EFFECTIVENESS OF LEARNING STYLE–ORIENTED

MULTIMEDIA INSTRUCTION ON FARMERS’ SKILLS IN

USING BIO-CONTROL AGENTS: AN EXPERIMENTAL
INVESTIGATION

Ph.D. Thesis

by

Rewendra Kumar Sahu

DEPARTMENT OF AGRICULTURAL EXTENSION

COLLEGE OF AGRICULTURE
FACULTY OF AGRICULTURE
INDIRA GANDHI KRISHI VISHWAVIDYALAYA
RAIPUR (Chhattisgarh)

2019
 EFFECTIVENESS OF LEARNING STYLE–ORIENTED
MULTIMEDIA INSTRUCTION ON FARMERS’ SKILLS IN
USING BIO-CONTROL AGENTS: AN EXPERIMENTAL
INVESTIGATION

Thesis

Submitted to the

Indira Gandhi Krishi Vishwavidyalaya, Raipur

by

Rewendra Kumar Sahu

IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE DEGREE OF

Doctor of Philosophy
in

Agriculture
(Agricultural Extension)

VVID No. 20161725137 ID No. 130116012

NOVEMBER, 2019
 ACKNOWLEDGEMENT
First and above all, I praise the almighty God, for providing me this
opportunity and granting me the capability to proceed successfully. A major
research project like this is never the work of anyone alone. This thesis appears in
its current form due to the assistance and guidance of several people. I would
therefore like to offer my sincere thanks to all of them.
I take this opportunity to express my humble and deep sense of gratitude to
my Major Advisor and Chairman of my Advisory Committee, Dr M.L. Sharma,
Dean, Pt. Kishori Lal Shukla College of Horticulture & Research Station,
Rajnandgaon. I have no words to express my thanks to him for his kindness and
patience for leading my path to achieve the destination during the entire move.
I give my cordial thanks to my Co-Major Advisor, Dr. P. Mooventhan,
Scientist, ICAR- National Institute of Biotic Stress Management (ICAR-NIBSM),
Baronda, Raipur for his valuable and inspiring guidance, interest, unique
supervision, constructive criticism and advices throughout the investigation and
preparation of this thesis.
I feel immense pleasure in expressing my heartiest thank and deep sense of
gratitude to members of my advisory committee, Dr. M.A. Khan, Professor
(Agricultural Extension), Dr. M.L. Lakhera, Professor (Agricultural Statistics and
Social Science (L.) and Dr. A.K. Koshta, Professor and Head (Agricultural
Economics), College of Agriculture, Raipur for his scholastic guidance, inspiring
suggestions and sustained support.
It is great pleasure to extend profuse thanks to Dr. R.S. Sengar (Professor
and Head), Dr. K.K. Shrivastava, (Professor), Dr. H.K. Awasthi (Professor), Dr.
D.K. Suryawanshi (Senior Scientist), Shri M.K. Chaturvedi (Scientist), Shri P. K.
Sangode (Assistant Professor) and Shri P.K. Pandey (Assistant Professor),
Department of Agricultural Extension, IGKV, Raipur (C.G.) for their kind
cooperation, guidance and valuable suggestions throughout the tenure of this
investigation.
I am highly obliged to Hon’ble Vice-Chancellor Dr. S.K. Patil, Dr. S.S.
Rao, Dean, College of Agriculture, Raipur, Dr. R.K. Bajpai, Director Research
Services, Dr. S.C. Mukherjee, Director Extension Services, Dr. M.P. Thakur,
Director of Instructions, and Dr. (Major) G.K. Shrivastava, Dean Students’
Welfare, IGKV, Raipur for providing necessary facilities to conduct the
investigation.
I am deeply indebted with deep sense of gratitude for the guidance and
cooperation of Dr. P. Sethuraman Sivakumar, Principal Scientist, ICAR- Central
Tuber Crops Research Institute (ICAR-CTCRI), Sreekariyam,
Thiruvananthapuram, Kerala for their scholastic guidance, inspiring suggestions
and kind support in the statistical analysis of this study.
I am extremely thankful to my seniors Dr. Dujeshwer Kurey, Dr. Sunil

i
 TABLE OF CONTENTS

Chapter Title Page

ACKNOWLEDGEMENT i
TABLE OF CONTENTS iii
LIST OF TABLES v
LIST OF FIGURES vii
LIST OF NOTATIONS/SYMBOLS ix
LIST OF ABBREVIATIONS x
ABSTRACT xi

I INTRODUCTION 1

II REVIEW OF LITERATURE 9
2.1 Socio-personal characteristics 10
2.2 Socio-economic characteristics 18
2.3 Communicational characteristics 20
2.4 Psychological characteristics 23
2.5 learning-style oriented multimedia training module 24
2.6 Knowledge and skills in using bio control agents 30
2.7 Relationship between dependent and independent
34
variables
2.8 Constraints perceived by farmers using Bio-control
37
agents
2.9 Suggestions 41

III MATERIALS AND METHODS 43

3.1 Location of the study area 44
3.2 Sample and sampling procedure 44
3.3 Variable of the study 47
3.4 Operationalization of independent variables and their
49
measurement
3.5 Learning style of farmers using bio-control agents 56
3.6 Operationalization of dependent variables and their
57
measurement
3.7 Farmers perception towards the multimedia training
68
module on bio-control agents
3.8 Constraints faced by farmers in using bio-control
71
agents
3.9 Suggestions given by farmers to overcome the
71
constraints
3.10 Type and method of data collection 71
3.11 Developing the interview schedule 72
3.12 Validity 72
3.13 Reliability 73
3.14 Statistical analysis 73

iii
 Designing learning style oriented multimedia training
3.15 75
module on selected bio-control agents

IV RESULTS AND DISCUSSION 81

4.1 Independent variables 81
4.1.1 Socio-personal characteristics 82
4.1.2 Socio-economic characteristics 87
4.1.3 Communicational characteristics 91
4.1.4 Psychological characteristics 95
4.2 Learning style and bio-control agents preferred
100
by the respondents
4.3 Designing visual learning style oriented
multimedia training module on selected bio- 108
control agents
4.4 Dependent variables 112
4.4.1 Knowledge gain 112
4.4.2 Skill acquisition 118
4.5 Relationship and influence of independent
variables towards knowledge gain and skill 130
acquisition
4.6 Farmers perception towards the multimedia
142
training module on bio-control agents
4.7 Constraints and suggestions perceived by the
148
respondents

V SUMMARY AND CONCLUSIONS 155

REFERENCES 166

APPENDICES 178
Appendix - A 178
Appendix - B 182
Appendix - C 184
Appendix - D 188
Appendix - E 189

RESUME 191

iv
 LIST OF TABLES

Table Title Page

3.1 Selection of districts, villages and number of respondents from
44
Chhattisgarh plain zone
3.2 Operationalisation and measurement of variables 47
3.3 Variables and their measurement procedures 48
3.4 Selected characteristics for assessments of skill acquisition 66
3.5 Subject matter component of multimedia training module 76
3.6 Technical specification of video and audio file used in the
79
multimedia training module
3.7 Materials and tools used in the development of multimedia
80
training module
4.1 Distribution of the respondents according to their socio-personal
84
characteristics
4.2 Distribution of respondents according to their social participation 86
4.3 Distribution of respondents according to their overall level of
87
social participation
4.4 Distribution of the respondents according to their socio-economic
89
characteristics
4.5 Distribution of respondents according to their mass media
91
exposure
4.6 Distribution of respondents according to their overall level of
92
mass media exposure
4.7 Distribution of the respondents according to different types of
94
extension contact
4.8 Distribution of respondents according to their overall level of
95
extension contact
4.9 Distribution of respondents according to their innovativeness 97
4.10 Distribution of respondents according to their overall level of
98
innovativeness
4.11 Distribution of respondents according to their scientific
99
orientation
4.12 Distribution of respondents according to their level of scientific
100
orientation
4.13 Distribution of the respondents according to their learning style
102
preference
4.14 Distribution of the respondents according to their level of
103
learning style preferences
4.15 Distribution of respondents according to use of bio-control agents 106
4.16 Designed visual learning style oriented multimedia training
109
module on selected bio-control agents
4.17 Distribution of respondents according to village wise, mean
difference and percentage change in knowledge gain from 114
multimedia training module
4.18 Knowledge gain from multimedia training module 116

v
4.19 Gender wise knowledge gain from multimedia training module 117
4.20 Distribution of respondents according to their overall level of
117
knowledge gain
4.21 Distribution of respondents according to their stage of skill
123
acquisition
4.22 Change in skill acquisition among respondents from multimedia
126
training module
4.23 Distribution of respondents according to village wise, mean
difference and percentage change in skill acquisition from 127
multimedia training module
4.24 Gender wise skill acquisition from multimedia training module 129
4.25 Distribution of respondents according to their overall level of
130
skill acquisition
4.26 Coefficient of correlation of independent variables with
133
knowledge gain
4.27 Coefficient of correlation of independent variables with skill
135
acquisition
4.28 Estimate of parameters from regression analysis of the
demographic and personal factors of farmers determining the 136
knowledge gain from multimedia training module
4.29 Estimate of parameters from regression analysis of the
demographic and personal factors of farmers determining the 139
skill acquisition from multimedia training module
4.30 Different beetween adopters and non-adopters of bio-control
140
agents
4.31 Knowledge gain and skill acquisition across learning styles of
141
trainees
4.32 One-way ANOVA results of knowledge gain and skill
acquisition from multimedia training across learning styles of 142
trainees
4.33 Distribution of respondents according to their Specific perception
144
of multimedia training module
4.34 Distribution of respondents according to their perception level on
144
voice of multimedia training module
4.35 Distribution of respondents according to their perception level on
146
video clippings in multimedia training module
4.36 Distribution of respondents according to their perception level on
147
bio-control agents in multimedia training module
4.37 Distribution of respondents according to their overall perception
148
level on multimedia training module
4.38 Distribution of respondents according to their general constraints
150
faced in using bio-control agents
4.39 Distribution of respondents according to their specific constraints
152
faced while using bio-control agent
4.40 Distribution of respondents according to suggestions obtained
from the respondents to overcome the problems from bio-control 153
agents

vi
 LIST OF FIGURES

Figure Title Page

3.1 Location map of the study area 46
3.2 Conceptual model for knowledge test construction 63
3.3 Conceptual model of the study 67
3.4 The researcher collecting data from respondents from
81
various villages
4.1 Distribution of respondents according to their social
88
participation
4.2 Distribution of respondents according to their overall level
88
of social participation
4.3 Distribution of respondents according to their mass media
93
exposure
4.4 Distribution of respondents according to their overall level
93
of mass media exposure
4.5 Distribution of the respondents according to different types
96
of extension contact
4.6 Distribution of respondents according to their overall level
96
of extension contact
4.7 Distribution of respondents according to their overall level
101
of Innovativeness
4.8 Distribution of respondents according to their overall level
101
of scientific orientation
4.9 Distribution of the respondents according to their learning
104
style preference
4.10 Distribution of respondents according to use of bio-control
107
agents
4.11 Display of multimedia training module to farmers in
111
different village
4.12 Distribution of respondents according to village wise, mean
difference and percentage change in knowledge gain from 115
multimedia training module
4.13 Distribution of respondents according to their overall level
119
of knowledge gain
4.14 Glimpses of pre knowledge and skill test by researcher in
120
different villages
4.15 Distribution of respondents according to their stage of skill
124
acquisition
4.16 Distribution of respondents according to village wise, mean
difference and percentage change in skill acquisition from 128
multimedia training module
4.17 Distribution of respondents according to their overall level
of skill acquisition 131

4.18 Glimpses of post knowledge and skill test by researcher in 132

vii
 different villages
4.19 Empirical model for knowledge gain 134
4.20 Empirical model for skill acquisition 136
4.21 Distribution of respondents according to their overall
149
perception level on multimedia training module

viii
 LIST OF NOTATIONS/SYMBOLS

@ At the rate
et al. and others/ and co-workers
ha Hectare
i.e. That is
kg Kilogram
km Kilometer
m Meter
% Per cent
q Quintal
₹ Rupees
t Student t-test
x Mean
σ Standard deviation

ix
 LIST OF ABBREVIATIONS

ADA Assistant Director Agriculture

ADOs Agriculture Development Officers
ADH Assistant Director Horticulture
BCA Bio-control agent
BLB Bacterial leaf blight
C.G. Chhattisgarh
df Degree of freedom
F Frequency
Fig. Figure
IGKV Indira Gandhi Krishi Vishwavidyalaya
KCC Kishan Call Centre
KVK Krishi Vigyan Kendra
National Bank for Agriculture and Rural
NABARD
Development
National Institute of Biotic Stress Management,
NIBSM
Baronda, Raipur
NGOs Non-Government Organizations
NPV Nuclear Polyhedrosis Virus
RAEOs Rural Agriculture Extension Officers
RHEOs Rural Horticulture Extension Officers
SADOs Senior Agriculture Development Officers
SHDOs Senior Horticulture Development Officers
SD Standard deviation
Sl. No. Serial Number
SMS Subject matter specialist
Sp. Species
T.V. Television

x
dependent variables (viz. knowledge gain and skill acquisition) were undertaken
for the study.

Study regarding profile characteristics of respondents showed that majority

of them were males and aged between 36 to 50 years with high school (8th to 10th
std.) of education standard. Most of respondents are living in a joint family (5 to 8
members). Majority (36.40%) of farmers were having agriculture as sole
occupation with less than 15 years in farming experience and 89.50 per cent
respondents were hereditary farming exposure. Most of them were marginal
farmers (Below 1.0 ha) and their average annual income was ₹ 1, 23,370. The level
of social participation showed that 38.00 per cent respondents had medium level
category while the level of mass media exposure revealed that two-third (66.50%)
of respondents were belongs to medium level category. Similarly in case of
extension contact nearly two-third (65.00%) of respondents has medium level
category. It is evident from the investigation that cent per cent respondents has
contacted with RAEOs /RHEOs in which 82.50 per cent of the respondents
regularly and remaining 17.50 per cent had occasionally contacted. Majority
(62.00%) of participants were taken 3 to 5 training. The data depicted that three-
fourth (75.00%) of respondent has medium level of innovativeness whereas nearly
two-third (64.00%) of respondents has medium level of scientific orientation.

