School-based agricultural education fosters early interest, practical skills, and career pathways in agriculture. This study examined pupils’ socio-economic characteristics, participation in agricultural club activities, motivations, and perceived constraints. A descriptive survey design was used to collect data from 120 primary school pupils through structured questionnaires, and results were analyzed using frequencies and percentages. Findings revealed meaningful participation in crop production, exhibitions, and produce marketing. Engagement was driven by personal interest, strong academic performance in agricultural subjects, and influence from teachers, parents, and peers. However, participation was constrained by inadequate funding, insufficient resources, limited teacher competence, restricted practical opportunities, shortage of farmland, and low parental motivation. The study concludes that despite positive engagement; structural limitations hinder effective agricultural education. Strengthening institutional support, practical learning environments, and teacher capacity is essential to sustain youth engagement in agriculture.
Keywords: agricultural clubs, agricultural education, pupils’ participation, youth engagement
