EVALUATION OF HOME GARDEN OWNERSHIP AND PRACTICES AMONG

LECTURERS IN AKWA IBOM STATE UNIVERSITY

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The practice of home gardening is as old as the existence of the primitive era where seeds

germinated, grew and were cared for by members of the family who recognized the usefulness

of such plants. Home gardening has apparently become a significant activity for individuals

desirous of harmonious balance between professional responsibilities and healthy living (Ozlu-

Diniz & Kasapoglu 2021). The practice of home gardening incorporates growing vegetables,

fruits, flowers, and herbs within the confines of one’s home, be it in backyards, balconies, or

even indoors with several types of containers and media (Chadha, 2023). Many people regard

home gardening not just as a hobby, but a meaningful activity that enhances their quality of life

(Norwood, 2022). Preliminary observations reports that people own home gardening for diverse

reasons such as, access to fresh and organic produce, a desire to unwind and reduce stress, an

interest in nature and the aspiration to create a sustainable lifestyle.

According to Hernandez, Hernandez- Domınguez, Aguilar & Hernández, (2022), consistency in

home gardening will support the four pillars of food security (food accessibility, availability,

utilization and stability) to solve food insecurity issues experienced by all peoples by 2050.

Several authors have posited that home gardening enhances mental and physical health,

promotes creativity, environmental protection and social connections (Gonsalves, Hunter &

Lauridsen, (2020), Sunga & Advincula, (2021), Giraud, El-Sayed, & Opejin, 2021). Home

gardening however, offers an extensive approach to personal well-being and professional

enrichment to those who are engaged in it. University lecturers represent a distinctive group

whose ownership and engagement in home gardening needs to be attended to as a result of the

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myriads of its benefits and its ability to promote their healthy mental state for excellence

professionalism. According to Harding, Jingga, Quevedo Kohsaka (2022) by embracing

gardening, those who are mentally and physically stressed can cultivate a healthier, more

balanced lifestyle that positively impacts their teaching, research, and personal life. The benefits

of home gardening are manifold. Psychologically, home gardening heals the stress from the

rigors of academic life, fostering mindfulness and reducing symptoms of anxiety and depression

(Kilroy, 2021). Physically, gardening activities such as digging, planting, and weeding provide

moderate exercise, contributing to overall fitness (Stubberfield, et al., 2022). Extrinsically, the

rewards of home gardening include the availability of fresh and surplus produce, aesthetic

beauty, and greener living spaces which will promote conservation of biodiversity (Eng, Khun,

Jower & Murro, 2019). However, despite the numerous benefits, university lecturers may face

specific challenges in home gardening such as, the availability of space, time constraints due to

professional commitments, personal interests, and environmental awareness, dealing with pests,

weather conditions, and the initial costs associated with setting up a garden. Therefore, it is

against this background that this study seeks to evaluate home gardening among university

lecturers in the study area.

1.2 Problem Statement

Home gardening is a practice that encompasses the cultivation of plants for food,

ornamental purposes, or recreation within residential premises. This practice has gained

considerable attention due to its potential benefits in enhancing food security, promoting

physical and mental well-being, and fostering environmental sustainability. Despite its

advantages, the extent of engagement in home gardening among specific professional groups,

such as university lecturers, remains underexplored. The academic profession is characterized by

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high intellectual demands and often stressful workloads (Naidoo-Chetty & du 2021). University

lecturers face a multitude of pressures including teaching responsibilities, research commitments,

administrative duties, and continuous professional development (Hammoudi Halat, 2023). These

many-sided roles of university lecturers often lead to high stress levels, making effective stress

management strategies very demanding. Home gardening offers therapeutic escape to alleviation

of stress while pursuing various human accomplishments (Kilroy, 2021). Moreover, Ozsoy,

(2023) corroborates home gardening with the increasing awareness of sustainability and self-

sufficiency, encouraging individuals to grow their own food and reduce their carbon footprint.

Akwa Ibom State University (AKSU) is a prominent institution in Nigeria, known for its diverse

academic programs and faculty. Lecturers at Akwa Ibom State University, like many academics

globally, face demanding schedules and professional pressures. Understanding how these

individuals engage in home gardening can provide insights into their lifestyle choices, stress

management strategies, and potential contributions to local food systems. Therefore,

understanding their participation in home gardening will; offer insights into how they manage

work-life balance and utilize gardening as a form of relaxation and self-sufficiency. This study

will focus on lecturers to explore whether home gardening serves as a beneficial activity within

their busy lifestyles by providing explicit answers to the under listed research questions;

 What are the socioeconomic characteristics of respondents in the study area

 How many respondents engage in home gardening?

 What types of home gardens are owned by respondents?

 What is the distribution of gardening interest among lecturers by gender?

 What benefits do respondents derive from their home gardening activities?

 What constraints affect respondents from home gardening?

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1.3 Objectives of the Study

The broad objective of the study is to evaluate the home gardening among University

lecturers in Akwa Ibom State University

The specific objectives were to;

 examine the socioeconomic characteristics of respondents in the study area

 determine the proportion of respondents who physically engage in home gardening.

 assess the types of home gardens owned by respondents.

 ascertain the distribution of gardening interest among lecturers by gender

 ascertain the benefits respondents derive from home gardening

 identify the factors that affect respondents from home gardening.

1.4 Hypothesis of the Study

The following null hypothesis will be tested
o Socioeconomic characteristics of respondents have no significant relationship with
respondent’s physical engagement in home gardening

1.5 Significance of the Study

The findings from this evaluation will provide valuable information for
university administrators, policymakers, and urban planners to support and promote home
gardening practices among lecturers, fostering an all-inclusive approach to well-being and
sustainability.

By understanding the gardening practices of lecturers, strategies can be developed to

support and promote home gardening, thereby enhancing the well-being of academic staff and
contributing to sustainable urban agriculture initiatives.