The Barsch learning style inventory was used to access the learning style of
farmers using bio-control agent and the data revealed that majority of the
respondents (67.67%) preferred visual learning style. According to result of Barsch
Learning Style Inventory we designed visual learning style oriented multimedia
training module on selected bio-control agents. Mainly the contents of module are
comprised of six common practices. The knowledge was assessed through in-build
knowledge test on the specific aspects. Groups are pre-tested to assess their initial
knowledge level and after fifteen days gap of intervention post-tested to assess
knowledge gain. After the intervention of multimedia training module on bio-
control agents, considerable number of respondents found in medium (34.00%)
and high (36.50%) level category. It is apparent from the investigation that all the
groups has shown effective knowledge gain by module and the highly significant 't'

xii
values statistically proved its significance at 1 per cent levels of probability (t=
23.91, p<0.01). The skills were assessed through expert judgment on the specific
aspects. Groups are pre-tested to assess their initial skill level and after fifteen days
gap of intervention, post-tested to assess skill acquisition. The investigation
resulted that all the groups had shows effective skill acquisition by multimedia
training module but the higher proportion (80.00%) of respondents had low level
of skill acquisition. The results highlighted that 25.35 per cent change found during
overall skill acquisition and t-test shows the positively and highly significant at 1
per cent level of probability (t=29.75), (p<0.01). Overall perception towards bio-
control agents is highly satisfied and positive at learner’s level. The majority of the
respondents (58.91%) highly satisfied with the multimedia training module and it
is obvious from the related findings that the overall extent of satisfaction was 77.04
per cent. While using bio-control agents 54.50 per cent respondents faced that bio-
control agents are not available at the local market at the right time followed by
41.50 per cent respondents said that they are less effective than the fungicides.
59.50 per cent farmers suggested that there should be training and demonstration to
be conducted on bio-control agents followed by 47.00 per cent suggested that the
government should maintain the supply of bio-control agents at right time.

xiii
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xv
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xvi
 CHAPTER- I
INTRODUCTION
"You don't learn to walk by following rules.
You learn by doing and by falling over."
(Richard Branson)

1.1 Agriculture
Agriculture is the most important sector of Indian economy. Indian
agribusiness contributes eighteen per cent of India's total output (GDP) and
generates work to more than 50 per cent of national workforce. India is the highest
producer of pulses, rice, wheat, and spices in the world. It has several diverse
options in the field of agriculture and allied sectors such as dairy, meat, poultry and
fisheries sectors to choose for carrying out various business activities. India is now
becomes the second largest producer of fruit and vegetable crops, worldwide.
However, Indian agribusiness is still far away in addressing deepening farm issues
such as accessibility to credible data by farmers and low dimension of business
segment compromise and coordination.
Hence, collection and access to data and improved correspondence is a
significant necessity for reasonable agricultural advancement. Present day
correspondence innovations when connected under the states of provincial zones
can help improve correspondence, disperse data, share information and aptitudes
and increase cooperation of rural people. Nevertheless, it is found that the rural
population still experience issues in getting crucial information to make informed
choices on cultivation and marketing aspects. The gap between the information
rich and the poor has been widening. To meet the growing need for access to
information, modern information and communication technologies are producing
potential outcomes to take care of issues such as disparity, need of the farmers and
overcome the hindrance in accessing information by improving communication
and network among the rural agricultural based communities. It is a fact that

1
 2

information accessibility is request-based instead of supply-based. Hence, the

challenges emerges is to enhance the capacity of communication technology to
rural farming based population in addition with their financial condition.

1.2 Learning
“Learning is the process of acquiring new or modifying
existing knowledge, behaviors, skills, values or preferences. The ability to learn is
possessed by humans, animals and some machines, there is also evidence for some
kind of learning in some plants. Some learning is immediate, induced by a single
event (e.g. being burned by a hot stove), but much skill and knowledge
accumulates from repeated experiences. Humans learn before birth and continue
until death as a consequence of ongoing interactions between people and their
environment. It is a self-dynamic and nonstop procedure.”

1.3 Learning styles

“Each person has his or her own individual way of gathering and
processing information and solving problems in day-to-day situations. Knowledge
of one’s learning style can lead to enhanced learning and helps the learner focus on
improving weaker points. Learning styles analysis is also useful for informing the
teaching and learning process and can be used as a tool to enhance achievement
and inclusion. How we learn is influenced by culture. As cultures are different, it’s
natural to expect differences in the styles of learning in different countries.”
Different methodologies are learning styles, including different instructing
methods specific to people who are able to adapt best to that learning process. In
other words, every individual has their own unique way of learning, preparing data
and tackle everyday affairs. These individual cognitive abilities, procured over the
span of a long socialization process are called ''learning styles''. There are
distinctive learning styles. Three of the most well known ones are visual, auditory,
and kinaesthetic by which farmers can learn. Some farmers are visual learners,
while some are auditory or kinaesthetic learners. However, learners can adopt
majority of their available facilities to learn, the best way of learning is always
attracts the learners.
 3

Proposer says that trainer should go through the style of learning of their
trainee and adopt the best training methods fit for each trainee learning style; it
may help the instructors as follows:
 Trainee can learn better and easily if the learning method used by trainer is
preferential by trainees.
 As the learning improves, so does their self-esteem. It has a further positive
impact on learning.
 Trainees who are getting bored of learning may develop interest again.
 A successful learning process can improve the relationship between trainer and
trainee and it will develop more interest among the trainee.
An individual's learning method is the way for his/her processing,
internalizing, and concentrating on new material. It is found that, interest is very
important to effective learning on study by individuals. Everybody has a unique
learning style like a specific finger impression. Specialists have examined to
discover the relationships between individual inclinations and different impacts on
learning. Their examinations set up that there is an association between learning
style and birth order, intellectual development, maturation, field reliance or
freedom, disposition, self-idea and worldwide or expository preparing (Gremli,
1996). Learning methods may be defined by different ways, contingent on ones
point of view. Here are a few definitions of learning styles:
“Learning style as a result of hereditary equipment, past experience and
the demands of the present environment combining to produce individual
orientations that give differential emphasis to the four basic learning modes
postulated in experiential learning theory.” (Kolb, 1984)
Brown (2000) defines learning styles as “the manner in which individuals
perceive and process information in learning situations. He argues that learning
style preference is one aspect of learning style and refers to the choice of one
learning situation or condition over another”.
Discrepancies between the learning styles of program members and
extension teachers can affect the dimension of member comprehension and
learning, at last filling in as a boundary for coming to focused results and program
objectives. Learning method is significant for some reasons, although, there are
 4

three essential ones. To begin with, individuals learning styles will shift since
everyone has unique relation to each other normally. Furthermore, it offers the
chance to instruct by utilizing a wide scope of strategies in successful manner.
Adhering to same model carelessly would make repetitive learning conditions, so
not everyone will like the exercise. In other words, learning and instructing will be
simply words and not established truly. Third, we can oversee numerous things in
instruction and correspondence in the event that we truly perceive the gatherings
we are called to. It is fact that we may not know everything about, monitoring our
farmers learning styles, mental characteristics and inspirational contrasts will
enable us to direct our exercises properly and as per the situations (Mc Carthy,
1982; Felder and Silverman, 1988; Coffield et al., 2004b).
Learning style has a significant spot in the lives of people. At any point
when the individual identified his/her learning style, he/she will incorporate it
during the time spent adapting so he/she will adapt all the more effectively and
quick and will be fruitful. Another preferred standpoint of the identification of the
claim learning style by the farmer is that it will assist the farmer with becoming a
powerful issue solver. The more effective the individual is taking care of the issues
he/she faces, the more control he/she will assume control over his/her own life
(Biggs, 2001).
Generally, we as a whole have a blend of the styles, with one being more
grounded than the others. Likewise, we may support one of the styles for a
particular sort of action. Individuals who can react well to a blend of styles are
frequently effective learners. Remember that no arrangement of styles is the right
one. It is likewise essential to take note of that styles suits you best may change
after some time. What we ought to recollect is that individuals are unique, and
every one of us learns in an unexpected way. The exceptionally same learning
conditions, direction and guidelines that can be so powerful for one-individual can
cause issues for another.
In this investigation, we utilized the Barsch Learning Style Inventory for
accessing the learning style of respondent in our research. The Barsch Inventory is
a brisk instrument that takes roughly 10-15 minutes to finish. The inventory is
contained on 24 articulations that are doled out qualities and these qualities are
 5

utilized in the scoring procedure. This inventory inspects and reports your
inclinations as far as the three essential detects you use to learn is visual, auditory
and tactile/kinesthetic (touch and movement).
Everybody processes and learns new information by various means. There
are three fundamental intellectual learning styles: visual, auditory and kinesthetic.
The basic approach of each learning style give underneath can enable you to see
how you realize and what techniques for best fits you. Seeing how you learn can
help amplify time you spend concentrating by joining various methods to custom
fit different subjects, ideas, and learning goals. Each favored learning style has
techniques that fit the various ways an individual may learn best.
Visual learners like to see words recorded as a hard copy or have ideas
displayed pictorially. They recall what they see. They are sensitive to physical
components in a study hall. They like representations, outlines, graphs, and so on.
Visual Learners profit by overhead transparencies, handouts, charts, diagrams and
board work. They take numerous notes and can review data by surveying them.
Auditory learners utilize their voices and ears as the essential modes for
learning. They recollect what they hear. They communicate verbally. They
understand things by talking them through. Auditory learners love class dialogue
and are not as liable to take notes. They frequently "vocalize" what they read.
Sound-related students regularly advantage when they can acquire information
from sound tapes or lectures.
Tactile/kinesthetic learners learn better, when they contact and are
physically engaged with what they study about. They need to deal with material,
influence items, to do ventures, and so forth. They understand and recall what they
do. They learn best by giving things a shot, testing and rehearsing.
Tactile/kinesthetic learners profit by taking notes since it is something they can do
in the learning background; however, they may never and never need to rehash
them. Squirming and doodling may enable them to think obviously. A
tactile/kinesthetic learner does best when topic can be connected to to real-life
situations.
 6

1.4 Bio control agents

Bio-control is a method of controlling pest i.e. insects, mites, weeds and
plant disease causing organism by using other biological agents like, bacteria,
viruses, fungi, insects and other microbes. They are the natural enemies like
parasites, predators and other mechanisms for controlling plant pests. The
biological control agent helps in keeping up and adjusting the plant species
alongside their natural enemies.
“Beyond good agronomic and horticultural practices, growers often rely
heavily on chemical fertilizers and pesticides. However, the environmental
pollution caused by excessive use and misuse of agrochemicals as well as fear
mongering by some opponents of pesticides has led to considerable changes in
people’s attitudes towards the use of pesticides in agriculture. A concomitant
increase in the proportion of pests and diseases resulted in the increased use of
toxic chemical for their management. The number of species resistant to pesticides
and fungicides are increased. Therefore, to overcome with this situation bio-control
agents is one of the best options for the farming community. The following are
some merits of bio control agents:”
 Bio-control agents are less costly and cheaper.
 Bio-control agents protect the crop for whole cropping period.
 It does not cause any toxic effect to the crop.
 It is safe for environment.
 Bio-control agents are easy in handling and target specific.
 It is harmless to human and animals.

1.5 Multimedia instruction

“Multimedia instruction comprises of instructional messages that contain
words, (for example, printed or spoken text) and pictures, (for example,
illustrations, diagrams, photos, animation, or video). Multimedia systems combine
a variety of information sources into a variety of applications. The personal
computer brings to this entire media two other important functions, the ability to
present this media in an integrated way and in an interactive way. Aeron (1998)
indicated that, if you were stimulated with audio, you would gain about 20 per cent
 7

retention rate that of audio visual is up to 30 per cent, and in an interactive

multimedia presentation, where you really involved, the retention is as high as 60
per cent.”
Important multimedia learning happens when the learner takes part in
suitable subjective appropriate cognitive processing during learning, including
taking care of applicable words and pictures, arranging words and pictures into
rational portrayals, and coordinating the portrayals with one another and with
information initiated from long-term memory.
 Multimedia instruction accommodates different learning styles and so
maximizes learning for more farmers.
 Multimedia instruction facilitates farmer-managed constructivist and discovery
approaches that are beneficial to learning.
 Multimedia instruction provides farmers with autonomy and control over the
sequencing of instruction.

1.6 Objectives
It is required to assess the learning style of farmer for the socio-economic
upliftment by intervening the critical and prioritized factors involved in the farm
enterprise. Therefore the present investigation entitled “Effectiveness of learning
style–oriented multimedia instruction on farmers’ skills in using bio-control
agents: An experimental investigation”was undertaken during 2017-18 and
2018-19 with the following objectives:
1. To assess the learning styles of farmers.
2. To design learning-style oriented multimedia training module on selected
bio-control agents.
3. To assess the effectiveness of the multimedia training module on farmer’s
knowledge and skills in using bio control agents.
4. To assess the constraints perceived by the farmers in the adoption of bio-
control agents.
The purpose of this study is to identify the learning styles and preferred
methods of receiving agricultural information on new or innovative farming
practices among farmer using bio-control agents.
 8

1.7 Significance of the study

1. To generalize on what effect individual learning styles could have on work
with farmers.
2. The findings of this study will helps in increasing the working efficiency and
effectiveness of the farmers. This will helps in improving the socio-economic
welfare of the beneficiary farmers.
3. To identify communication tools with which to work with farmers.
4. To identify the difference between participate and directive training styles, and
what training styles have been carried out in training.

1.8 Null hypotheses formed

1. There will be no difference in knowledge gain among subjects exposed to
various treatments.
2. There will be no difference in skill acquisition among the bio-control agents.
3. There will be no influence on the profile of farmers using bio-control agents on
their knowledge gain and skill acquisition.

1.9 Limitations of the study

1. The present investigation confronted the limitations of the time and the
assets to be experienced by the specialist.
2. As present investigation depends on the perceived responses of the
respondents and individual opinions there might be chances for bias.
3. The resources incorporated in the study for detailed investigation are also
limited because it is not possible to cover all the portions in such a short
span.
4. Although every efforts were made to make the best use of standardized
tools and techniques of data collection, their accuracy may not guaranteed.
5. Although precautions were taken to make the investigation precise,
objective and reliable and as the present study was restricted to
Chhattisgarh plain zone, the findings might not give a true picture of the
entire state, which is different from the present study area.
 CHAPTER-II
REVIEW OF LITERATURE

“The literature in any field forms the foundation

upon which all future work will be built. If we fail
to build the foundation or knowledge provided by
the review of literature our work is likely to be
shallow and native and will often duplicate work
that has already done better by someone else”.
Borg and Gill (1971)

A review of previous research literature is necessary while conducting any

research work. It is an integral and essential part of study. Review of literature
provides information to the researcher regarding the previous works done in their
area of research and thereby helps them in identifying the theoretical framework
and methodological issues relevant to the study. It helps the researcher to know the
subject matter and help him to channelize his efforts towards desirable direction. It
provides the researcher a proper direction to carry out his/her research work and
enable him/her to arrive at a meaningful result. The main purpose of this chapter is
to present some of the findings of research studies, which are related to the
effectiveness of learning style–oriented multimedia instruction on farmers‟ skills in
using bio-control agents and other relevant works carried out in Chhattisgarh, India
and abroad. This chapter consists of salient research findings directly or indirectly
related with the present research, conducted on effectiveness of learning style. The
entire reviews have been chronologically organized and presented under different
headings as given below.
Under the following heads, the brief description has been furnished:
2.1 Socio-personal characteristics
2.2 Socio-economic characteristics
2.3 Communicational characteristics
2.4 Psychological characteristics

9
 10

2.5 Learning-style oriented multimedia training module

2.6 Knowledge and skills in using bio control agents
2.7 Relationship between dependent and independent variables
2.8 Constraints
2.9 Suggestions

