caã‘Ogan Abajo Sur Sto Isabela

108. Lyca Mae Allam Fermeldy Tumauini Isabela

109. Rosalinda C. Allam Casibarag Norte, Cab. Isa.

110. Ashlyn A. Nuã±Ez Angancasilian, Cabagan, Isabela

111. Lichell Paglinawan Pascual San Nicolas, Delfin Albano Isabela

112. Marco Pagulayan Fugu Sur Tum. Isa

113. Rinyel R. Padre Bubug, Sto.Tomas, Isabela

114. Joana Mae N. Mallillin Limbauan San Pablo Isabela

115. Jojo A Caronan Fermeldy, Tumauini, Isabela

48
116. Lacdao, Jeany Babe D. Magassi, Cabagan, Isabela

117. Mary Joy Tumaliuan Cubag, Cabagan, Isabela

118. Lopez James P Ragan Norte Delfin Albano Isabela

119. Maria Editha P. Segocio Brgy. Bantug Tumauini Isabela

120. Cristine Ozo Fugu Norte Tumauini Isabela

121. Antoinette G. Malabug Ngarag Cabagan Isabela

122. Angelica G. Telan Simanu Sur, San Pablo, Isabela

123. Norilyn V. Galapon Limbauan San Pablo Isabela

124. Kc Press L. Sodera Calamagui East, Sta.Maria Isabela

125. Jacquelyn D. Angel Antagan 1st Tumauni Isabela

126. Juvilenia M. Galupo Lingaling Tumauini, Isabela

127. Jack-Randolph C Tarun Sanroque Santo Tomas Isabela

128. Delos Santos,Coleen Faye U. Lingaling Tumauini,Isabela

129. Postadan, Mark Angelo L. San Isidro East, Sta. Maria, Isabela

130. Jovan L. Pagulayan Simanu Norte San pablo

131. Cristalyn Panganiban Mozzozzin Norte Sta. Maria Isabela

132. Karen Bilizar Barcelo Namnama Tumauini Isabela

133. Jamaica Mallannao Quinagabian Sta Maria Isabela

134. Jenalyn De Guzman Anao Cabagan Isabela

135. Valerie C. Mangaba Annafunan, Tumauini Isabela

136. Ciara Mae Esquivel Poblacion 3 Santa Maria Isabela

137. Myka O. Bangan Moldero Tumauini Isabela

138. Angeline Cadabona Camasi Tumauini Isabela

49
139. Aldrin J. Pancho Camasi Tumauini Isabela

140. Quirog, Byron Cauilan Sta Maria Isabela

141. Angelica Laguinday Masipi East Cabagan Isabela

142. Magday Jhaynard Taquiqui Ragan Norte Delfin Albano

143. Angelo Jhon Z. Rosete Centro Cabagan Isabela

144. Rodriguez Binbing D. Pob. 3 Sta.Maria

145. Ana Marie F. Lazaro Limbauan, San Pablo, Isabela

146. Ezekiel Tugad San Pablo Isabela

147. Baquiran, Irish G. Bungad, San Pablo, Isabela

148. Mary-Rose D. Liquigan Fermeldy Tumauiny Isabela

149. Leymark B. Rifa Binguang, San Pablo, Isabela

150. Danica Jacalan Bautista Minanga Sur, San Pablo Isabela

151. Garvin M. Baui Calamagui, San Pablo, Isabela

152. Angelika Panganiban Cento, Stop.Tomas Isabela

153. Carmilina Baay Villa Pereda, Delfin Albano, Isabela

154. Renie M. Telan Jr Simanu Norte San Pablo Isabela

155. Sonny Del Rosario Villa Pereda, Delfin Albano, Isabela

156. Mary Grace Basilio Brumbong Sto Tomas Isabela

157. Jane P. Pagulayan Anao Cabagan Isabela

158. Antonio, April Joy P. Baculod City Of Ilagan, Isabela

159. Via Maica Tamang San Pedro, Tumauini, Isabela

160. Jeffrey M. Lazo Calinaoan Malasin, Sto Tomas,

Isabela

161. Lea R. Sanchez Barangay Ugad Tumauini Isabela

50
162. Jojo C. Laguinday Ngarag,Cabagan,Isabela

163. Ryan Guzman Ballacayu Sanpablo Isabela

164. Christian Jay A. Allauigan Ngarag, Cabagan, Isabela

165. Shaira Morillo Bagutari, Sto. Tomas Isabela

166. Jonalyn B.Masanay Bagutari,Sto.Tomas Isabela

167. Ericson Simanu Sur San Pablo Isabela

168. Aron James Pablo Barumbong Sto. Tomas Isabela

169. Balila, Ronnel M. Lapogan, Tumauini, Isabela

170. Jaymark Ugaddan Fugu-Abajo Tumauini Isabela

171. Donnamay D. Cabaddu San Roque, Sto. Tomas Isabela

172. Tarayao, Imee Joy S. Ngarag, Cabagan, Isabela

173. Emmanuel Rico Tauacan Malamag East Tumauini Isabela

174. Julie Mae Tandayu Fugu Abajo Tumauini Isabela

175. Danica Ayon Camasi Tumauini Isabella

176. Dayag, Mark Vincent P. Simanu Sur, San Pablo, Isabela

177. Cauilan, Jherich Mark F. District Ii Gamu, Isabela

178. Regimar M. Natividaf Pilig Abajo Cabagan, Isabela

179. Jared M. Palunday Ngarag, Cabagan, Isabela

180. Palattao, Erica Mae D. Pilig Alto Cabagan Isabela

181. Caronan Khyle C. Masipi East Cabagan Isabela

182. Emalyn L. Pancho Camasi ,Tumauini,Isabela

183. Mikee C. Baquiran San Bernado Cabagan Isabela

184. Taguiam, Job Brylle L. San Isidro, City Of Ilagan, Isabela

185. Jane D. Bucag Balasig Cabagan Isabela

51
186. Ma.Angelica L. Mamauag Tumauini

187. Jesper John V. Balasig, Cabagan, Isabela

Magundayao

188. Esterlie B. Miguel Biga Occidental, Sto.Tomas, Isabela

189. Joshua B. Tuggay Barumbong Sto. Tomas Isabela

190. Shierlyn Barcelo Cabagan, Isabela

191. Beverly Gollayan Cabagan Isabela

192. Julie Mae Tandayu Tumauini, Isabela

193. Marygrace Basilio Sto. Tomas

194. Jeremy Lugo Tumauini Isabela

195. Ferdinand Burgos Ramon, Isabela

196. Felicia Valdez Cabagan Isabela

197. Jomari Magauay Cabagan

198. Limuel Pascua Cabagan

199. Mikee Princess Soriano Nueva Ecija

200. Bulauan, Bing Macapia Casibarag Sur Cabagan Isabela

52