The study will expose the multiple dimensions home gardening contributes to the
respondent’s individual health, professional productivity and community engagement as well as
environmental and economic benefits.

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 For many lecturers, the results from the study will change their negative perception
towards home gardening and the activity will be seen as a fulfilling hobby that brings joy and a
sense of accomplishment, enhancing their overall quality of life. Addressing these constraints
will emphasize the need to provide targeted support, such as gardening workshops to improve
skills, community gardening spaces to overcome space limitations, and access to gardening
resources through university programs or local initiatives.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Theoretical Frameworks

Home gardening among university lecturers can be evaluated through various theoretical
frameworks. Here are some theories that could guide such evaluations:

2.2 Self-Determination Theory

Self-Determination Theory (SDT) was developed by psychologists Edward L. Deci and

Richard M. Ryan in the mid-1980s (Deci & Ryan, 2008). The theory originated from their
research on human motivation and personality, focusing on the inherent growth tendencies and
innate psychological needs that drive behavior. The theory emphasizes intrinsic and extrinsic
motivation. The core concepts of SDT are autonom

y, competence and relatedness. Autonomy seeks the need to feel that one's actions are self-
chosen and aligned with personal values and interests. Competence is the need to feel capable
and effective in one's activities and interactions with the environment. Relatedness refers to the
need to feel connected, cared for, and a sense of belonging with others. SDT has had a profound
impact on various fields, including education, healthcare, sports, and organizational behavior. It
provides a framework for understanding how to create environments that support autonomy,
competence, and relatedness, thereby fostering intrinsic motivation, well-being, and personal
growth. Home gardening among university lecturers will support self sufficiency (autonomy),
knowledge and effectiveness in growing edible crop gardens for healthy and surplus foods
(competence) and relatedness which is felt as home gardening activities connects the lecturers to
nature and to community for a feeling of care and sense of belonging.

2.3 Environmental Psychology

Environmental psychology theory examines the dynamic relationship between individuals and
their environments, focusing on how physical spaces impact behavior, well-being, and mental
health. Several key theories within environmental psychology can be particularly relevant to
evaluating home gardening activities among university lecturers: These key theories includes;

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Attention Restoration Theory (ART), Stress Reduction Theory (SRT), Place Attachment,
Biophilia hypothesis and Behavior setting Theory. We will delve on the
Attention Restoration Theory (ART): The concept of ART, developed by Stephen Kaplan
and Rachel Kaplan, posited that natural environments have restorative effects on mental fatigue
and cognitive function (Basu, Duvall & Kaplan, 2019). The theory explains that exposure to
natural settings can help restore attention and reduce stress. Home gardening can provide
university lecturers with a restorative experience, helping to mitigate the cognitive and emotional
demands of their academic work. This is supported by Stuart-Smith (2021) that gardening has
the ability to strengthen the inner vitality of humans who are subjected to stress
Stress Reduction Theory (SRT): This theory was proposed by Roger Ulrich, suggesting that
natural environments can reduce stress and promote psychological well-being. Natural settings
are thought to elicit positive emotional responses and reduce physiological stress indicators
(Ulrich, 2023). Therefore, engaging in home gardening can serve as a stress-relief activity for
lecturers, offering a break from their professional responsibilities and fostering a sense of
tranquility.
Place Attachment: The theory of Place attachment refers to the emotional bond between
individuals and specific places. According to Gulliani, (2003), the theory of PA has its general
reference frame in that aspect of human experience represented by feelings, moods, emotions,
etc. –which people experience in various ways, forms, degrees, with varying awareness, with
reference to the places in which they are born, living and acting as well as in relation to the other
persons who live and operate in the same places. This theory emphasizes how personal
experiences and interactions with a place contribute to a sense of belonging and identity. For
university lecturers, home gardening can enhance place attachment to their homes, creating a
meaningful and nurturing environment that supports their emotional well-being.
Biophilia Hypothesis: Biophilia refers to the love of life or living things. Wilson's biophilia
hypothesis suggests that humans have an innate affinity for nature and natural processes (Wilson,
2017). The conscious love and care for living things, is believed to contribute to overall well-
being and health. Home gardening allows lecturers to engage with nature directly, satisfying
their biophilic tendencies and promoting physical and mental health.
Behavior Setting Theory: Roger Barker's behavior setting theory posits that specific
environments, or "behavior settings," facilitate certain patterns of behavior. These settings

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include both the physical environment and the social context. The home gardening can be seen as
a behavior setting where lecturers engage in gardening activities, fostering a sense of routine and
providing opportunities for social interaction with family members or neighbors.

2.4 Concept of Home Garden

Concept of Home Gardens

A home garden, also known as a kitchen garden or backyard garden, refers to a

designated area within a residential property where individuals or families cultivate a variety of

plants for personal use. This practice can involve the growth of vegetables, fruits, herbs, flowers,

and ornamental plants (Adeola, 2019). Home gardens are versatile and can be adapted to

different spaces and environments, ranging from small container gardens on apartment balconies

to extensive plots in suburban backyards. The primary aim of home gardening is to produce

fresh, organic, and nutritious food, although it also serves aesthetic, recreational, and

environmental purposes (Aliyu, 2020).

Home gardens have a rich historical significance, with roots tracing back to ancient

civilizations where they served as vital sources of food and medicinal plants. Over time, they

evolved to reflect cultural, climatic, and technological changes (Brown, 2019). In many cultures,

home gardening has been a traditional practice, passed down through generations as a way to

ensure food security and maintain a connection to nature. In contemporary settings, the

resurgence of home gardening can be attributed to growing awareness of the benefits of locally

sourced, organic produce, and the desire for a more sustainable lifestyle (Kumar, 2020).