2.1 Socio-personal characteristics

2.1.1 Age
Age is an important determinant of an individual. It is related to once like
or dislikes, interest and personal views.
Wenham and Alie (1992) investigated the relation between age group of 22
to 64 and learning style among the seven occupational groups using Gregore style
delineator and found that significant differences between age and concrete-random
dimensions for technicians and abstract-random dimensions for mechanical
engineers. However, there were no significant differences between ages and
occupations were combined.
Dunn and Griggs (1998) determined some factors like gender, age and
culture that may affect the learning style and suggested that these factor should be
considered while identifying learning style because it can affect the learning
outcomes.
Natikar (2001) studied on attitude and use of farm journal subscriber
farmer and the analysis found that the subscriber farmer of Kannada farm
magazine belongs to middle aged group from 31-55 years.
Anandaraja (2002) studied the developing farmer‟s friendly interactive
multimedia compact disc and testing its effectiveness in transfer of farm
technology that the age is an important factor and reported that the mental maturity
of an individual is important to take decisions for achieving his needs. The study
found that most of the respondents (92 %) belonged to the aged between 24 to 53
years.
Bhuvaneswari (2002) in her study on Farmers aptitude to learn computer-
based presentation on sugarcane technology found that young aged category was
 11

most prominent to respond (46.66%) and about one fourth of the respondents
belonged to middle (26.66%) and old age (26.67%) group.
Delialioglu (2003) used a Kolb Inventory to investigate learning styles in
tenth grade students with kinematics graphing skills aged between 14 to 21 years
with an average of 16.7. The co-variance (ANCOVA) study reported that there was
no significant interaction (p=0.51) found between age and learning style.
Sandesh (2004) in Karnataka conducted a profile study of Kannada farm
magazine readers and revealed that middle-aged farmers have similar trend
towards both the magazines compared to old and young aged farmers.
Roberts and Dyer (2005) addresses the children or adolescents and clarify
that till date available literature does not fully clarify what degree of age may
affect the effectiveness of matching learning style to teaching style and the affect
of matching learning styles to teaching styles in younger children appears to be
under-researched.
Lincoln and Rademacher (2006) examined the correlation between age and
VARK theory learning style among the students from English as a second
language (ESL) classes. The study comprised 69 students from 17 countries with
age groups ranging from late teens to late forties. The study reported a low positive
correlation between age and the read/write learning style(r=0.197) among all
participants. Likewise, the result showed a low negative correlation between age
and a kinaesthetic learning style (r = - 0.32) for male students. The study also
reported a moderate negative correlation between age and Kinaesthetic learning
style for male and female Mexican students (r = - 0.42) and (r = - 0.48),
respectively.
Mooventhan (2006) observed that 45.55 per cent of the farmers were aged
between 34 and 43 years followed by 22.22 per cent with the class intervals of 44
to 53 years. Then 18.33 percent of them belonged to the age category of 24 to 33
years. Less number (13.90 %) of the farmers was of the age between 54 and 63
years of age.
Hlawaty (2008) examined the interaction effect between learning style and
age groups from German learners within three age groups viz. 13, 15 and 17 years
old. MANOVA analysis showed significant differences among all three pair wise
 12

comparisons of age groups; 13 versus 15, 13 versus 17 and 15 versus 17 years old.
The researcher indicated that each age stage has special learning requirements and
concluded that learning demands vary as per age.
“Morton-Rias et al. (2008) examined the learning styles of students who
enrolled in an allied health course. The study determined the relationship between
learning style preferences and age, ethnicity and gender. The study identified
learning style preferences for sound, light, temperature, seating design, food
intake, time of the day, mobility; and auditory, tactual and kinaesthetic stimuli.
Furthermore, it was determined that male allied health students have preferences
for cool temperatures, mobility and learning in groups while female students
preferred an auditory learning style.”
“Funda and Aynur‟s (2009) meta-analysis from 40 of the 44 studies stating
the age of participants assess the effects of matching learning styles in
undergraduates, graduates and postgraduates, only 4 study learning styles in high
school students, and none of the studies address learning styles in students below
the high school level. While all of these researchers support matching of learning
styles for the age groups they studied, it is striking that the research indicating a
stronger result for students preferring a tactile-kinaesthetic learning style.”
Jensen (2009) indicated the age is a most important and depending factor
for learning preferences.
Pradhan (2017) examined the scented rice-growing farmers and reported
the majority of the respondent farmer was from middle-aged group (68.05%) from
36-55 years followed by 17 per cent of young age group up to 35 years. Whereas,
the old age group farmers were least respondent about 15.28 per cent.

2.1.2 Gender
Mishra (2000) reported that among different agricultural activities selection
of crop and cropped area, varieties, use of fertilizers and manure, purchase of
agricultural implements and engagement of labour was absolutely decided by
male. The involvement of female in these activities was quite low.
Doss and Morris (2001) suggest that gender affects adoption rates
indirectly through access to complementary inputs.
 13

Murugesan (2006) depicted that majority of the respondents (66.70%) were

middle-aged. Almost all the respondents (93.33%) were male. Majority of them
(44.7 percent) were illiterates. Only 30.7 percent of the respondents had completed
higher secondary school level education. Majority of the respondents (53.3 %) had
medium-size families (3-4 members). Only 10.7 percent of them belonged to high-
income group.
Devarani and Bandhyopadhyay (2012) revealed that the majority of the
farmers had low economic motivation. Male farmers (22.37%) having high
economic motivation were more than the farmwomen (5.13%). In the low
economic motivation category the percentage of farm-women (14.10%) was higher
than the male farmers (5.26%).

2.1.3 Education
Manjunath and Balasubramanya (2002) in his research on effectiveness of
Kannada farm magazine to reader‟s education qualifications and found that the
majority of the respondent were graduated (39.33%) and post graduated (37.33),
respectively.
Nolting (2002) reported that students are achieved good academic record
when they know their best way of learning style.
“Senthilkumar (2003) found out that a little more than half the total number
of respondents (53.33 %) had undergone middle school level of education followed
by secondary level of education and primary level 10.00 per cent. An equal
number of respondents 5.55 per cent had collegiate level of education and were
functionally literate. None of the respondents interviewed were illiterate. It is
inferred that most of the farmer‟s posed middle level of education and none of
them were found illiterate.”
Karunakaran (2004) reported that 28.34 per cent of respondent had college
and middle level education. 23.33 per cent were higher secondary education and
18.30 per cent with secondary education. Illiterates and primary education were
very low (0.85%) and functionally literate were zero.
Sandesh (2004) conducted a profile study with Kannada farm magazine
readers and revealed that majority of the readers having the education level of pre-
university and high school qualifications.
 14

Mooventhan (2006) noticed that all the respondents were literate. More
than half (51.11 %) of the farmers were educated up to middle school level and
nearly one third (30.55 %) farmers possessed secondary school level of education.
The high level of education, namely collegiate education was found among 8.34
per cent of the respondents. Least percentage (10.00 %) possessed primary level of
education.
Prajapati et al. (2015) found that education had positive and non-significant
correlation with the adoption of no-cost and low-cost technologies of animal
husbandry by the tribal dairy farm women.
Pradhan (2017) reported that most of the scented rice grower has middle
school (31.25%) level of education followed by higher secondary passed (23.61%)
and 16.67 per cent had passed high school. However, 15.97 per cent had passed
primary school, 9.72 per cent respondents were college passed and only 2.78 per
cent respondents were illiterate.

2.1.4 Family size

Manjunath and Balasubramanya (2002) studied the reader characteristics of
Kannada farm magazine and observed that majority of the readers has small size
family followed by bigger family size.
Sandesh (2004) in Karnataka conducted a profile study of Kannada farm
magazine readers and reported that 60 per cent of readers has small family size
followed by bigger family.

2.1.5 Type of family

Ingle et al. (1999) observed that about 57 per cent of the respondents were
residing as joint family, whereas, 43 per cent of them as nuclear family. It indicates
that respondents in study area were residing in the villages in nuclear as well as
joint families.
Narmatha (2009) studied about level of participation of women in livestock
farming activities and revealed that nuclear family was seen among 92.00 per cent
of the respondents.
Suryawanshi (2009) reported that regarding the type of family, the
maximum (63.33%) number of the finger millets growers had joint family.
 15

Borgohain and Akand (2011) observed that irrespective of blocks, majority

of the respondents were belonged to nuclear family.
Chand et al. (2011) observed that the nearly 2/3rd of the respondents were
belonged to nuclear family while remaining to joint family.
Rathod et al. (2011) studied about participation of rural women in dairy
farming in Karnataka and revealed that the type of family, majority of farm women
lived in joint family (65%) while 35 per cent lived in nuclear family.
Lad et al. (2012) observed that most of the farm women were from nuclear
family, followed by joint family.
Koundal (2012) reported that majority of the respondents were belonged to
nuclear family. It shows that Gujjar community is also supporting nuclear family
system.

2.1.6 Social Participation

Natikar (2001) studied the attitude in use of farm journal in his study and
found that 91.30 per cent farmers were regular participator of village panchayat
and 80.70 per cent were co-operative society participator.
Manjunath and Balasubramanya (2002) studied the reader characteristics of
Kannada farm magazine and found that majority of the readers (35.33 % and
35.33%) were occasionally and rarely participating category of local institutions.
Sandesh (2004) conducted a profile study of Kannada farm magazine
readers in Karnataka with socially participation of the farmers and stated that
majority (64.84 %) of the Kannada farm magazine readers belonged to medium
social participation category followed by high (18.33 %) and low (15.83 %) social
participation category.
Mooventhan et al. (2016) studied the twelve characteristics on
effectiveness of learning style and noted that out of twelve characteristics studied,
three characters namely occupational status, farm size and social participation were
found a positive association with symbolic adoption.
 16

2.1.7 Farming experience

Senthilkumar (2000) found that 40 per cent of farmers having more than 20
years of experience while 32.5 per cent has up to 10 years and 27.5 per cent has
11-20 years of experience on farming.
Anandaraja (2002) experienced in the study that farming experience helps
the farmer to successful farming and take decisions regarding adoption and
rejection of new technology and innovations. It is found that the 36.30 per cent of
farmers were 11-20 years of farming experience while 20.20 per cent has 31 years
of experience and 18.20 per cent has less than 10 years of experience in farming.
Bhuvaneswari (2002) in her study revealed that about 70.00 per cent of the
farmers had medium level of farming experience, 20.00 per cent of the farmer had
high level of farming experience and remaining 10.00 percent of them had low
level of farming experience.
Manjunath and Balasubramanya (2002) found that the reader of Kannada
farm magazine farmers (58.00%) has more than 15 years of farming experience.
Sandesh (2004) in his study entitled a profile study of Kannada farm
magazine readers in Karnataka reported that majority (47.50 %) of the Kannada
farm magazine readers had more than 10 years of farming experience.
Mooventhan (2006) explained that about 51.70 per cent of the farmers were
reported with low level of farming experience, followed by 30.00 percent with
medium level of experience and 18.30 per cent of farmers possessed high level of
experience in farming.
Narbaria (2017) reported that most of the respondents (57.15%) had 2-3
years of experience, followed by 30.15 per cent of respondents had up to 1 years of
experience, 7.15 per cent had up to 4-5 years of experience and only 5.55 per cent
of respondent were found that above 5 years of experience in rice cultivation.

2.1.8 Farming Exposure

Anitha (2004) reported that one fifth (20.00%) of farm women had high
level of mass media exposure more than half (52.50%) of farm women were
having medium level of mass media exposure and 27.50 per cent had low level of
mass media use.
 17

Prasad et al. (2004) revealed that farmers‟ innovativeness in adopting

sericultural technologies is significantly related to educational level, farm size, area
under mulberry, exposure to mass media, cosmopoliteness and credit orientation.
Kotadiya (2006) stated that out of twenty one independent variables, nine
had contributed towards 61.32 per cent (R2 = 0.61) variability in the level of
knowledge of beneficiary farmers. The variables were adoption index, education,
self-confidence, mass media exposure, age, level of attitude, innovation proneness,
extension participation and yield index.
Dhaka et al. (2010) revealed that the age, farming experience,
innovativeness, environmental consciousness and exposures to mass media had a
positive and significant relationship with farmer perceptions to climate change.
Kumar (2010) found that the majority of the respondents (75.83%) had
high level of exposure to various sources of information for getting the information
about wheat cultivation practices, followed by 14.17 per cent of the respondents
were found to have medium level of exposure to various sources of information
and 10.00 per cent of the respondents were found to have low level use of
information sources category.

2.1.9 Training orientation

Mishra (1990) suggested that familiarity alone should not be the guiding
tool for selecting training methods it may results in lack of innovations in the
training.
Mustafa (1992) reported that maximum farmer (50.55%) prefers the
medium duration training, while 35.48% farmers preferred the long duration and
13.48% had attended the short duration training programme. The average duration
of the training was one week to twenty weeks.
Veni (1993) reported that lecture method is mostly used in training
methodology and followed by frequent use of demonstration, workshops, field
trips, lab training and case method.
Bharathi (1994) found in his research that 45.33 per cent of farmers had
medium training followed by 34.67 had high level training and 20 per cent had no
training.
 18

Reddy (2002) found that majority of the trainees preferred concrete

experience extreme (50%) and active experimentation (62.75%) on perception and
processing continuum respectively. Therefore, accommodator learning style was
found dominant with more than one-third of the trainees (37.25%), followed by
diverger (23.52%), converger (16.67%) and assimilator (9.80%).
Anandaraja (2002) found out that about two-third of the farmers (68.70%)
had not attended any training related to computer operations. Nearly two-fifth
(18.20%) of the farmers had attended upto two training programmes, followed by
12.10% of them with 3-5 training and the remaining only one farmer who had
attended more than five trainings.
Senthilkumar (2003) found that majority of the farmers does not went
through computer based training and reported that only 4 per cent of respondent
had computer training of one month organized by Small Industries Service
Institute (SISI).
Karunakaran (2004) stated that 43.33 per cent of the respondents have
undergone training given by n- logue Pvt. Ltd. and Dhan foundation. There were
56.67 per cent of the respondents without undergoing and training.
Trivette et al. (2009) described that more adult learning methodology in the
training programme was more positively correlated.

2.2 Socio-economic characteristics

2.2.1 Occupation
Anandaraja (2002) found out that the occupational status decides the extent
of involvement of a farmer in farm operations, then he reveals, nearly half
(45.00%) of the farmers had farming as their sole occupation, followed by about
one-third (32.30%) with 'farming + business', 15.20 per cent with 'farming +
agricultural labourer and the rest (7.10%) with 'farming + service' as their
occupation.
Bhuvaneswari (2002) in her study suggested that about half of (50.00%) the
respondents had farming as their sole occupation, followed by nearly 26.66 per
cent of the respondents with agriculture + self employment, 3.33 per cent with
 19

government / private occupation, 13.34 per cent with agriculture + self

employment and 6.67 per cent with Agri + government + private occupations.
Manjunath and Balasubramanya (2002) concluded the effectiveness of
Kannada farm magazine among the farmers of the region and reported that 52.7
per cent farmers were from purely from farming background as a main occupation
while 36% were associated with farming and other services.
Senthilkumar (2003) stated that the respondents had farming as their major
occupation (73.33%), followed by farming combined with business (26.6%).
Sandesh (2004) concluded on the basis of the study on Kannada farm
magazine and reported that 59.2 per cent of readers were associated with only
farming occupation and 31.7 per cent readers were associated with farming
occupation with different other business.

2.2.2 Annual income

Natikar (2001) studied the attitude of farm journal user and their profile.
The outcome of the analysis revealed that 47 per cent of subscriber farmers
belongs to high income group of more than Rs. 51000, however, 23 and 20 per
cent farmers were medium and semi- medium income group of Rs. 34001-51000
and Rs. 17001- 34001, respectively.
Anandaraja (2002) found that income was an important aspect, which
makes the farmers amenable to adopt a scientific technology and from his study
about one-third (36.40%) of the farmers were at the income range of Rs. 25,001 –
75,000 followed by 28.30 per cent of farmers earning upto Rs. 25,000 as an annual
income. About one-fifth (22.20%) of farmers were under the income range
between Rs. 75,001 and Rs. 1,12, 500. Least percentage (13.10%) of the farmers
had obtained above 1.25 lakh as an annual income from farming and allied
activities.
Senthilkumar (2003) found that a little less than half the total number of the
respondents (42.22%) had a medium level of annual income, followed by high
level (33.33%) and low level constituted by 24.44 per cent of the respondents.
Sandesh (2004) reported that medium income earning farmers had largest
subscriber (50.83%) of Kannada farm followed by low (28.33%) and high
(20.84%) income categories, respectively.
 20

Mooventhan (2006) found that about little less than half (45.55%) of the
farmers were at the income range of upto Rs. 25,000, followed by 32.33 per cent of
farmers earning Rs. 25,001 to 75,000, and 13.88 per cent of farmers were under the
income range between Rs. 75,001 to Rs. 1,12,500. Least percentage of 8.35
percent of the farmers had obtained above 1.25 lakh as an annual income from
farming and allied activities. It is resulted from the results that majority (77.77%)
of the farmers had their earning upto 75,000 rupees per year. This might be the
reason that, most of farmers are depending on agriculture as a major source of
income.

2.2.3 Land holding

Natikar (2001) reported that 63 per cent of farm journal readers were big
size land holders followed by 21 per cent and 11 per cent were medium and small
size landholders, respectively.
Anandaraja (2002) studied farmer friendly interactive multimedia compact
disc and testing its effectiveness in transfer of farm technology and found that 46.6
per cent farmers were medium landholders, 33.3 per cent were big size landholders
and 9 per cent were marginal landholders.
Manjunath and Balasubramanya (2002) found that 50 per cent of the
kannada farm magazine readers has more than 10 acres of land holdings.
Sandesh (2004) conducted a profile study of Kannada farm magazine
readers in Karnataka, pointed out that majority of 52.50 per cent of respondents
had big farm size holding followed by medium (27.50%), small (16.67%) and less
marginal (3.33 %) farm size.
Mooventhan (2006) found that nearly half (40.55%) of the respondents
were small farmers, followed by 27.77 per cent were medium farmers, 23.35 per
cent were marginal farmers and 8.33 per cent were big farmers.

2.3 Communicational characteristics

2.3.1 Mass media exposure
“Natikar (2001) in his study on attitude and use of farm journals by the
subscriber farmers and their profile – a critical analysis, stated that majority per
 21

cent of the subscriber farmers of Kannada farm magazines had medium to high
level of mass media exposure.
Anandaraja (2002) stated that about half (48.50%) of the farmers had below
average level of media participation with a score of 36 – 55, followed by about
one-third (34.40%) of them with average level and the remaining 16.10 per cent of
them with above average level of media exposure.
Manjunath and Balasubramanya (2002) investigated that effectiveness of
Kannada farm magazines as related to reader‟s characteristics and observed that
76.60 per cent of the Kannada farm magazine readers listen radio and 64.00 per
cent see television, regularly.
Meena and Asha (2003) revealed that TV viewing behaviour of rural
women regarding Krishi Darshan Programme. that caste, education, land holding,
material possession, extension contact and mass media exposure were found to be
associated with viewing pattern and viewing behaviour of the respondents.
“Sandesh (2004) conducted a profile study of Kannada farm magazine
readers in Karnataka, it was noticed that a maximum of 47.50 per cent of the
respondents belonged to high mass media utilization category followed by low
(21.07 %) and medium of (30.83 %) category of respondents, respectively towards
magazines.”
Berardo (2006) elaborated the different classroom reading materials like
magazines, TV programs, movies, newspapers, songs, literature and internet,
which is found to be most effect and useful type of reading materials for classroom
study.
Mooventhan (2006) found that about three fourth (73.90%) of the farmers
has contact with mass media once in a week and 10.00 per cent of farmers has
contact with mass media once in a fortnight. The remaining respondents (10.55%)
and (5.55%) had contact with mass media daily and once in a month respectively.
The above results expressed that majority of the farmers (73.90%) had the contact
with mass media once in a week. This might be the reason that village farming
community is inability to acquire and use media like newspapers, magazines and
modern gadgets. The level of social contact and information seeking behaviour
would have acted as constraints for the low score of media participation.
 22

Franz et al. (2010) the learning preferences of farmers were identified.

Eighty-six of 94 farmers in the study completed a survey and discussed the ways
they prefer to learn. The top six preferred learning methods were: hands on (99%),
demonstration (96%), farm visit (94%), field day (88%), discussion (87%), and
one-on-one (85%). Farmers had mixed preferences for online-Web, newsletters,
books/manuals, on-farm tests, meetings and lectures. The project reported and
gave the farmers the opportunity to voice their ideas for enhancing the delivery of
extension education programs and identified that farmers thought that extension‟s
educational program delivery should reflect farmer‟s preferred learning styles.

2.3.2 Extension contact

Baker et al. (1998) also noted that extension professionals differed only
slightly concerning their learning styles and demographic characteristics.
Sharma et al. (2000) conducted a study on utility of farm information by
the tribals in Surguja district of Madhya Pradesh and revealed that farmers
contacted the sources for want of farm information in order of priority were Rural
Agricultural Extension Officers (RAEOs), friends / neighbours / progressive
farmers, radio, television, agriculture scientists, seeds / fertilizer agencies and co-
operative society.
Natikar (2001) in his study on attitude and use of farm journals by the
subscriber farmers and their profile – a critical analysis, reported that majority
(75.00 %) of the subscriber farmers of Kannada farm magazines had high level of
extension contact.
Manjunath and Balasubramanya (2002) in their study on effectiveness of
Kannada farm magazines as related to reader‟s characteristics reported that
majority (44.00 %) of the Kannada farm magazine readers contacted to extension
personals occasionally.
Sandesh (2004) conducted a profile study of Kannada farm magazine
readers in Karnataka, observed that as high as 48.33 per cent of respondents had
medium level of extension contact followed by low level of 32.50 per cent and
high-level extension contact of 19.17 per cent, respectively.
 23

Strong et al. (2010) addressed that extension agents should reflect upon the
teaching strategies they employ and evaluate those most effective for their adult
audiences.

2.4 Psychological characteristics

2.4.1 Innovativeness
Senthilkumar (2000) in his study explored that majority (63.34%) of the
respondents were having medium level of innovativeness followed by high level
(31.66%) of innovativeness and only 5.0 per cent of the respondents were having
low level of innovativeness.
Anandaraja (2002) in his study found out that about half (53.50%) of
farmers reported to adopt an innovation 'after he had seen other farmers done
successfully on their farm' followed by 20.20 per cent with 'as soon as it is brought
to my knowledge' and the remaining 26.20 per cent with 'I prefer to wait and take
my own time'.
Senthilkumar (2003) stated that a little more than half of the total
respondents (61.00%) had medium level of innovativeness followed by 38.90
percent of the respondents with high level of innovativeness.
Karunakaran (2004) found out that 60.84 percent of farmers reported to
adopt an innovation "as soon as it is brought to their knowledge" followed by
35.83 percent who have adopted innovations "after they had seen other farmers
used successfully on their farm". Remaining 03.33 per cent only adopted after
waiting for some time till the innovation takes its own time to spread.
Mooventhan (2006) revealed that about more than half 72.22 per cent of
farmers reported to adopt an innovation „After he had seen other farmers done
successfully on their farm‟ followed by 11.66 per cent with „As soon as it is
brought to my knowledge‟ and the remaining 16.12 per cent with „I prefer to wait
and take my own time‟.
Strong et al. (2010) found that hands-on experience was the most preferred
strategy by farmers for learning, while learning in groups was least preferred.
 24

2.4.2 Scientific orientation

Palaniswami and Sriram (2001) studied that characterization of sugarcane
growers and reported that 70.6 per cent of farmers were found medium level of
scientific orientation whereas 17 and 12.2 per cent were farmers high and low level
of scientific orientations, respectively.
Jagannathraju and Jayararmreddy (2003) reported that scientific orientation
of farmers did not have any significant relationship with their agricultural
information management behaviour.
Sudhakar (2007) found that 46.67 per cent of the medicinal plant growers
had low level of scientific orientation, followed by medium (30.00%) and high
(23.33%) levels.

2.5 Learning-style oriented multimedia training module

Oxford (1990) stated that learning style and personality traits are difficult
to change and claimed that learning strategies are easier to teach and modify
through strategy training.
Wang Chuming (1992) tested the 490 English medium students using
Reid‟s Learning style and Melton‟s Wang. The comparative results of the study
found that most of the students preferred tactile style and only few of them
preferred group work.
Dunn and Dunn (1993) are of the view that learning style is made out of
biological and developmental attributes that make indistinguishable instructional
situations, techniques and assets powerful for certain learners and ineffectual for
other people. The after effects of the learning style inventory dependent on Dunn
and Dunn model demonstrate the individual components in the five fundamental
improvements that influence a person has to master new and difficult academic
information and skills. The main stimulus strand focuses on biologically imposed
environmental elements preferences for sound, light, etc. The second stimulus
strand brings up the emotional elements like motivation, responsibility, etc. The
third stimulus strand features the sociological inclinations specifically working
alone, in sets, with companions, as a component of a group, and so on.
 25

“Verma (1994) made an attempt to ascertain whether learning modes and

learning styles of university students differed as a function of their locus of control.
The results revealed that students with internal and external locus of control were
found to be similar with respect to four learning modes viz., concrete experience,
abstract conceptualization, reflective observation and active experimentation. They
were found alike with regard to four learning styles namely: diverger, converger,
assimilator and accommodator learning style.”
Reid (1995) stated that perceptual learning method includes visual,
auditory, tactile, kinesthetic, group and individual learning styles.
Sims and Sims (1995) in the book on "The Importance of Learning Styles:
Understanding the Implications for Learning, Course plan, and Education"
discussed on models of various learning styles, instruments to assess learning
styles and systems for surveying singular learning attributes just as the eventual
fate of learning style research and its suggestions for improving learning in
advanced education institutions.
Dunn and Griggs (1998) claimed that learning style and teaching approach
was matching is proved better as compared to those students whose learning styles
differs from their approach.
“Tyacke (1998) encountered while identifying learning styles. The first one
was that learning styles are complex in nature and it might be difficult to analyse
the overall learning profile of a learner. Another problem was that learners might
tend to use different learning styles in various learning contexts. The third problem
proposed was that the methodology used in the transfer of information can be
biased. That is, it might be in favour of one kind of learner (analytic) over another
(global). Yet, the researchers have worked on and identified the learning styles of
learners in relation to some variables such as age, sex, length of time in the target
culture, field of study, level of education and culture.”
“Grace (2000) investigated the gender differences in vocabulary retention
and access to translations for beginning language learners in Computer Assisted
Language Learning (CALL). The analyses of the results revealed that when
students were given bilingual multiple-choice tests, there were no significant
differences between males and females on their short-term and long-term retention
 26

scores. Moreover, there were no significant differences in the amount of time

males and females spent looking up translations. It was also reported that the
findings of the survey suggested that males and females could equally benefit from
a CALL environment.”
McCalla (2000) defined student modeling is the process of assembling and
summarizing fragmented learner information from potentially diverse sources.
Kolb (2000) considers that learning style is not a fixed trait, but “a
differential preference for learning, which changes slightly from situation to
situation. At the same time, there is some long-term stability in learning style.” He
further stated that learning is a continuous process while knowledge comes from
experiences and their transformations. In addition, learning involves transactions
between the person and the environment.
Rouke and Lysynchuk (2000) contemplated the impact of learning styles on
success in web-based learning situations. Students whose learning styles were
dictated by Kolb Learning Styles Inventory, isolated into two gatherings and
occurred in two diverse learning situations. The first group studied in a web-based
learning environment and the other group studied in a learning domain made out of
printed materials. At that point, the two groups took a test. The test results
demonstrated that diverger students got high scores in both learning situations and
assimilator studies got low scores in the two conditions. These outcomes
demonstrate that web based learning conditions influence the achievement of
learner having different learning styles.
Hoover and Connor (2001) observed that similarities in learning and
teaching style could be resulted in more effective learning and good academic
achievement.
“Mayer (2001) whose studies is based on the design of effective
multimedia learning situations depends on Dual Coding, Limited Capacity and
Active Processing theories, define individuals who go into a procedure of learning
as active learners, who utilize two channels to process visual and auditory-related
data, process restricted information in each channel at the same time, perceive
external information and select important information and arrange them into
meaningful information, and incorporate this data with their earlier knowledge.
 27

Mayer recognizes auditory/verbal and visual/pictorial channels utilized by learner

to process information. Mayer specifies that, in an presentation, verbal or
nonverbal auditory-related components (for example narration (uttered words),
background music and so forth.) are prepared in the auditory-related/verbal
channel and verbal or nonverbal visual components (for example animation,
written text and so on.) are prepared in the visual/pictorial channel; and that these
channels process fixed quantity of data in one go.”
Anandaraja (2002) assessed the effectiveness of interactive multimedia
compact disc (IMCD) through three treatments, namely interactive multimedia
compact disc as a self-learning tool, interactive multimedia compact disc through
LCD (liquid crystal display) projection as a group learning tool (with interaction)
and interactive multimedia compact disc through LCD projection as a group
learning tool (without interaction). The findings of the experiment found that self
learning module resulted in maximum mean knowledge gain followed by others.
Further the study indicated that farmers had positive opinion regarding the utility
of interactive multimedia compact disc as a tool to solve farmers problem.
Daniel et al. (2002) considered the effect of learning styles and learning
environments on the distance education of students in the department of
physiotherapy. They utilized synchronous (interactive TV) and asynchronous
(computer-assisted teaching) learning environments as well as Kolb‟s Learning
Styles Inventory. The information demonstrates that neither of these factors
influenced the achievement of students.
“Zepeda and Mayers (2004) reviewed learning style theories to those of
Carl Jung in 1927. Learning style theories describe the extent of the learning
approach used by individuals in learning different subjects or topics. Assumptions
and foundations of learning style theories are different from each other. The basic
tenets of each of the learning style theories are diverse and influence the learning
attitude of students.”
Hall and Moseley (2005) studied the overview of learning style model and
identified 71 models and concluded that one cannot be 100 per cent certain that all
learning-style questionnaire items are measuring what they say they measure or
 28

that questionnaire results will be identical if the test were taken again, it does not
mean that the tests have no value.
Vester (2005) elucidated learning style is the way a person perceives,
conceptualizes, organizes and recalls information.
Davis (2006) studied that since we will in general tend the manner in which
we adapt best when instructional style coordinates our favored style of learning,
seeing how individuals want to assemble and respond to information, or learn, is a
vital segment in the improvement and conveyance of compelling educational
programming.
Tully et al. (2006) conducted an experiment on whether teaching methods
and learning material based on the identified learning style preferences of students
is better than traditional teaching methods. The results showed that the student
preferred their learning style found better performance than who preferred
traditional learning style.
Hawk and Shah (2007) believed that incorporation of different learning
style enhances the performance and capacity of learning.
Morton-Rias et al. (2008) examined the learning styles of students who
enrolled in an allied health course. The study determined the relationship between
learning style preferences and age, ethnicity and gender. The study identified
learning style preferences for sound, light, temperature, seating design, food
intake, time of the day, mobility and auditory, tactual and kinaesthetic stimuli.
Danish and Awan (2009) studied the medical students using Kolb‟s
Learning Style Inventory and found that most of the respondents preferred the
assimilating and convergent learning style.
Dreeben (2010) defined the kinaesthetic style of learning is to doing with
physical experiences like touching, feeling, holding and doing. The learner prefers
kinaesthetic stimulation for learning to occur.
Gorrha and Mohan (2010) tried to understand the learning preferences of
business school students by Kolb‟s theory of learning style. The results of the
study revealed that the majority of the students (70%) of their respondents highly
valued lectures as part of their learning preferences.
 29