One of the key aspects of home gardening is its ability to provide fresh and healthy food

directly from the garden to the table. This not only enhances the nutritional quality of meals but

also reduces the need for processed and packaged foods, contributing to better overall health (Li,

2021). Home gardeners have control over the cultivation process, allowing them to avoid

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harmful pesticides and chemicals, thus ensuring the produce is organic and safe to consume.

Additionally, the practice of gardening itself offers physical exercise, promoting a healthy

lifestyle through activities such as planting, weeding, watering, and harvesting (Martinez, 2021).

Beyond the physical health benefits, home gardening has significant psychological and

emotional advantages. Engaging in gardening activities has been shown to reduce stress, improve

mood, and provide a sense of accomplishment and purpose (Nguyen, 2021). The act of nurturing

plants and witnessing their growth can be deeply satisfying and therapeutic, offering a break

from the fast-paced, technology-driven modern life. Home gardens can also foster a sense of

community and social interaction, as gardeners often share produce, tips, and experiences with

neighbors and friends (Singh, 2022).

Environmental sustainability is another crucial aspect of home gardening. By growing

their own food, individuals can reduce their carbon footprint, as homegrown produce eliminates

the need for transportation and packaging associated with commercially produced food (Smith,

2021). Home gardens also contribute to biodiversity by providing habitats for various beneficial

insects, birds, and other wildlife. Practices such as composting organic waste and using natural

pest control methods further enhance the ecological benefits of home gardening (Altbach &

Finkelstein, 2019).

The design and management of home gardens can vary widely depending on the

available space, climate, and personal preferences of the gardener. Some may opt for traditional

in-ground gardens, while others might choose raised beds, vertical gardens, or container

gardening to make the best use of limited space (Kyvik, 2023).. Each type of garden requires

different techniques for soil preparation, watering, and plant selection. Regardless of the method,

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the principles of good gardening—such as proper soil management, adequate sunlight, and

regular maintenance—are essential for a successful home garden (Adeyemo, 2020).

A home garden is a multifaceted practice that goes beyond simply growing plants. It

encompasses health and nutrition, psychological well-being, environmental stewardship, and

community engagement (Adeola, 2019). By cultivating a home garden, individuals can enjoy the

numerous benefits of fresh, organic produce, engage in a rewarding and stress-relieving activity,

and contribute positively to the environment. Whether for food production, aesthetic pleasure, or

ecological sustainability, home gardening remains a valuable and enriching practice in modern

life (Brown, 2019).

2.5 Historical Concept and Evolution of Home Gardening

Home gardening, a practice deeply rooted in human history, has evolved significantly over

millennia. Its origins can be traced back to the earliest agricultural societies. In ancient

civilizations such as Mesopotamia, Egypt, and the Indus Valley, people cultivated small plots of

land near their homes to grow food and medicinal plants (Kumar, 2020). These early gardens

were essential for survival, providing a reliable source of fresh produce and herbs for culinary

and medicinal purposes.

During the Roman Empire, home gardening took on more sophisticated forms. Wealthy

Romans cultivated elaborate villa gardens, incorporating a mix of ornamental plants, fruits,

vegetables, and herbs (Henry, 2020). These gardens were not only functional but also served as

status symbols and spaces for leisure and entertainment. The Roman influence on gardening

spread throughout Europe, and many principles from this era, such as garden design and the use

of diverse plant species, laid the foundation for future gardening practices (Adeola, 2019).

The Middle Ages saw the continuation of home gardening, particularly within monastic

communities where gardens were meticulously planned for both aesthetic and practical purposes.

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Monasteries often had extensive gardens that provided food, medicine, and spiritual solace

(Martinez, 2021). The medieval period also saw the development of the kitchen garden, or

"potager," which became a standard feature in European homes. These gardens were highly

productive, featuring a mix of vegetables, fruits, and herbs arranged in an efficient and

aesthetically pleasing manner (Adeyemo, 2020).

The Renaissance period brought a renewed interest in gardening, with advancements in

horticultural techniques and the introduction of new plant species from explorations around the

world (Kumar, 2020). Botanical gardens were established, serving as centers for plant research

and the exchange of gardening knowledge. During this time, gardening manuals began to appear,

disseminating practical advice and innovative techniques to a broader audience (Adeola, 2019).

The 17th and 18th centuries marked significant progress in gardening tools and methods.

The development of specialized gardening tools, such as pruning shears, trowels, and hoes, made

gardening more efficient and accessible (Setiani, et al, 2022). The introduction of glasshouses

and cold frames allowed gardeners to extend growing seasons and cultivate exotic plants.

Advances in soil science and the understanding of plant nutrition further enhanced gardening

practices, leading to improved crop yields and plant health (Sileshi, et al., 2022).

The 19th century, particularly the Victorian era, saw a surge in the popularity of home

gardening among the middle class. The industrial revolution brought about mass production of

gardening tools and equipment, making them more affordable (Martinez, 2021). Ornamental

gardening flourished, with elaborate flower beds, lawns, and decorative plants becoming

common features in private gardens. The publication of gardening magazines and books, along

with the establishment of horticultural societies, facilitated the exchange of knowledge and

popularized gardening as a leisure activity (Ebert, 2020).

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 Historical events have significantly influenced home gardening trends. During times of

crisis, such as wars and economic depressions, home gardening has often experienced a

resurgence as people turned to their gardens for sustenance and self-reliance (Brown, 2019). For

instance, during World War I and World War II, the concept of "Victory Gardens" emerged.

Citizens were encouraged to grow their own food to alleviate food shortages and support the war

effort. These gardens not only provided essential nutrition but also fostered a sense of

community and purpose (Dubey, 2021).

The post-war period saw a decline in home gardening as industrial agriculture and

supermarkets became the primary sources of food. However, the environmental movement of the

1960s and 1970s rekindled interest in home gardening, emphasizing organic practices and

sustainability. This period saw the rise of community gardens, urban gardening initiatives, and a

growing awareness of the ecological benefits of home gardening (Knapp, et al., 2019).