Nilson (2010) found that the read/write learning style proved better than
other method as they have different memory structure and store information as
different set of symbols.
“Philip (2010) stated that the multimedia technology could function in the
field of agricultural extension in the following areas which may include; a range of
media technologies, including text, sound, diagrams, pictures, video clippings
animation and cartoons can be used to present the subject matter in an interesting,
interactive and effective format. Photographs, pictures etc. of symptoms of
diseases, insect pest damage and of insects can be made available using
multimedia for their effective monitoring and management. Solutions of the
problems can also be depicted using figures, photographs or pictures. Using a chat
room, crop pest specialists can be consulted to know how to identify accurately
and control the pests. Quality of extension material and process can be
supplemented time to time by multimedia and virtual reality.”
Ganesan (2013) found that there are several organizations extensively using
modern information technology in India to facilitate better communication
between researchers, extension workers and their farmer clients to transfer
technologies and information more cost effectively. The uses of mobile multimedia
agricultural advisory system (MAAS) enhance the knowledge base of the farmers.
“Hu et al. (2013) developed the “Learn to Think” (LTT) Intervention
Program for raising thinking abilities of primary and secondary school students.
The Scientific Creativity Test for secondary school students was used four times
from pre-test to delayed post-test. The results indicated that the LTT did promote
the development of scientific creativity of secondary school students, and the
effects on the scientific creativity were not necessarily immediate but tended to be
long lasting.”
Manolis et al. (2013) conducted a study named “Assessing Experiential
Learning Styles: A Methodological Reconstruction and Validation of the Kolb
Learning Style Inventory (LSI)”. This study transforms the LSI from a categorical
measure to continuous measure of learning style that not only more parsimonious
but also easier to use than the existing LSI. Two separate studies using samples of
engineering and computer science graduate students (Study 1) and undergraduate
 30

and graduate students (Study 2) were conducted. The analysis of the study includes
a corroborative multi-sample validation producing a methodologically sound
option to the existing LSI.
“Anonymous (2015) reported that the application of information and
communications technology (ICT) in agriculture is increasingly important. e-
Agriculture is an emerging field focusing on the enhancement of agricultural and
rural development through improved information and communication processes.
More specifically, e-Agriculture involves the conceptualization, design,
development, evaluation and application of innovative ways to use information and
communication technologies (IT) in the rural domain, with a primary focus on
agriculture. E-Agriculture is a relatively new term and we fully expect its scope to
change and evolve as our understanding of the area grows. Indian Agriculture
contributes to 18.6 per cent of India‟s GDP, and approximately 59 per cent Indians
derive their livelihood from the agricultural sector. Private sector initiatives like
contract farming have commercialized the Indian agricultural sector. e-Agriculture
is one of the action lines identified in the declaration and plan of action of the
World Summit on the Information Society (WSIS).”
Ampa (2015a) conducted an experiment on two group of undergraduate
students of Muhammadiyah University using Wondershare Quizreator and found
that 79.1 per cent students was interested in material based on listening skills. The
lecture also supported the use of material in teaching the English listening skills.

2.6 Knowledge and skills in using bio control agents

“Davidson (2000) studied the interaction between teaching methods and the
learning styles of high school students. A sample of 112 students enrolled in the
required computer applications course participated in the study. Students
responded to three measurements: Spreadsheet Declarative Knowledge Test
(SDKT) developed by the researcher and participating instructors; Computerized
Procedural Skill Test (CPST) to assess students‟ spreadsheet skill level and Group
Embedded Figures Test (GEFT) to assess students‟ dependent and independent
learning styles field. The learning styles inventory, information sheet and
declarative knowledge pre-tests were done on the first day of the spreadsheet unit.
 31

Students were categorized into two groups, A and B and they used the same
textbook. Group A students received the guided-practice activities where they were
guided step by step through the chapter‟s objective and practices and given a
schedule of end of chapter exercises. This schedule required that the students
complete specific exercises at a designated pace. Students in group B received the
supervised-practice activities where they were given a brief lecture and
demonstration on the first day of the spreadsheet unit covering the objectives. Also
they were asked to complete the chapter practices and end of chapter exercises at
their own pace. Both groups completed the same practices and exercises during
four weeks then completed the SDKT post test and CPST. The ANCOVA and
MANCOVA results showed no significant interaction between teaching methods
and students‟ learning styles relative to declarative knowledge and procedural skill
level in the spreadsheet unit.”
“Jackson (2001) examined the achievement, attitudes and retention of
microbiology students. Two groups consisting of 52 students participated in the
study. One group was taught using the 4MAT model and the other taught by
traditional method (lecture). The students‟ knowledge of microbiology was
assessed through pre and post-testing at the beginning and the end of the semester.
The ANCOVA result showed significant difference was found on achievement,
attitudes and reiteration in the 4MAT group. The interaction between learning
styles and instructional methods was negation. The result also reported no
significant in gender according to achievement, attitudes and reiteration.”
Anadaraja (2002) stated that the mean knowledge gain with regards to
Interactive Multimedia Compact Disc through computer monitor was maximum
(61.96%). This was followed by IMCD through LCD projector + with interaction
and IMCD through LCD projector + without interaction which announced for
53.63 per cent and 39.84 per cent knowledge gain respectively.
Liyan (2002) at Wuhan Science Technology University studied the Chinese
adults learning styles, analyzing factors for shaping their different learning
preferences.
Bhuvaneshwari (2002) found that power point slide presentation with build
voice with discussion forum resulted in most effective in knowledge gain followed
 32

by power point slide presentation aided with oral explanation followed by

discussion forum.
Senthilkumar (2003) experienced that mean knowledge gain was found
maximum (30%) under IMCD and 20.2 and 13 per cent under computer
conferencing and wed page, respectively.
She (2003) reported that when student learning preferences matches with
their teachers instructional approach, resulted in significantly higher performance
regarding both post-test and retention test, while the teaching instructions differs
with learning style of students resulted in less gain in retention test score.
Mooventhan (2006) stated that all the groups namely Group I, Group II,
Group III, Group IV, Group V and Group VI had effective in terms of knowledge
gain. From the result, in Coimbatore district, the Group I (Maruthur) had highest
(60.00%) knowledge gain followed by Group II (Chikkarampalayam) 59.16
percent and Group III (Odanthurai) 42.66 per cent and from Trichy district the
Group IV (Anthanallur) had maximum (53.53%) knowledge gain followed by
Group V (Ediyapatti) 53.53 per cent and Group VI (Navallur Kuttapattu) 40.06
percent. Among the six groups, four groups namely Group I, Group II, Group IV
and Group V had no significant different in knowledge gain. But the Group III and
Group VI had minimum knowledge gain (42.66%) and (40.06%) respectively.
Even through these groups got maximum score in the pre exposure knowledge test.
It might be due to the fact of their close proximity with Forest College and
Research Institute and Anbil Dharmalingam Agricultural College and Research
Institute, respectively.
“Crosley (2007) compared student achievement of those who attended
traditional classrooms with those who attended multisensory classrooms. The
researcher used a multisensory instructional package to determine the sensory
styles of the students. A sample of 282 middle school students was divided into a
control group with traditional teaching techniques and a test group with
multisensory teaching. Students in the multisensory instructional classroom were
taught using an instructional strategy incorporating self-correction, task cards,
electro-boards, pic-a-holes, flip chutes (a kinaesthetic floor game) and programmed
learning sequences. A pre-test was conducted with both groups, after which
 33

students learned three units of science using the teaching technique of each
particular group and were tested on their knowledge. Then, the researcher switched
the groups so that the control group learned the next science units using a
multisensory technique and the students who were in the test group learned the
same unit using traditional teaching techniques. Students in both groups also took
pre and post tests to assess their learning. The ANOVA result showed a positive
and significant impact on achievement with students learning more and having a
better attitude to learning when they were in the multisensory classroom.”
“Wehrwein et al. (2007) was conducted to explore differences between
male and female undergraduate physiology students in terms of learning style
preferences. The researcher implanted the VARK learning model as a framework
and used a VARK questionnaire as the measure to collect data. The results showed
that 54% of the female respondents and only 12.5 per cent of the males preferred a
single learning style. Among the female respondents, 4.2 per cent were visual
learners, 16.7 per cent preferred textual learning materials and 33.3 per cent were
kinaesthetic learners. Within males, learning styles were evenly distributed among
aural, read/write and kinaesthetic styles. Furthermore, 45.8 per cent of female and
87.5 per cent of males preferred multiple modes. In the female group, 12.5 per cent
of respondents preferred a bi-modal, while 12.5 per cent preferred a tri-modal and
20.8 per cent a quad modal learning style. In the male student group; 16.7 per cent
preferred a bi-model, 12.5 per cent a tri-model and 58.3 per cent preferred a quad
model learning style. Based on this result, the study was able to determine that
male and female learners have different learning style preferences.”
Vidya et al. (2010) stated that the interactive features and user -
friendliness of multimedia modules facilitates better maneuverability, easy
information retrieval and storage and could attract large number of audience.
Pugalendhi et al. (2011) described that education is the only solution for
problems related to human relation and age issues. Skills related to human relation
is a gradual process and can be gained from anywhere like home, school, temple,
in a job and wherever people gathers in small groups.
Asaf (2012) conducted a study to find out the effectiveness of Inquiry
Based Learning on scientific creativity and process skills in science. Test of
 34

significance for the difference between the means of the pre-test and post-test
scores of scientific creativity showed that Inquiry Based Learning promotes
scientific creativity.
Sharma et al. (2013) studied of biological control and its important in
agriculture, he suggested that (1) Biological control is less costly and cheaper than
any other methods. (2) Bio-control agents give protection to the crop throughout
the crop period. (3) They do not cause toxicity to the plants. (4) Application of bio-
control agents is safer to the environment and to the person who applies them. (5)
They multiply easily in the soil and leave no residual problem. (6) Bio-control
agents not only control the disease but also enhance the root and plant growth by
way of encouraging the beneficial soil micro flora. It increases the crop yield also.
Therefore, the biological control can be alternate system, which may play an
important role in achieving the goal of agriculture.

2.7 Relationship between dependent and independent variables

Diskowski (1991) investigated the nature and degree of relationship among
principals of locus control, their learning style and effectiveness. The subjects
responded to three instruments- Rotter‟s Locus of Control Scale, the Gregorc‟s
style Delineator and researcher designed demographic questionnaire. The findings
stated that no significant difference were found between locus control and learning
style.
Dwyer and Moore (1995) investigated the effect of cognitive style on
achievement with 179 students who enrolled in an introductory education course at
two universities in the United States. They found the field independent learners to
be superior to field dependent learners on tests measuring different educational
objectives. The researchers concluded that cognitive style had a significant
association with students‟ academic achievement.
“Butler and Mautz (1996) in their studied the 60 accounting students, found
a statistically significant improvement in recall for visual learners when given
media-enriched support materials. In contrast, the performance of verbal learners
decreased when presented with the same materials. Likewise, in a study by
utilizing Kolb„s learning styles, divergers (students who prefer to learn through
 35

reflective observation) performed best when imparted lessons through the

traditional classroom environment, at the same time as accommodators (students
who prefer to learn through active experimentation) performed better with a
computer-based interface.”
Kaylani (1996) also reported the significant differences in strategy use
between males and females. For the main sample of 255 students, there were
significant differences at the p < .001 level for MANOVA resulted with a main
effect of sex on the SILL. Among the strategy categories used in the SILL, female
students used significantly more memory, cognitive, compensation, and affective
strategies than male students. There was no significant difference in the use of
metacognitive and social strategies between the two genders.
Yu Xinle (1997) from China tested the 149 students from three universities
in Beijing and reported that gender has no significant role in shaping learning style
and also found that the correlation between sequential processing information,
memory style and English learning style but other 22 style did not established any
correlation.
Cheng and Banya (1998) conducted a research on new cadets at Chinese
Military Academy completed seven questionnaires using PLSP. The same
questionnaire also completed by Taiwanese teacher. Results found that Taiwanese
students did not found any significant difference for any learning style. The
teachers reported significantly less visual and more auditory than the learners.
Heffler (2001) examined the correlation between learning style and age
between the 19 to 37 years old using Kolb‟s Inventory and found that no
significant correlation were established between age and four learning dimensions.
The researchers concluded that the learning styles are not related the age of the
participants.
Heffler (2001) used test retest correlation coefficients to examine the
reliability for each scale in the Kolb inventory. A test and retest were conducted
using undergraduate students commencing the general psychology course at
Stockholm University. A sample of 85 individuals was used in the first test,
whereas 61 were used in the retest. The result showed high significant correlation
 36

coefficients for all the inventory scales. The reliability of inventory scores were:
CE = .65, RO = .81, AC = .63 and AE = .74.
Shibi (2002) reported that social status like, education, family, farm power,
material, farming experience, information sources and computer knowledge had no
significant relation on knowledge gain while occupation status had significant and
positive association on knowledge gain.
Harris et al. (2003) investigated the two different learning environments
(text vs. media interaction-rich) found that there was no significant effect on
students for only learning preferences subjected to different learning environment.
Coffield et al. (2004a) assessed the learning styles with many
questionnaires and instruments and found that there is no existing learning model
can authenticate the scientific evidence of real learning.
Kelly and Tagney (2005) found that the higher learning gain was obtained
in those students who are subjected to low activity preferences under mismatched
learning environment.
Lincoln and Rademacher (2006) investigated differences between 33 male
and 66 female students based on the VARK framework using ANOVA to further
verify that there is a significant difference between the learning style preferences
of male and female learners. The result indicated that female learners preferred to
learn using their auditory senses while male learners learn best when note taking
(read/write learning styles).
“Yazicilar and Guven (2009) conducted a study among fifth grade students
in a social studies class to determine the relationship between learning style
preference and academic achievement. A sample of 50 students participated in the
study, divided into an experimental and a control group. The experimental groups
were those who received an educational included audio, visual and teaching
practices materials, while the control group received educational using teacher
centred and primary school program methods. The results showed significant
differences between the experimental and control groups in terms of academic
achievement and retention.”
“Williams (2010) conducted a study to determine the relationship between
sensory learning style (kinaesthetic, tactile, auditory and visual) and reading
 37

comprehension. A sample of 343 Grade 7 students from two schools responded to

the research measurements. The researcher used a Kaleidoscope profile designed to
assess the sensory learning style of participants and the Scholastic Reading
Inventory to assess participants‟ lexile levels. The Scholastic Reading Inventory
classifies students according to lexile scores at five levels; beginning reader, far
below grade level, below grade level, on grade level and above grade level. The chi
square result showed a significant relationship between sensory learning style
(kinaesthetic, auditory and visual) and reading comprehension level. The ANOVA
results also represented significant differences in auditory kinaesthetic and visual
learning styles between students who struggled in reading and students on grade
level. The result also showed a significant distribution for students with below
grade level reading comprehension on kinaesthetic and visual styles. The study
also confirmed the relationship between sensory learning styles and reading
comprehension.”
Ampa (2015b) conducted research on the implementation of interactive
multimedia learning materials in teaching listening skills. The products as new
materials were implemented to the experimental group and the conventional
materials (audio materials) were implemented to the control group. Pre test and
post test had been conducted before implementation. The results of statistical
analysis (SPSS) showed that there was no significant difference between the
results of pretest of the two groups, but there was a significant difference between
the results of posttest of experimental and control groups. It was proved that the t-
cal. was greater than the t-table (5.583 > 2.000) at df 70 and p.0.05. So, it was
concluded that the interactive multimedia learning materials using Wonder share
Quiz creator program were effective in teaching 'English listening skills'.