In recent decades, technological advancements and a heightened focus on sustainability

have further shaped home gardening trends. The advent of the internet and digital technology has

made gardening information and resources more accessible, enabling gardeners to connect, share

knowledge, and innovate. Sustainable practices such as permaculture, vertical gardening, and

hydroponics have gained popularity, allowing gardeners to maximize space and resources while

minimizing environmental impact (Rochira, et al., 2020).

Moreover, the COVID-19 pandemic highlighted the importance of self-sufficiency and

local food production, leading to a renewed interest in home gardening. With lockdowns and

supply chain disruptions, many people turned to their gardens to ensure a steady supply of fresh

produce (Lal, 2020). This recent trend underscores the enduring relevance of home gardening in

addressing contemporary challenges and promoting resilience. The historical context and

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evolution of home gardening reflect a dynamic interplay of cultural, technological, and

environmental factors (Suwardi, et al., 2023). From ancient subsistence gardens to modern

sustainable practices, home gardening has continually adapted to meet the needs and aspirations

of different eras. As a multifaceted practice, it not only provides food and beauty but also fosters

a deeper connection to nature and community, underscoring its timeless value in human society

(Cilliers, et al., 2020).

2.6 Motivations for home gardening

One of the primary motivations for home gardening is the significant health and nutrition

benefits it offers. Homegrown produce is often fresher and more nutrient-rich than store-bought

alternatives, which can lose nutritional value during transportation and storage (Lowe, et al.,

2021). Gardening provides access to a variety of fruits, vegetables, and herbs that can enhance a

diet with essential vitamins, minerals, and antioxidants. Consuming homegrown produce can

reduce the intake of pesticides and chemicals commonly found in commercially grown foods,

promoting overall better health (Brown, 2019).

In addition to dietary benefits, home gardening contributes to physical health through the

act of gardening itself. Activities such as digging, planting, weeding, and harvesting provide

moderate exercise, which can improve cardiovascular health, strengthen muscles, and enhance

flexibility (Henry, 2020). Regular physical activity associated with gardening helps in

maintaining a healthy weight, reducing the risk of chronic diseases such as obesity, diabetes, and

heart disease (Setiani, et al, 2022).

Economic considerations are another key driver for home gardening. By growing their

own food, individuals and families can significantly reduce their grocery bills (Kumar, 2020).

The initial investment in seeds, tools, and soil amendments is often offset by the savings on fresh

produce throughout the growing season (Sileshi, et al., 2022). This can be particularly beneficial

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during economic downturns or periods of high food prices, providing a cost-effective way to

access high-quality, nutritious food.

Moreover, home gardens can generate surplus produce, which can be preserved, shared

with neighbors, or even sold at local farmers' markets for additional income. The ability to

produce and preserve food reduces dependency on market fluctuations and supply chain

disruptions, offering a degree of economic resilience (Li, 2021). Additionally, home gardening

encourages the reuse of household waste materials, such as composting kitchen scraps, which

further reduces household expenses and supports sustainable living (Ebert, 2020).

The psychological benefits of home gardening are profound, contributing to mental well-

being and emotional health. Engaging with nature through gardening has been shown to reduce

stress, anxiety, and depression (Dubey, 2021). The repetitive and mindful nature of gardening

tasks can have a meditative effect, fostering relaxation and a sense of tranquility. Gardening

provides a tangible sense of accomplishment as gardeners nurture plants from seed to harvest,

boosting self-esteem and life satisfaction (Knapp, et al., 2019).

Socially, home gardening can enhance community ties and foster a sense of belonging.

Sharing gardening experiences, tips, and produce with neighbors creates opportunities for social

interaction and community building (Rochira, et al., 2020). Community gardens, in particular,

serve as social hubs where people from diverse backgrounds can connect over a shared interest,

promoting inclusivity and collective well-being. These social interactions can lead to the

formation of support networks, contributing to a stronger, more resilient community (Lal, 2020).

Environmental and sustainability motivations are increasingly driving the popularity of

home gardening. Growing food at home reduces the carbon footprint associated with the

transportation, packaging, and storage of commercially produced food. Home gardens promote

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biodiversity by creating habitats for various plants, insects, and wildlife, contributing to a

healthier ecosystem (Suwardi, et al., 2023). The use of organic gardening practices, such as

composting and natural pest control, minimizes chemical inputs and promotes soil health and

fertility. Water conservation is another critical aspect of sustainable home gardening (Cilliers, et

al., 2020). Techniques such as drip irrigation, rainwater harvesting, and mulching help reduce

water usage and promote efficient water management. By incorporating native plants and

drought-resistant varieties, gardeners can further adapt to local environmental conditions and

mitigate the impact of climate change (Lowe, et al., 2021).

Home gardening also supports the preservation of heirloom plant varieties and traditional

gardening knowledge. By growing and saving seeds from heirloom plants, gardeners contribute

to the genetic diversity of crops, ensuring the resilience and adaptability of the food supply. This

practice helps preserve cultural heritage and traditional agricultural practices that are often lost in

industrialized farming systems (Adeola, 2019). The motivations for home gardening are

multifaceted, encompassing health and nutrition benefits, economic incentives, psychological

and social factors, and environmental and sustainability considerations (Li, 2021). These diverse

motivations highlight the holistic value of home gardening, not only as a practical means of food

production but also as a vital contributor to personal well-being, community resilience, and

environmental stewardship. By engaging in home gardening, individuals can enjoy a range of

benefits that enhance their quality of life and promote a sustainable future (Brown, 2019).

2.7 Key Home Gardening Practices

Soil preparation is a fundamental practice in home gardening, essential for creating a

fertile and supportive environment for plant growth. Key techniques include tilling, aeration, and

the incorporation of organic matter (Henry, 2020). Tilling involves turning the soil to break up

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compacted layers, improve drainage, and facilitate root penetration. Aeration, often achieved

through tools like garden forks or aerators, ensures that the soil remains loose and oxygenated,

which is crucial for healthy root systems. The addition of organic matter, such as compost,

manure, or leaf mold, enriches the soil with nutrients and improves its structure (Kumar, 2020).

Gardeners utilize various tools for soil preparation, including spades, hoes, rakes, and rototillers.

These tools help in efficiently turning the soil, removing debris, and mixing in organic

amendments. Soil testing kits are also valuable, allowing gardeners to assess the pH and nutrient

content of their soil and make informed decisions about necessary amendments (Sileshi, et al.,

2022).

Proper soil preparation has a profound impact on plant growth and soil health. Well-

prepared soil offers better water retention, which is vital for plant hydration and nutrient uptake.

It also promotes robust root development by providing an ideal environment for roots to expand

and access nutrients (Ebert, 2020). The incorporation of organic matter enhances soil fertility,

supporting healthy microbial activity that aids in nutrient cycling and disease suppression.

Healthy soil structure, achieved through preparation techniques, prevents issues like

waterlogging and soil erosion, which can negatively affect plant health. By ensuring a balanced

pH and nutrient availability, gardeners can optimize conditions for plant growth, leading to

higher yields and more resilient plants (Dubey, 2021).

Composting is a sustainable practice that involves the decomposition of organic waste

into nutrient-rich compost. Common methods include aerobic composting, anaerobic

composting, and vermicomposting (Kumar, 2020). Aerobic composting requires the presence of

oxygen, achieved by regularly turning the compost pile to speed up decomposition. Anaerobic

composting occurs in the absence of oxygen and takes longer but requires less maintenance.

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Vermicomposting utilizes earthworms to break down organic matter, producing high-quality

compost rich in nutrients (Brown, 2019).

Composting plays a crucial role in waste reduction by diverting kitchen scraps, garden

waste, and other organic materials from landfills. This not only reduces the volume of waste but

also decreases methane emissions from anaerobic decomposition in landfills (Martinez, 2021).

The resulting compost improves soil fertility by adding essential nutrients such as nitrogen,

phosphorus, and potassium. It also enhances soil structure, water retention, and microbial

activity, promoting healthy plant growth and reducing the need for chemical fertilizers (Knapp,

et al., 2019).

Mulching involves covering the soil surface with a layer of organic or inorganic material

to protect and improve the soil. Common types of organic mulch include straw, grass clippings,

leaves, wood chips, and compost (Rochira, et al., 2020). Inorganic mulches, such as plastic

sheeting, gravel, or landscape fabric, are also used but do not decompose to add nutrients to the

soil. Mulching offers numerous benefits for soil health and plant growth. It helps retain soil

moisture by reducing evaporation, ensuring that plants have a consistent water supply (Martinez,

2021). Mulch also regulates soil temperature, keeping it cooler in summer and warmer in winter,

which creates a more stable environment for plant roots. Additionally, mulch suppresses weed

growth by blocking sunlight, reducing competition for nutrients and water (Lal, 2020). Organic

mulches further contribute to soil health as they decompose, adding organic matter and

improving soil structure. This process enhances microbial activity and nutrient cycling, creating

a fertile and productive growing environment (Suwardi, et al., 2023).

Integrated Pest Management (IPM) is an environmentally friendly approach to pest

control that combines multiple strategies to manage pest populations. IPM emphasizes the use of

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biological controls, cultural practices, mechanical methods, and chemical interventions as a last

resort (Cilliers, et al., 2020). Biological controls involve introducing natural predators or

beneficial insects to manage pest populations. Cultural practices include crop rotation,

intercropping, and choosing pest-resistant plant varieties. Mechanical methods involve physical

barriers, traps, and manual removal of pests (Lowe, et al., 2021). IPM is highly effective in

reducing pest populations while minimizing environmental and health impacts. By prioritizing

non-chemical methods, IPM reduces the reliance on synthetic pesticides, which can harm

beneficial insects, wildlife, and human health. This approach promotes biodiversity and

ecological balance in the garden. Chemical interventions, when necessary, are used judiciously

and targeted to minimize their impact on non-target species and the environment (Henry, 2020).

Crop rotation and companion planting are strategic practices that enhance soil health and

plant productivity. Crop rotation involves changing the types of crops grown in a specific area

each season to prevent soil depletion and reduce the buildup of pests and diseases. For example,

rotating nitrogen-fixing legumes with nutrient-demanding crops like tomatoes can maintain soil

fertility and structure (Setiani, et al, 2022). Companion planting involves growing different plant

species together that benefit each other. For instance, planting basil alongside tomatoes can repel

pests and improve flavor, while beans can fix nitrogen in the soil for other plants. These practices

enhance biodiversity, improve soil health, and increase overall garden productivity (Sileshi, et

al., 2022).

Water conservation is crucial in home gardening, especially in regions prone to drought

or with limited water resources. Drip irrigation is a highly efficient method that delivers water

directly to the plant roots through a network of tubes and emitters (Brown, 2019). This

minimizes water wastage through evaporation and runoff, ensuring that plants receive the

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optimal amount of water. Rainwater harvesting involves collecting and storing rainwater for

irrigation purposes (Ebert, 2020)

. Systems can range from simple rain barrels to more complex cisterns and distribution

networks. Harvested rainwater provides a sustainable and cost-effective water source for

gardens. Both drip irrigation and rainwater harvesting are effective and sustainable water

conservation techniques (Dubey, 2021). Drip irrigation reduces water usage by up to 50%

compared to traditional watering methods, making it ideal for water-scarce regions. It also

reduces the risk of plant diseases by keeping foliage dry. Rainwater harvesting reduces reliance

on municipal water supplies, lowers water bills, and decreases the environmental impact of water

extraction and distribution (Knapp, et al., 2019).