2.8 Constraints
Mansell and Wehn (1998) reported that illiteracy is a fundamental barrier
to participation in knowledge societies. A large proportion of the rural populations
of developing nations, particularly majority women of these nations are illiterates.
This means that these individuals are disadvantaged and lack the basic skills
 38

required to harness the benefits of ICTs. The assistance of intermediaries may

there be required.
Anandaraja (2002) explained that the fear of farmers towards computer
operation is the major factor to affect the computer based learning environment
and the illiteracy, low standard of living, low mass media exposure, very little
exposure about agricultural website and utilization of agricultural website were
severely affected the learning environment of modern cyber tools.
“Manjunath and Balasubramanya (2002) conducted a study on problems of
readers of Kannada farm magazines and their suggestions, reported that the readers
of Kannada farm magazines listed the problems such as irregularity of the
magazine, non-availability of magazines in rural areas and lack of seasonableness
of information. Further, he stated some of the following suggestions of respondents
in the order of priority, the magazines should be published on time with multi-
coloured cover page, writing must be based on farmers experience, in simple and
appealing language with necessary illustrators or photos and magazines should be
available everywhere at a reasonable price.”
Senthilkumar (2003) found that lack of infrastructure has got the highest
Rank Based Quotient (RBQ) (96.67) followed by high tele-communication cost
(82.64), non availability of internet connection (70.00), lack of skill to operate
cyber extension tools (56.25), illiteracy (43.89), language barrier (29.58),
unaffordable cost (6.94) and electricity problem (1.25). These were the constraints
in the establishment and utilization of cyber extension approaches. And he further
found out the following constraints in using web page and group mail.
Jagannadharaju and Jayaramreddy (2003) studied the agricultural
information management behaviour of farmers stated that farmers listed the
problems such as lack of plant doctoral advisory service at field level, lack of
awareness, inadequate credit facilities, lack of irrigation facility etc. and gave
suggestion to overcome constraints in agricultural information management such
as more field diagnostic team visits, timely availability of critical inputs,
significant message flow from the extensionists, clear communication of tested and
successful technologies and so on.
 39

“Michael (2003) studied the analysis of mass media use for agricultural
information by farmers in Nigeria quoted the problems encountered in the use of
mass media and suggestions for improved. The respondents were listed problems
in the order that agricultural information not frequently in local language, lack of
follow-up of mass media information and unsuitable time and duration of
broadcast of agricultural information. Further they gave suggestions like have
television viewing centers and interest where farmers could obtain agriculture
information on demand, as in the advanced countries.”
Karunakaran (2004) found out that the major constraints in using the
modern information technology gadgets were lack of information in local language
accounts to mean average 2.875 , high cost for establishment (2.741), illiterate
people cannot use (2.691), high cost for connecting to internet (2.666), lack of site
specific information (2.308), lack of prompt reply to online queries and
clarification (2.075), lack of relevant information (2.033) and lack of skill to use
modern information technology gadgets (1.950).
Meenambigai and Ravichandran (2004) found in their research paper
“Constraints in media utilization by farm women” found that in case of television,
it affects studies of children (64.17%), lack of specific location, less interesting and
not need based programmes (61.67%), lack of adequate time (58.33%) and
unsuitability of time of telecast (31.67%) were the major constraints experienced
by women in utilization. In case of print media, lack of adequate time (75.83%),
lack of specific location, less interesting and not need based programmes (39.17%)
and lack of adequate awareness (32.50%) were the major constraints faced by
women.
Sandesh (2004) conducted a study on a profile study of Kannada farm
magazine readers in Karnataka and revealed that majority of the respondents
reported a irregularity in the distribution of magazines (65.00 %) and non
availability of farm magazines in rural are (63.33 %) as the most important reasons
coming in the way of reading and better utilization of Kannada farm magazines.
For the respondents listed the problems in the order of priority as lack of
seasonableness information (54.17 %), lack of comprehensive information (50.83
%) word to word translated articles (39.17 %), articles not oriented towards
 40

average farmers (33.33 %), absence of photos / illustrations (22.50 %), poor
quality printing (19.17 %) and lack of mailing addresses of authors for future
contact (12.50 %), respectively.
“Castro and Peck (2005) carried out a study on learning styles and learning
difficulties that foreign language students face at the college level and claim that a
student‟s preferred learning style can help or hinder success in the foreign
language classroom. However, when they analyzed the distribution of grades
according to Kolb‟s learning style types, they found no significant correlation
between learning style and grades.”
“Mooventhan (2006) found that the major problems were lack of
information in local language expressed by all respondents (100%), high cost for
establishment (95.55%), illiterate people cannot use (93.88%), difficulty in
handling of computer mouse (91.66%), difficulty to type the URL to access the
web page (88.86%), high cost to connecting internet (87.22%), lack of skill to use
modern information technology gadgets (78.88%), lack of familiarity (77.77%),
lack of relevant information (73.33%), lack of prompt reply to online queries and
clarification (53.88%), inability to make or receive electronic payments (50.00%),
slow downloading and uploading of photos/files (45.55%), lack of update
information (41.66%), difficulty in reading online information (34.44%).”
Platsidou and Metallidou (2009) found in their research that the Index of
Learning Style had some psychometric limitations. Although indicating that they
hoped for improvement in the weaker points of this inventory through future
research, their findings implied that this inventory cannot be confidently used as an
assessment tool.
Ganesan (2013) reported that inadequacy of the call centre agricultural
expert‟s knowledge with RBQ value of 74.16 emerged as the most prominent
constraint and given highest priority. The second most prominent constraint was
difficulty in getting accurate weather information with RBQ value of 69.00. More
than half of the farmers expressed their view that information provided lacked
quality, was not provided in time. That the information was irrelevant and
unreliable was rated as the third most prominent constraint with RBQ value of
64.77.
 41

2.9 Suggestions
Richardson and Rajasundaram (1999) stated that the users of ICTs have to
be trained in the use, application and maintenance of ICTs before they become
confident and comfortable enough to use them.

Netrapal et al. (2001) reported that any single organization could not

provide information to Village Information Center (VIC) on different aspects.

There will be need to link VIC with organizations like SAU, KVKs, research

stations, hospitals banks and state development departments. This linkages can be

facilitated through computer network if possible regular basis of representatives of

organizations.

Anandaraja (2002) found out that personal contact, campaigns and mass

media have to be combined with computerization of technology, development of

multimedia package, training in computer utility and browsing agricultural

websites.

Senthilkumar (2003) reported that agricultural information centre can be

established at every district headquarters (SDAs) office), blocks (ADAs office) and

at revenue village level, and also be suggested that networking agricultural

universities, corporates involved in agriculture, national informatics union, and all

the other sectors like banks, hospitals, electricity boards, TWAD board etc. for

effective communication and exchange of information. He further suggested that

data warehouse might be coated at the natural level. The function of the data
warehouse may be focused on the information management. This data warehouse

may be networked so as to access information by various organizations even at

village level management.

Karunakaran (2004) revealed that major suggestions given by the
respondent‟s too effective utilization of mouse information technology gadgets
were giving information in local language account to mean average (2.983).
Location specific information (2.981), providing information according to the
demand of farmers (2.966), providing training to operate computers (2.968),
 42

installation of software in Tamil of word, excel, power point, e-mail in information

Kiosk (2.866). Information kiosk can also undertake services to farmers like water
sample and soil testing to have sustainability in running the centres by reasonably
charging for these services (2.865), having solar power operated information
centres in order to have sustainability by reducing cost (2.866), information kiosk
may offer location specific weather data (2.857), CD ROMs and multimedia
having package of practices for major crops of area including the plant protection
measures and post harvest techniques can be kept in information kiosk (2.841),
linking of Village Information Centre, with state agricultural university. Krishi
Vigyan Kendra, Agricultural Technology Information Centre, Research Centres
and Development Departments (2.822). Expert system may be installed in the
information kiosk for selection of crops and various, irrigation scheduling and pest
and disease management (2.808), facilities may be extended to farmers to online
marketing it farm produces (2.766), online trading of pesticides, fertilizers and
insurance may be taken (2.765) and participatory approach in content development
and management of information kiosk (2.700).
 CHAPTER - III
RESEARCH METHODOLOGY

This chapter deals with the description of the procedure followed to carry
out the investigation. The location of the study and sampling technique for
investigation and devices used for analysis of the data are also explained in this
chapter under the following heads and sub heads:

Section- I
3.1 Location of the study area
3.2 Sample and sampling procedure
3.3 Variable of the study
3.4 Operationalization of independent variables and their measurement
3.5 Learning style of farmers using bio-control agents
3.6 Operationalization of dependent variables and their measurement
3.7 Farmers perception towards the multimedia training module on bio-
control agents
3.8 Constraints faced by farmers in using bio-control agents
3.9 Suggestions given by farmers to overcome the constraints
3.10 Type and method of data collection
3.11 Developing the interview schedule
3.12 Validity
3.13 Reliability
3.14 Statistical analysis
Section- II
3.15 Designing learning style oriented multimedia training module on
selected bio-control agents

43
 44

Section- I

3.1 Location of the study area

The present study was carried out in Chhattisgarh plains during the years
2017-18 and 2018-19. Chhattisgarh state consists of 27 districts and the whole
state is divided in three agro-climatic regions namely Chhattisgarh plains, Bastar
plateau and Northern hills. Chhattisgarh plain zones comprised of Raipur, Durg,
Dhamatari, Rajnandgoan, Kabirdham, Baloda Bajar, Janjgir-Champa, Raigarh,
Mahasamund, Bilaspur, Korba, Bemetara, Balod, Mungeli, Gariyaband.

3.2 Sample and Sampling Procedure

3.2.1 Selection of district
The study was carried out in Chhattisgarh plain zone. Out of 15 districts in
Chhattisgarh plain zone, the study was undertaken in 4 districts randomly i.e.
Raipur, Durg, Dhamtari and Rajnandgaon.

3.2.2 Selection of group/villages

Two villages from each selected district were identified for investigation
purposively, where most farmers were using bio-control agents in their crop. In
this way a total eight villages (2 X 4 = 8) was taken for the study. Each village is
considered as one group and total 8 groups were undertaken.

Table 3.1: Selection of districts, villages and number of respondents from

Chhattisgarh plain zone
Sl. Selected
Selected districts Blocks No. of respondents
No villages
Baronda 25
1. Raipur Tilda
Adsena 25
Arasnara 25
2. Durg Patan
Chicha 25
Hatband 25
3. Dhamtari Kurud
Katalboard 25
Sonesarar 25
4. Rajnandgaon Dongargaon
Kirgi 25
Total 4 8 200
 45

3.2.3 Selection of respondents

The respondents were the farmers who are using the bio-control agents in
their crop. 25 farmers were selected purposively from each selected village, in this
way a total of 200 farmers (Total 25 X 8 = 200) were selected for the survey
considered as per the scheduled design for the study.

3.2.4 Selection of farm technology

The major criterion considered for the selection of farm technology was
that it should be new and need based one. Accordingly, “bio-control agents” was
selected

3.2.5 Research design

This research employs one-group before-after experimental design where
the respondents were purposively assigned to groups. A one-group before (pretest)
after (posttest) design is a quasi-experimental research design in which the same
dependent variable is measured in one group of participants before and after a
treatment is administered. Groups are pre-tested to assess their initial knowledge
level and skill level and post-tested to assess knowledge gain and skill acquisition.
The knowledge was assessed through in-build knowledge test on the specific
aspects and the skills were assessed through expert judgment on the specific
aspects.
 46

Fig 3.1: Location map of study area

 47

3.3 Variables of the study

3.3.1 Operationalisation and measurement of variables
The details about the name of the variables selected for the study and their
measurement procedure followed are given below.
Table 3.2: Operationalisation and measurement of variables
SI.
Variables Operationalisation
No.
Independent variables
1. Age It is operationalised as the number of completed years of
life of the respondent at the time of investigation.
2. Gender Gender is the range of characteristics pertaining to, and
differentiating between, masculinity and femininity.
3. Education It is operationally defined as the number of years of
formal schooling completed by a respondent.
4. Family size It is operationally defined as the total number of members
in the family consisting of husband, wife, children and
other dependent members living under one roof.
5. Type of family A family may be nuclear or joint.
6. Farming It referred to the actual completed years of experience in
experience farming by the respondent one score for each year of
experience is given to quantify the farming experience.
7. Farming Farming exposure defines the fact of experiencing
exposure something or being affected by it because of being in
a particular situation or place.
8. Social Social participation refers to degree of involvement of the
participation respondents in any formal as well as informal
organisations and institution.
9. Training Training orientation refers to the extent of participation of
orientation the members in the training programme organized by the
government, project and other development departments.
10. Occupation Occupation was operationalised as the one based on the
actual bread winning time spent in a particular profession
and was reckoned as primary and all the occupations.
11. Annual income Annual income was defined as the total income, of a
respondent from agriculture, allied and other occupations
in a year.
12. Land holding It referred to the extent of land an individual possessed.
13. Mass media Mass media exposure was operationalised as the degree
exposure to which respondents were exposed to mass media
communication, which included television, radio,
newspaper, agricultural bulletins/magazines etc. for
gaining information on agriculture and other general
aspects.
14. Extension This is operationally defined as the frequency with which
contact a respondent comes in contact with extension personnel.
 48

15. Innovativeness Rogers and Shoemaker (1971) defined innovativeness as

the degree to which an individual was relatively earliness
in adopting new ideas than other members of his society.
16. Scientific It refers to the degree to which an individual is inclined to
orientation use scientific method in farming and decision-making.
Dependent variables
1. Knowledge English and English (1961) defined knowledge as a body
gain of understood information possessed by an individual.
Knowledge gain was operationalised as the quantum of
information/messages newly learnt by an individual
respondent due to the exposure to the treatment.

2. Skill The term skill may be defined as „the ability attained

acquisition from one‟s knowledge, practice, aptitude etc. to do
something well in other words, it is the proficiency in
performance of some task.
3.3.2 Measurement of variables
First, variables are defined by conceptual definitions (constructs) that
explain the concept the variable is attempting to capture. Second, variables are
defined by operational definitions, that is, definitions of how variables will be
measured.
Table 3.3: Variables and their measurement procedures
Sl. No. Variables Measurement procedure
Independent variables
1. Age Direct questioning
2. Gender Schedule was developed
3. Education Schedule was developed
4. Family size Followed by Sahu (2010)
5. Type of family Followed by Sahu (2010)
6. Farming experience Followed by Narbaria (2017)
7. Farming exposure Schedule was developed
8. Social participation Followed by Mallika (1995)
9. Training orientation Developed by Anandaraja (2002)
10. Occupation followed by Chandramouli (2005)
11. Annual income Schedule was developed
12. Adopted by Indian Agricultural Statistics
Land holding
Research Institute, New Delhi
13. Mass media exposure Followed by Mooventhan (2016)
14. Extension contact Followed by Pradhan (2017)
15. Innovativeness Followed by Natikar (2001)
16. Scientific orientation Developed by Supe (2007)
 49

Dependent variables
1. Knowledge gain Knowledge test developed for this study
2. Skill acquisition Scale developed by Stuart, E. Dreyfus (2004)

3.4 Operationalization of independent variables and their

measurement
3.4.1 Socio personal characteristics
3.4.1.1 Age
The chronological age of the respondent is preferred at the time of interview.
The chronological age of the respondents was used for analysis and it is
categorized as following:

Sl. No. Categories Age

1. Young Up to 35 years
2. Middle 36 to 50 years
3. Old Above 50 years

Furthermore, Percentage and frequency were calculated to obtain the

respondent under different categories and actual age of the candidate for the
analysis of the data.
3.4.1.2 Gender
Gender of the respondents was categorized as follows for analysis and
presentation
Sl. No. Categories Score
1. Male 1
2. Female 2

3.4.1.3 Education
Education level of the respondent may influence the effectiveness of
learning style in farming system and adoption of farm practices.