2.8 Benefits Individuals derive from home gardening

Research on home gardening by university lecturers is limited, but the broader literature
on home gardening and its benefits provides useful insights. Home gardening is widely
recognized for its positive effects on physical and mental health, well-being, and quality of life.
These benefits are generally consistent across different demographic groups, including academic
professionals.

Studies have shown that engaging in home gardening can enhance physical health by
promoting regular physical activity, which is associated with a lower risk of chronic diseases and
premature death (Lampert et al., 2021). Additionally, gardening can improve mental health by
reducing symptoms of anxiety and depression, lowering stress levels, and enhancing overall
mood and cognitive function (Gerdes, et al., 2022). Social benefits, such as increased social
contacts and a sense of community, are also significant, contributing to improved life satisfaction
and reduced feelings of loneliness, particularly among older adults (Wood, Barton & Wicks
2022). Home gardening has been shown to have a significant positive impact on emotional well-
being (Koay & Dillion 2020). Studies suggest that the happiness derived from gardening is
comparable to other leisure activities like biking, walking, or dining out. It provides a sense of

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accomplishment and satisfaction, which is particularly beneficial for lecturers who often engage
in mentally demanding work (Ambrose, Das, Fan, & Ramaswami 2023).

Engaging in gardening helps reduce stress and anxiety levels. The physical activity
involved in gardening boosts endorphins, which improve mood and reduce stress (Sharma &
Shyam 2023). The act of nurturing plants and watching them grow also provides a calming
effect, helping to manage the pressures of academic life (Goopoo, et al., 2023). According to
Christie, Hulse, & Miller,(2020), gardening is a form of physical exercise that improves
cardiovascular health, muscle strength, and flexibility. This physical activity is especially
beneficial for lecturers who may spend long hours sitting and working at a desk

Home gardening challenges the mind with tasks such as planning a garden with
seasonality in mind. Home gardening can be a refreshing change from academic work and can
help improve cognitive function (Sofo & Sofo, 2020). Berg, et al., (2020), opines that lecturers
who participate in community gardening or share their gardening experiences with colleagues,
foster more social connections and a sense of community. Sharing tips, successes, and even
challenges can lead to meaningful interactions and support networks

Growing one's own fruits and vegetables ensures access to fresh, healthy produce, which
can improve dietary habits. This is particularly valuable for lecturers who might have busy
schedules that make it difficult to prioritize healthy eating. Home gardening contributes to
sustainable living and can enhance food security. It allows individuals to grow their own food,
reducing reliance on external food sources and contributing to a more sustainable lifestyle
(Korpelainen, 2023))

2.9 Constraints affecting the engagement of University Lecturers in Home

gardening
University lecturers often have demanding schedules, balancing teaching, research, and
administrative duties (Ahmad, Gul & Kashif, 2022). Such tight schedules will definitely leave
them with limited time for home gardening activities. This lack of time can impede their ability
to consistently maintain and cultivate a garden. While gardening can be a rewarding activity, it
requires a certain level of horticultural knowledge and skills. Many people usually may not have

21
the necessary expertise, space, backyard with suitable soil conditions, and these factors can deter
them from starting or maintaining a garden (Basarir, Mansouri & Ahmed, 2022). .

Cerda, Guenat, Egerer & Fischer (2022) pointed out that; .effective gardening often
requires access to quality seeds, plants, tools, and other resources. University lecturers may find
it challenging to procure these materials, especially if they are not readily available locally or if
they lack the time to seek them out. Factors such as climate, weather conditions, and local pests
oftentimes challenge the maintenance of a successful home garden (Egerer, 2020). These factors
can affect the growth and yield of plants, making gardening more difficult and less rewarding.

Gardening can be cost-effective in the long run; the initial setup costs for tools, soil, and
plants can be a barrier (Hardman, Clark & Sherriff, 2022) University lecturers may also find it
financially challenging to invest in ongoing garden maintenance. Personal motivation and
interest in gardening vary widely among individuals. Kirby, et al., (2021), explains that people
who are most interested in gardening are usually associated with increased well being. Therefore,
individuals who do not have a strong interest or motivation to garden may find it challenging to
start or continue the activity, despite the potential benefits(Austin, 2022)

2.11 Empirical Reviews

Socio Economic Characteristics of Lecturers

Adeyemo (2020) examined "The Socio-Economic Background and Job Satisfaction of

University Lecturers in Nigeria”. The study used descriptive survey. The study used a sample of

150 lecturers from five Nigerian universities. It also used structured questionnaires for data

collection. Descriptive statistics and regression analysis were used for data analysis. Findings

revealed that lecturers' socio-economic backgrounds significantly influence their job satisfaction,

lecturers from higher socio-economic backgrounds reported greater job satisfaction compared to

those from lower socio-economic backgrounds and factors such as income, level of education,

and parental occupational status were significant predictors of job satisfaction among lecturers.

22
 Kyvik (2023) investigated Academic Workload and Performance: A Comparative Study

of Socio-Economic Characteristics of University Lecturers in Scandinavia (Norway, Sweden,

Denmark). The methodology used were cross-sectional survey, sample comprising 500

university lecturers across multiple universities in Norway, Sweden, and Denmark online

questionnaires used while multivariate analysis was used for data analysis. Findings revealed that

socio-economic characteristics such as academic rank, income level, and educational attainment

were significantly related to perceived workload and academic performance, lecturers with

higher income levels and higher academic ranks reported lower perceived workloads and higher

academic performance. The study highlighted differences in socio-economic characteristics and

their impact on lecturers' performance across the three countries.

Altbach & Finkelstein (2019) examined "The Academic Profession: Socio-Economic

Characteristics of University Lecturers in the United States" Methodology entailed longitudinal

study, 1,200 university lecturers from various institutions across the United States, Mixed

methods (questionnaires and interviews) and Statistical analysis and thematic analysis. Findings

showed that the socio-economic characteristics of lecturers, such as age, gender, ethnicity, and

educational background, significantly influenced their career progression and job stability.

Female and minority lecturers faced more significant challenges in career advancement and

reported lower job satisfaction compared to their male and majority counterparts. Income

disparities were evident, with lecturers in prestigious institutions earning significantly more than

those in less renowned universities.

Level of Knowledge of Home Gardens Accessed By Lecturers

Adeola (2019), in his study of "Assessment of Knowledge and Attitudes towards Home

Gardening Among University Lecturers in South-West Nigeria" had adopted descriptive survey

23
methodology, 200 university lecturers from four universities in South-West Nigeria, structured

questionnaires and descriptive statistics and chi-square tests. Findings showed that a significant

proportion of lecturers had a basic understanding of home gardening practices, but detailed

knowledge varied widely. Lecturers with backgrounds in agricultural and environmental sciences

exhibited higher levels of knowledge about home gardening. Despite a general positive attitude

towards home gardening, the actual implementation and in-depth knowledge were relatively low,

primarily due to time constraints and lack of practical experience.

Martinez (2021) explored "University Faculty Knowledge and Engagement with Home

Gardening: A Study in Urban California, USA". Methodology adopted were mixed-methods

approach, 150 university lecturers from various departments in three universities in urban

California, online surveys and follow-up semi-structured interviews and quantitative data

analyzed using SPSS; qualitative data analyzed through thematic coding Findings stated that

knowledge about home gardening varied significantly across disciplines, with faculty from life

sciences and environmental studies displaying the highest levels of understanding. Many

lecturers expressed interest in home gardening but cited barriers such as limited space and

resources. Interviews revealed that while theoretical knowledge was relatively high, practical

knowledge and hands-on experience with home gardening were limited.

Singh (2022) focused on "Evaluating Knowledge Levels of Home Gardening Among

University Academics in Northern India". Methodology used was cross-sectional survey, 180

lecturers from five universities in Northern India, Structured questionnaires and focus group

discussions and Descriptive statistics, ANOVA, and content analysis. Findings showed that

overall, lecturers demonstrated moderate knowledge of home gardening principles, with

significant differences observed across different academic disciplines. Lecturers in the fields of

24
botany, agriculture, and environmental sciences had a more comprehensive understanding of

home gardening techniques and benefits. Focus group discussions highlighted a keen interest in

integrating home gardening into personal and academic activities, though challenges such as lack

of time, inadequate training, and insufficient institutional support were noted as barriers to

deeper engagement.

Use of Home Garden Practices by Lecturers

Aliyu (2020) focused on "Home Garden Practices among University Lecturers in

Northern Nigeria: Extent and Determinants in Northern Nigeria”. Methodology utilized covered

descriptive survey, 150 university lecturers from five universities in Northern Nigeria, structured

questionnaires and descriptive statistics and logistic regression analysis. Findings revealed that

about 65% of the lecturers were actively engaged in home gardening practices. Key determinants

of home gardening included age, academic discipline, and previous gardening experience.

Lecturers in the fields of agricultural sciences and environmental studies were more likely to

engage in home gardening practices compared to those in humanities and social sciences. The

most common practices included composting, use of organic fertilizers, and drip irrigation.

Smith (2018) examined "Adoption of Sustainable Home Gardening Practices among

University Faculty in the Midwest, USA". Methodology utilized were mixed-methods approach,

200 lecturers from six universities in the Midwest, online surveys and in-depth interviews and

quantitative data analyzed using SPSS; qualitative data analyzed through thematic analysis.

Findings revealed that approximately 70% of respondents reported using at least one sustainable

home gardening practice. Practices such as rainwater harvesting, crop rotation, and organic pest

management were common. The study found a significant correlation between environmental

25
awareness and the use of sustainable gardening practices. Interviews revealed that barriers to

adopting more practices included time constraints, lack of space, and limited access to resources.

Li (2021) explored "Home Gardening Practices Among Academic Staff in Chinese Universities:

A Comparative Study in Eastern China" Methodology adopted was comparative survey, 180

lecturers from three universities in Eastern China, structured questionnaires and focus group

discussions and Descriptive statistics, chi-square tests, and content analysis. Findings revealed

that 60% of lecturers were engaged in home gardening, with significant differences noted

between urban and rural campuses. Urban lecturers were more inclined to use container

gardening and vertical gardening due to space constraints. Common practices included use of

organic fertilizers, composting, and growing medicinal plants. Focus group discussions

highlighted the motivational factors such as health benefits, stress relief, and a sense of self-

sufficiency. Challenges mentioned included lack of time, knowledge gaps, and limited

institutional support for gardening initiatives.

Problems Associated With Home Garden Practices Used Among Lecturers

Brown (2019) explored "Challenges and Barriers to Sustainable Home Gardening

Practices Among University Lecturers in Urban Australia". Methodology used were qualitative

study, 30 university lecturers from multiple universities in urban areas, semi-structured

interviews and thematic analysis Findings revealed that lack of time was cited as the primary

barrier to engaging in home gardening practices. Lecturers expressed concerns about soil quality

and contamination in urban environments. Limited space and access to sunlight were significant

challenges, particularly for those living in apartments. Participants highlighted the need for more

educational resources and institutional support for sustainable gardening initiatives.

26
Kumar (2020) examined "Constraints Faced by University Faculty in Adopting Organic Home

Gardening Practices: A Case Study from India". Methodology adopted were case study, faculty

members from a university in India, surveys and interviews and content analysis. Findings

showed that lack of knowledge about organic gardening techniques was a significant barrier.

Faculty members expressed concerns about the availability and cost of organic inputs. Water

scarcity and irregular supply were identified as challenges to maintaining home gardens.