Sl. No. Categories Standard

1. Illiterate No schooling
2. Primary Up to 4th std.
3. Middle school 5th to 7th std.
4. High school 8th to 10th std.
5. Higher secondary 11th to 12th
6. Graduation Above 12th
 50

It refers to the formal education of an individual right from school to the

university degree. The scoring was done by giving 1 score to each class passed by
the respondents and categorization is done.
3.4.1.4 Family Size
Technically sum of total number of family member is referred as family
size, including dependents. The family size may influence the selection of
enterprises and farm practice adoptions. The procedures were followed as
suggested by Sahu (2010). Scoring and categorization were done as follows:

Sl. No. Categories Score

1. Small Up to 4
2. Medium 5- 8
3. Large Above 8

3.4.1.5 Type of family

A family may be nuclear or joint. Nuclear family is the social group
consisting of married men and women with their children living together under the
same roof and sharing a common hearth. Joint family is the social group consisting
of several related individual families, especially those of a man and his sons
residing in a single large dwelling.

Sl. No. Categories Score

1. Nuclear 1
2. Joint 2

“Operationally for the purpose of the present study the term nuclear was
applied to family unit consisting primarily of husband, wife and their children and
the term joint family was applied to family unit consisting of at least two married
couples living in common residence and where the men were related as father, son
or a brother and earnings from all sources are pooled together and/ or expended for
all and generally managed by one family head. This procedure was followed by
Sahu (2010) and the scoring was done as follows:
3.4.1.6 Farming experience
The total number of years in which the farmer is busy in cultivating land
with his/her experience is farming experience. The frequency and percentage were
 51

used to analyze the data. The number of years from which farmers were engaged in
farming activity is considered as farming experience.
Sl. No. Categories
1. Below 15 years
2. 16 to 30 years
3. 31 to 45 years
4. Above 45 years
3.4.1.7 Farming exposure
Farming exposure defines the fact of experiencing farming or
being affected by it because of being in a particular situation or place. The scoring
was followed on the basis of involvement undergone by candidate. Scoring and
categorization were done as follows:
Sl. No. Categories Score
1. Hereditary 1
2. First generation 2

3.4.1.8 Social participation

The degree of involvement in formal and informal social organization
determines the social participation of the candidate of the study area. Simply as a
member, office bearer and distinctive features and their extent of participation
(regular, occasional and never). The number of participations in the different social
organizations by the respondent can be calculated. The frequency and percentage
were used to analyze the data. The scores given by Mallika (1995) were used with
slight modification. The scoring was done as follows:
Score
Sl. Name of the
Nature of participation Extent of participation
No. organization
Member Office bearer Regular Occasional Never
1. Gram
1 2 2 1 0
panchayat
2. Co-operative
1 2 2 1 0
society
3. Janpad
1 2 2 1 0
panchayat
4. Farmers
1 2 2 1 0
forum
5. Farm youth‟s
1 2 2 1 0
forum
6. Any other
1 2 2 1 0
(specify)
 52

On the basis of overall obtainable score, the respondents were grouped into
four categories as following manners:
Sl. No. Level of social participation Score
1. Low level (Up to x̅ - SD)
2. Medium level (x̅ - SD to x̅ + SD)
3. High level (Above x̅ + SD )

3.4.1.9 Training orientation

The number of training attended or participated by the candidate organized
by government, different organizations and projects from different departments are
referred as training orientation. The scoring was followed on the basis of training
undergone by candidate. One participation awarded the score of one. The scoring
procedure was suggested by Anandaraja (2002). Based on the scores, the
respondents were categorized as follows:

Sl. No. Categories Score

1. No training 0
2. Up to 2 training 1
3. 3 to 5 training 2
4. More than 5 training 3

3.4.2 Socio-economic characteristics

3.4.2.1 Occupation
Occupation is the main source of livelihood and fulfils the basic needs of
the household. The different occupation practiced by respondents like agriculture,
agriculture with agricultural labour, agriculture with animal husbandry, agriculture
along other services etc were included in this study. Various kinds of occupation
practiced by the farmers were categorized below as suggested by Chandramouli
(2005) with slight modifications:

Sl. No. Occupation Score

1. Agriculture Only 1
2. Agriculture + Labour 2
3. Agriculture + Animal husbandry 3
4. Agriculture + Business 4
5. Agriculture + Service 5
6. Agriculture + others 6
 53

3.4.2.2 Annual family income

The annual income refers the total annual income of the respondent and
his/her family by all sources. It is produced in monetary term. The data were
analyzed with actual income (in terms of thousands rupees) earned by respondents
during the previous year. The respondents were classified in the following
categories:

Sl. No. Income

1. Up to ₹ 50,000
2. ₹ 50,001 to 1,00,000
3. ₹ 1,00,001 to 2,00,000
4. ₹ 2,00,001 to 5,00,000
5. Above ₹ 5,00,000

3.4.2.3 Land holding

The land holding of the respondent may be one of the important factor for
effectiveness of learning style for existing farming system. It is related to annual
income and socio-economic status. Depends upon the size of the farm, the actual
size of land holding in hectare is used for analysis purpose and respondents were
grouped into five categories using the criterion adopted by Indian Agricultural
Statistics Research Institute, New Delhi (2016) the respondents were grouped as
below:

Sl. No. Categories Size of land holding

1. Marginal farmer Below 1.0 ha
2. Small farmer 1.1 to 2 ha
3. Semi Medium farmer 2.1 to 4 ha
4. Medium farmer 4.1 to 10.0 ha
5. Big farmer Above 10.0 ha

3.4.3 Communicational characteristics

3.4.3.1 Mass media exposure

It refers to the extent to which the farmer is exposed to different mass
media of communication such as newspaper, radio, farm magazines, computer,
internet and television.
 54

Score
SI. Availability at
Categories Frequency of use
No. home
Yes No Daily Occasionally Never
1. Newspaper 1 0 2 1 0
2. Radio 1 0 2 1 0
3. Television 1 0 2 1 0
4. Mobile phone 1 0 2 1 0
5. Computer 1 0 2 1 0
6. Internet 1 0 2 1 0
7. Others (Magazines) 1 0 2 1 0

The respondents were asked about their availability and frequency of use of
different mass media sources by assigning scores 1 for yes (available) and 0 for no
(not available) and in case of frequency of use 2, 1 & 0 for regular, occasional and
not used, respectively. Further, the respondents were categorized.
Number of mass media sources utilized by each respondent was used for
analysis of data. On the basis of overall obtainable score, the respondents were
grouped in to four categories as following manners:

Sl. No. Level of mass media exposure Score

1. Low level (Up to x̅ - SD)
2. Medium level (x̅ - SD to x̅ + SD)
3. High level (Above x̅ + SD)

3.4.3.2 Extension contact

This is operationally defined as the “frequency with which a respondent
comes in contact with extension personnel i.e. RAEOs, ADOs, SADO, SMS‟s,

Sl. No. Extension contacts Regular Occasional Never

1. RAEOs/RHEOs 2 1 0
2. SADOs/SHDOs 2 1 0
3. ADA/ADH 2 1 0
4. Kissan call centre 2 1 0
5. Scientists of Agricultural
2 1 0
Universities
6. SMS of KVK 2 1 0
7. Officials of NGO‟s 2 1 0
8. Officials of private company 2 1 0
9. Bank Officials 2 1 0
10. Any other (specify) 2 1 0
 55

Agriculture Scientist and Other extension personnel”. The extent of contact was
measured by three point continuum scale viz., regularly, occasional and never with
a score 2, 1, and 0, respectively. On the basis of overall obtainable score, the
respondents were grouped in to four categories as following manners:

Sl. No. Level of extension contact Score

1. Low level (Up to x̅ - SD)
2. Medium level (x̅ - SD to x̅ + SD)
3. High level (Above x̅ + SD)
3.4.4 Psychological characters
3.4.4.1 Innovativeness
It refers to the extent of which an individual is capable of adopting new
ideas compared to other members of the society. This was quantified by using the
scale developed by Feaster (1968) and followed by Natikar (2001) with slight
modifications.
The scale consists of 5 statements, of which 1, 2 and 4 statements were
positive and 3 and 5 were negative statements. The responses were recorded on a 5
point continuum namely; „strongly agree‟, „agree‟, „undecided‟, „disagree‟ and
„strongly disagree‟. The score 5, 4, 3, 2 and 1 was assigned for positive statements
and 1, 2, 3, 4 and 5 for negative statements. The maximum and the minimum score
obtainable by an individual on the scale were 25 and 5 respectively. The maximum
score reveals high degree of innovativeness. Further, the farmers were grouped
into three categories by using mean and standard deviation as a measure of check.

Sl. No Level of innovativeness Score

1. Low level (Up to x̅ - SD)
2. Medium level (x̅ - SD to x̅ + SD)
3. High level (Above x̅ + SD )

3.4.4.2 Scientific orientation

This denotes the level of which an individual is able to gain scientific
methods of farming, cropping and decision making. The scientific orientation scale
was suggested by Supe (2007). The statements of the original scale were suitably
modified to measure the scientific orientation of respondents. The scale has six
items. Out of these five items, number 1, 2, 3, 4 and 5 denotes the positive items
 56

and number 6 denotes negative item. The score for positive item were 5, 4, 3, 2 and
1 and for negative item scores were 1, 2, 3, 4, 5 for the response categories
strongly agree, agree, undecided, disagree and strongly disagree, respectively. The
sums of scores of all the six statements were worked out. The respondents were
categorized into following groups:

Sl. No. Level of scientific orientation Score

1. Low level (Up to x̅ - SD)
2. Medium level (x̅ - SD to x̅ + SD)
3. High level (Above x̅ + SD)

3.5 Learning style of farmers using bio-control agents

The Barsch learning style inventory was used to access the learning style of
farmers using bio-control agents. The Barsch Inventory takes approximately 10-15
for completion of process. The farmers should answer the question based on their
preferential learning methods or areas. In this section, explanations and learning
tips are provided.
The inventory was made with 24 statements, which are assigned value and
these values are used to determine the scoring process. The selections, value and
descriptions are listed in the table below. Further three learning styles will be
tested - visual, auditory, and kinesthetic. All these learning style is defined after the
completion of test.

Sl.
Selection Value Description
No.
1. Often true 5 Points This statement is often true of me.
2. Sometimes true 3 points This statement is sometimes true of me
(about half the time).
3. Seldom true 1 points This statement is seldom true of me.

Sl. No. Categories Score

1. Visual 1
2. Auditory 2
3. kinesthetic 3
 57

3.6 Operationalisation of dependent variables and their

measurement
3.6.1 Knowledge gain
Knowledge is generally understood as an ultimate acquaintance of an
individual with facts. Bloom et al. (1956) defined knowledge as those behaviour
and test situation, which emphasize remembering either by recognition or recall of
ideas, materials and phenomena. In the present investigation, knowledge denotes
the farmer's understanding of different about bio-control agent. To measure this
variable a teacher made test was followed.

In this study, knowledge was operationalised as a body of understood

information of farmers used bio-control towards selected good practices and
effectiveness of learning style. To measure this dependent variable a well
structured “knowledge test” was developed following the teacher made test
procedure. These Knowledge tests consist of six major parts namely, 1.
Developing knowledge test, 2. Pre-testing of developed knowledge test, 3. Pre-
exposure knowledge test, 4. Exposure of the multimedia training module (actual
learning phase), 5. Post exposure knowledge test, 6. Knowledge gain (Fig. 3.2).
The detailed procedure of above mentioned knowledge test given below. The steps
followed in developing knowledge test for this study are described below.

3.6.2.1 Collection of items

An exhaustive list of items/statements with respect to bio-control agents

were collected by going through the relevant literature obtained from text books,
research manuals, compendiums, online sources, research bulletins, leaflet, folders
and in discussion with the experts of subject matter. The subject matter specialists
and scientist of Indira Gandhi Agricultural University, Raipur, Chhattisgarh and
experts of National Institute of Biotic Stress Managements, Baronda, Raipur,
Chhattisgarh were also discussed to obtain a maximum number of relevant
statements covering all possible aspects of bio-control agents.
 58

3.6.2.2 Criteria in the selection of statements

Primarily, seventy-five statements were selected on the basis of four

criteria namely, 1. Item should promote thinking, 2. Item should not ambiguous
one, 3. Item should clearly differentiate the well informed respondents from the
poorly informed ones. 4. It should have a certain difficulty. All these seventy-five
statements representing the bio-control agents were selected to carry out the item
analysis for the development of a final knowledge test. The items composed of a
question followed by four possible responses, i.e. multiple choice types.

3.6.2.3 Pre-testing and item analysis

All these seventy-five statements supposed to measure the knowledge level

of bio-control users farmers of Chhattisgarh with regard to good practices on bio-
control agents, were administered to thirty academicians, experts, and scientist of
KVK of the study area. They were requested to rate the appropriateness of the
statements intended for knowledge test on three point continuum ranging from
most suitable, moderately suitable and least suitable with scores of 3, 2 and 1
respectively. Further, based on the total score obtained, the statements were rank
ordered. Fifty five statements were thus selected for the scale according to the rank
order. The preliminary knowledge test was administered to thirty respondents from
non-sampling villages. Equal weightage was given to all the items assuming that
they were of equal importance from the point of view of knowledge. All correct
answers were given 1 score and incorrect 0 score. On the basis of the total score
obtained for each respondent was calculated by summing of his/her scores for all
the items. Later on difficulty and discrimination index for each of the item was
calculated separately. Point bi-serial correlation was calculated for item analysis.

3.6.2.4 Difficulty index

Difficulty index measured the degree of difficulty in answering a particular
Item/question. As per Garrett (1966) research work, there are many ways to
determine the difficulty of an item namely 1. By the judgment of the competent
people who ranked the items in order of difficulty, 2. Speed with which the items
can be correctly solved and 3. By the number of examinees in the group who solve
the item correctly. In the present experimental study, the difficulty index was used
 59

to determine the difficulty of an item. The list of fifty five items administered to
thirty respondents who were homogeneous to the respondents of the study. There
were four choices in each question, of which one was a correct answer. A unit
score was assigned to every correct answer while no score was assigned to the
wrong response. Difficulty index was worked out by the following formula.

Number of correct responses for the ith question

Difficulty index DI ith question=
Total number of respondent

Questions with difficulty index of less than 0.25 and above 0.75 were
rejected as they represented either two easy or two difficult responses. Accordingly
seven questions were rejected.

3.6.2.5 Discrimination index

“The use of discrimination index was the second step in the process of
item/question selection for knowledge test. Discrimination index measured the
distinguishing difference of a question between high and low groups. It expresses
the extent to which an item discriminates among the subjects who differ sharply in
their knowledge measured by the test as a whole. An item has greater power to
discriminate more knowledgeable from less one if it is answered correctly by some
only instead of whole. On the other hand, a statement which is either answered
correctly by everyone or none in the sample has no power of discrimination.
Individuals can be discriminated only when they obtain different scores instead of
identical scores.”
For this purpose, the total scores obtained by individuals were arranged in a
descending order and one-fourth of each of high and low groups were identified as
criterion groups. It was assumed here that their responses could discriminate the
nature of questions. Each criterion group comprised 25 respondents. The
discrimination index for each question was worked by using the following formula.
Questions having discrimination index of above 0.30 was selected. Based on
discrimination index values eight more questions were deleted from the list. Thus,
 60

this process eliminated fifteen questions and the final knowledge test consisted of
40 questions covering the details in bio-control agent of the study area.