Institutional support for organic gardening initiatives was limited, affecting faculty motivation

and participation.

Nguyen (2021) examined "Obstacles to Home Gardening Practices Among University

Lecturers in Vietnam: A Mixed-Methods Study" Methodology adopted were; mixed-methods

approach, university lecturers from multiple institutions, questionnaires and focus group

discussions and quantitative analysis and thematic coding. Findings showed that lack of space

and poor soil quality were identified as significant barriers to successful home gardening.

Lecturers cited inadequate knowledge and skills in pest management as a challenge. Time

constraints due to heavy workloads and academic responsibilities were major obstacles.

Participants expressed a need for training workshops and peer support networks to overcome

these challenges effectively.

27
 CHAPTER THREE

METHODOLOGY

3.1 The Study Area

The study area will be Akwa Ibom State University, Obio Akpa campus , located in Obio

Akpa,with four faculties; Management science, Agricultural science, Social sciences, and

Faculty of Art Obio Akpa is a town located in the northeast part of the Oruk Anam Local

Government Area. It is as well one among the nine administrative areas/districts known as Obio

Akpa Clan both in the region of Akwa Ibom State, Southern Nigeria with latitude 4.9645° N, and

longitude 7.7598° E. the village is bonded in the north with Ndot village and in the South by

Ikot Eka ideh and west by Obio Ibiet village and East by Ndon Ikot Asiaha and Eka ndon ikot

villages.

3.2 Population of the Study

The target population of this study will be made up of all the lecturers in the Obio
Akpa campus of the University

3.3 Sampling size and sampling techniques

This study adopted a purposive sampling technique will be used to select the four

faculties (Agriculture, Arts, Management Science & Social Science) that exist in the Obio Akpa

campus of the Akwa Ibom State University. The next stage will involve the use of Yamani

selection formula to obtain the sampling size from each of the faculties because of the uneven

population in each Faculty. From the sample frame below, 131 respondents will be sampled out

for the study.

28
3.4 Sample Frame

s/n Faculty Number of Sampled size with

respondent Yamani selection
s Formula
90% 95% 99%
1. Agriculture 69 40 58 68
2. Arts 49 32 43 48
3. Management Science 43 30 38 42
4. Social Science 41 29 37 40
202 131 176 198

Yamani Sample selection formula:

N
Thus n =
1+ N ¿ ¿

Where N = population of study

n= sample size

(c) = level of significance

I = unit of ( a constant)

3.5 Instrument of data collection

Questionnaire consisting of subsections to reflect the specific objectives of the study will

be used to collect the data in each of the cells.

3.6 Data collection

Data for the study will be obtained from primary sources using structured questionnaire
administered to the respondents. The questionnaires will be divided into five (5) sections
for ease of measuring the objectives of the study

3.7 Analytical techniques

29
 Objective 1 which is the examination of the socioeconomic characteristics of respondents

will be analyzed with descriptive statistics, such as tables, frequencies,

percentages and mean.

 In objective 2, the proportion of respondents who engage in home gardening be listed out

with responses of either ‘Self, Spouse, hired labor or other household member will be

collated and analyzed with descriptive statistics such as tables, frequencies and

percentages.

 In objective 3, types of home gardens owned by respondents will be identified with

responses of either ‘Yes or No’ will be collated and analyzed with descriptive

statistics such as tables, frequencies and percentages.

 In objective 4, the distribution of gardening interest among lecturers by gender will be

identified with responses of either ‘Yes or No’ will be collated and analyzed with

descriptive statistics such as tables, frequencies and percentages.

 In Objective 5, the benefits which respondents derive from home gardening will be

analyzed with descriptive statistics, such as tables, frequencies, percentages and 4-likert

type scale of Always =4, Sometimes =3, Undecided =2 & None = 1. Mean scores

above 2.5 will be accepted as the most important benefits derived by respondents.

 In Objective 6, the factors that affect respondents from home gardening will be analyzed

with descriptive statistics, such as tables, frequencies, percentages and 5-point likert type

scale where; Strongly disagree =5, Disagree=4, Undecided = 3, . Agree =2 & Strongly

Agree =1. Means scores in this section will be 3.0 and responses above the mean scores

will be noted as the major constraints affecting home gardening by respondents.

30
  In the testing of the hypothesis one, socioeconomic characteristics of respondents have no
significant relationship with respondent’s physical engagement in home gardening will be
tested with multinomial logistic regression.

3.8. Measurements of Variables

Independent variables (X) are the socioeconomic characteristics of respondents are;
o Name of Faculty.. This will be listed and respondents will tick which is applicable to
them
o Age………this will be stated by respondents
o Sex………..will be ticked as either male or female
o Marital status……..will be ticked as either single, married, widowed, divorced/seperated
o Educational qualification……….will be ticked as either BSc /BA, MSc & PhD,
o Educational status………will be ticked as…Graduate Assistant, Assistant lecturer,
lecturer II, lecturer I, Senior Lecturer or Professor
o Ownership of residence…….will be ticked as landlord or tenant
o Number of household members… ..will be grouped into; 1-5, 6-10 & 11-15
o Home gardening experience…… will be grouped into; 1-5, 6-10, 11-15 & > 16 years
o Income level……. Will be grouped into categories from < N100, 000 to > N401, 000

The dependent variables (Y) are the various ways that respondents engage in home
gardening such as;
o self engagement,
o only spouse engagement,
o hired labor and
o only other members of the family

Model for multinomial logistic regression

p=exp(a+b1X1+b2X2+b3X3+…)1+exp(a+b1X1+b2X2+b3X3+…)

> Where:

31
p = the probability that a case is in a particular category,

exp = the exponential (approx. 2.72),

a = the constant of the equation and,

b = the coefficient of the predictor or independent variables./ dependent variable

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