(n1H − n2L)
DI =
n

Where,
DI = Discrimination index
n1H = Number of non-sample respondents in 25 percent high group
who answered correctly
n2L = Number of non-sample respondents in 25 percent low group
Who answered correctly and
n = (n1+ n2) = Total number of non-sample respondents in 25
Percent high group and 25 percent low group.

3.6.2.6. Reliability of the knowledge test

Reliability refers to the consistency of scores obtained by the same

individuals when re-examined with the same test on different occasions or
different sets of equivalent items or under variable examining conditions (Anastasi,
1968). In this study, reliability of the test was assessed by using „split-half‟
technique. The final knowledge test consisting of total 40 items was divided in two
sets containing odd and even numbered items. These two test sets were
administered to 30 bio-control users farmers of non-sampling villages. The total
scores obtained by each of the respondents in odd and even numbered item set
were calculated separately. Then the Pearson product moment correlation
coefficient between the two sets of scores was calculated. The „r‟ value calculated
was 0.784 and was found significant at 1 per cent level of probability. It indicated
that the test had high level of internal consistency.

3.6.2.7 Validity of the knowledge test

“The validity of the test was established on account of content validity
which means the representativeness of the content of a measuring instrument to the
whole subject intended to measure. According to Anastasi (1968), content validity
 61

involves essentially the systematic examination of the test content to determine

whether it covers a representative sample of the behaviour domain to be measured.
All possible statements covering wide aspects of Practices with bio-control agents
were collected and the same were subjected to measure item difficulty and
discrimination index to select the final statements. Hence, it was logical to consider
that the test satisfied representation as well as sensible method of test construction
which is the criterion for content validity.”

3.6.2.8. Pre-exposure knowledge test

In this experimental study, the main purpose of the pre-exposure
knowledge test is to measure the respondent's existing knowledge level on bio-
control agents. Forty items were constructed with the help of difficulty and
discrimination index. Each correct answer was given one score. This will indicate
the farmer‟s knowledge on the subject matter before being exposed to multimedia
training module on bio-control agents. This test is called Pre-exposure knowledge
test.

3.6.2.9 Exposure of the multimedia training module on bio-control agents

On the completion of pre-exposure knowledge test the audio-visual
multimedia training module on bio-control agents was demonstrated to the farmers
for learning. The farmers were asked to watch the audio-visual aids carefully and
completely so that they where get some technical knowledge about the bio-control
agents. In this exposure, the bio-control users farmers were motivated to learn
more about the bio-control agents. Projector was used to project audio-visual aids
of bio-control agents through multimedia training module. Appropriate learning
environment like sound system, sitting arrangements and facilitative instructions
was given to the learners to enhance the learning process. Moreover, brief
introduction about importance of bio-control agents and the technical components
of using bio-control agents through multimedia training module were given to the
farmers to break the initial inhibition.

3.6.2.10 Post exposure knowledge test

After viewing the audio-visual aids through multimedia training module,
farmers were exposed to the developed knowledge test covering all subject matter
 62

contents of bio-control agents. At the end of the programme the farmers were
requested to answer all the 40 items developed for knowledge test on the bio-
control agents. Unlike formal exams, post exposure phase was conducted to reduce
the learners embarrassment, phobias and ultimately increase the response.

3.6.2.11 Knowledge gain

After end of this test, the knowledge gain of the bio-control users farmers
was assessed. The difference in the knowledge levels during both the pre-exposure
and post exposure was taken as knowledge gained by each respondent. (Details
given in Appendix- C)

Sl. No. Level of knowledge gain Percentage

1. Low level (Up to 33.33%)
2. Medium level (33.34 – 66.66%)
3. High level (Above 66.66%)
 63

Fig 3.2: Conceptual model for knowledge test construction

 64

Considering knowledge gain by the farmers, they can be grouped into three
categories namely „low‟, „medium‟ and „high level‟.
3.6.2 Skill acquisition
The term skill may be defined as „the ability attained from one‟s
knowledge, practice, aptitude etc. to do something well‟ in other words, it is the
proficiency in performance of some task. This variable was measured with the help
of the scale developed by Stuart E. Dreyfus, The Five-Stage Model of Adult Skill
Acquisition, University of California, Berkeley (2004) with slight modification
according to our research study. The scale which consisted of 10 statements was
administered to the respondents. The responses were obtained on five-point
continuum namely Novice, Advanced Beginner, Competence, Proficiency and
Expertise with weightage of 1, 2, 3, 4 and 5 respectively. Skill acquired score of
the respondents was calculated by adding the score for all the statements. Thus, 50
and 10 is maximum and minimum obtainable score respectively for each
respondent.
Stage 1: Novice
A novice is a person or creature who is new to a field or activity. They have
no experience in the situations in which they are expected to perform. The Novice
lacks confidence to demonstrate safe practice and requires continual verbal and
physical cues. Practice is within a prolonged time period and he/she is unable to
use discretionary judgment. Standard of work is unlikely to be satisfactory unless
closely supervised.
Stage 2: Advanced Beginner
Advanced Beginners demonstrate marginally acceptable performance
because the farmer has had prior experience in actual situations. He/she is efficient
and skilful in parts of the practice area, requiring occasional supportive cues.
May/may not be within a delayed time period. Knowledge is in developing stages.
Stage 3: Competence
“Competence indicates sufficiency of knowledge and skills that enable
someone to act in a wide variety of situations. Because each level of responsibility
has its own requirements, competence can occur in any period of a person's life or
at any stage of his or her career. With more experience, the number of potentially
 65

relevant elements and procedures that the learner is able to recognize and follow
becomes overwhelming. At this point, because a sense of what is important in any
particular situation is missing, performance becomes nerve-wracking and
exhausting, and the farmer might well wonder how anybody ever masters the
skill.”
Stage 4: Proficiency
As the competent performer becomes more and more emotionally involved
in a task, it becomes increasingly difficult for him or her to draw back and adopt
the detached, rule-following stance of the beginner. If the detached stance of the
novice and advanced beginner is replaced by involvement, and the learner accepts
the anxiety of choice, he or she is set for further skill advancement.
Stage 5: Expertise
“The proficient performer, immersed in the world of his or her skillful activity,
sees what needs to be done but decides how to do it. The expert not only sees what
needs to be achieved; thanks to his or her vast repertoire of situational
discriminations, he or she also sees immediately how to achieve this goal. Thus,
the ability to make more subtle and refined discriminations is what distinguishes
the expert from the proficient performer. Among many situations, all seen as
similar with respect to plan or perspective, the expert has learned to distinguish
those situations requiring one reaction from those demanding another.
That is, with enough experience in a variety of situations, all seen from the same
perspective but requiring different tactical decisions, the brain of the expert
gradually decomposes this class of situations into subclasses, each of which
requires a specific response. This allows the immediate intuitive situational
response that is characteristic of expertise.”

We had applied before (pretest) after (posttest) experimental design to test

the skill acquisition of participants. It is usually a quasi-experiment where
participants are studied before and after the intervention. In a pretest-posttest
design, there is only one group and all of them are in the experimental condition.
The same Performa is used for both pretest and posttest analysis. The skill is
judged and scored by the scientist of subject matter.
 66

Table 3.4: Selected characteristics for assessments of skill acquisition

Sl. Advance
Characteristics Novice Competent Proficient Expert
No. beginner
1. Seed treatment
with 1 2 3 4 5
Trichoderma
2. Soil treatment
1 2 3 4 5
by Trichoderma
3. Seedling
treatment with 1 2 3 4 5
Trichoderma
4. Nursery
treatment by 1 2 3 4 5
Trichoderma
5. Identification of
bio-control 1 2 3 4 5
agents
6. Placing of
1 2 3 4 5
Tricho-card
7. Installation of
1 2 3 4 5
pheromone trap
8. Assembling of
1 2 3 4 5
pheromone trap
9. Foliar spray of
1 2 3 4 5
pseudomonas
10. Mass production
of NPV by 1 2 3 4 5
farmer

The reason to run a pretest-posttest experiment is to see the effectiveness of

the multimedia training module, the thing we are looking at, has caused a change
in the skill of the participants or not. Since everyone had seen the same multimedia
training module, any changes we see across the group of participants are likely
from the intervention. This means we test them before doing the experiment, then
we run our experimental intervention, and then we test them again to see if there
are any changes.
Sl. No. Level of skill acquisition Percentage
1. Low level (Up to 33.33%)
2. Medium level (33.34 – 66.66%)
3. High level (Above 66.66%)
 67

Fig 3.3: Conceptual model of the study

 68

Considering skill acquired score of the farmers, they can be grouped into
three categories namely „low‟, „medium‟ and „high‟.

3.7 Farmers perception towards the multimedia training module

on bio-control agents
Perception is the process of understanding sensation or attaching meaning
based on past experience to signs (Taneja, 1989). It is the ability to see, hear, or
become aware of something through the senses and the way in which something is
regarded, understood, or interpreted. By this perception process people can
translate sensory impressions into a coherent and unified view of the world around
them. In this study, farmer‟s perception about multimedia training module on bio-
control agents was inquired. There were four major perception components as
follows:

3.7.1 Measurement of perception

To measure the perception level of respondents on multimedia training
module, an exhaustive list of items looking for diverse contents were prepared.
These listed items were administrated to the farmers using bio-control agents. The
individual farmer was requested to state on a three-point continuum namely, highly
satisfactory, satisfactory and not satisfactory with the statements in his hand, with a
score of 3, 2, and 1 for the responses respectively. Based on the scores the
perception score was calculated. The overall perception level was categorized
based on the identified class interval.
3.7.2 Farmers perception on technological component of multimedia training
module
It referred to, video clippings, audio clips, interactive elements, text,
photographs, language and other components designed with the help of extension
scientists, computer experts and other related field personals.
 69

3.7.2.1 Specific perception on the multimedia training module

Sl. Highly Not
Items Satisfied
No satisfied satisfied
1. Sufficiency of the information provided 3 2 1
2. Motivation to learn subject matter 3 2 1
Usefulness and importance of subject
3. 3 2 1
matter contents
4. Interesting and attractive to watch 3 2 1
5. Possibility to store information 3 2 1
Understandability towards subject
6. 3 2 1
matter contents
Practical utility of the subject matter
7. 3 2 1
contents
8. Motivate to adopt bio-control agents 3 2 1
Accuracy and clarity of the subject
9. 3 2 1
matter contents
10. Economically feasible 3 2 1

3.7.2.2 Perception of video on the multimedia training module

Sl. Highly Not

Items Satisfied
No. satisfied satisfied
1. Video resolution 3 2 1
2. Video (Image) color clarity 3 2 1
3. Sharpness 3 2 1
Contrast, brightness, and color
4. 3 2 1
saturation
5. Stability level 3 2 1
Synchronization of the audio and
6. 3 2 1
video contents
7. Background Clarity (Image) 3 2 1
Running time of the video
8. 3 2 1
clippings
Comprehensiveness of a video
9. 3 2 1
clippings
Background voice of the video
10. 3 2 1
clippings
11. Adequacy of video clippings 3 2 1
12. Caption of the video clippings 3 2 1
13. Transition effects in the video 3 2 1
Message organisation (step by
14. 3 2 1
step procedure) in the video
 70

3.7.2.3 Perception of voice on the multimedia training module

Sl. Highly Not
Items Satisfied
No. satisfied satisfied
1. Language (Hindi) 3 2 1
2. Sound Clarity (Quality) 3 2 1
3. Pace (Speed) 3 2 1
4. Modulations 3 2 1
Pronunciation of scientific
5. 3 2 1
terminologies
6. Noise level (Other sounds) 3 2 1
7. Tone of the voice 3 2 1

3.7.3 Farmers perception about bio-control agents (subject matter

component) on multimedia training module
It consists of the respondent‟s perception towards bio-control agents and its
types such as information seed treatment with Trichoderma, installation of
pheromone trap, NPV, tricho-card, soil treatment by Trichoderma, and nursery
treatment by Pseudomonas.
Sl. Highly Not
Items Satisfied
No. satisfied satisfied
1. Introduction about bio-control agents 3 2 1
2. Seed treatment with Trichoderma 3 2 1
3. Installation of pheromone trap 3 2 1
4. NPV (Nuclear Polyhedrosis Virus) 3 2 1
5. Tricho-card 3 2 1
6. Soil treatment by Trichoderma 3 2 1
7. Nursery treatment by Pseudomonas 3 2 1

3.7.4 Farmers overall perception level on multimedia training module

It consists of the respondent‟s perception and understanding towards the
messages communicated through the multimedia training module on bio-control

Sl. Dimensions of Highly Not Overall

Satisfied
No. perceptions satisfied satisfied perceptions
1. Specific perception
2. Voice perception
3. Video clippings
4. Subject matter contents
Overall satisfaction level
 71

Agents. Perception measured through certain criteria such as sufficiency of the

information provided, motivation to learn subject matter, accuracy and clarity of
the subject matter contents, economically feasible etc.

3.8 Constraints faced by the farmers in adoption of different

farming practices in existing farming systems
Simple ranking technique was applied to measure the constraints faced by
the respondents in using bio-control agents. Each respondent was asked to mention
his constraints in using bio-control agents in order of degree of difficulties. The
response was calculated and presented on the basis of frequency and percentage.
The constraints are categorized on the basis of procedure followed by the Sharma
et al. (2008).

3.9 Suggestions given by farmers to overcome the constraints

Suggestions of the farmers about using bio-control agents may play
significant role in policy making to efficient utilization of farm technology and
their adoption. To overcome the constraints in using bio-control agents,
respondents were asked to indicate possible suggestions by using open-ended
questions. Frequency and percentage were calculated for each suggestion and ranks
were provided accordingly.

3.10 Type and method of data collection

The data pertaining to selected characteristics about socio-personal,
socioeconomic, psychological, communicational, constraints perceived in terms of
using bio-control agents and suggestions given by them to overcome constraints
were collected as per objectives of the study as primary data. The official
information‟s and records were also consulted from the concerning departments as
secondary data.
Respondents were interviewed through personal interview schedule and
Barsch Learning Style Inventory. Prior to interview, respondents were taken into
confidence by revealing the actual purpose of the study and also full care was
taken to develop good rapport with them. They were assured that the information
 72

given by them would be kept confidential. The interview was conducted in the
most formal and friendly atmosphere without any complications.

3.11 Developing the interview schedule

“The interview schedule was designed on the basis of objectives and
independent and dependent variables considered for present investigation. To
facilitate the respondents, the interview schedule was framed in “Hindi and
English”. Each question was thoroughly examined and discussed with the experts
before finalizing the interview schedule. Adequate precautions and care were taken
into consideration to formulate the questions in a manner that they were well
understood by the respondents and they would find it easier to respond. Before
using prepared interview schedule for collection of data it was pre-tested by 20
non-sample respondents and also its reliability and validity were checked. On the
basis of experience gained in pretesting, the necessary modifications and
suggestions were incorporated before finalizing to the interview schedule. The
final interview schedule is furnished in the appendix.”

3.12 Validity
Validity refers to “the degree to which the data collection instrument
measures what it is supposed to measure rather than something else”. In other
words it is best available approximation to the truth or falsity of a given inference,
proposition or conclusion. The validity of interview schedule used for this study
was maximized by taking following steps:
1. The interview schedule was thoroughly discussed with the concerned scientists
and member of advisory committee and their suggestions were incorporated.
2. Pre-testing of interview schedule provided an additional check for improving the
instrument.
3. The relevancy of each question in terms of objectives of study, their logical
order and wordings of each question was checked carefully.
 73

3.13 Reliability
Reliability of an interview schedule refers to the extent to which a
questionnaire, test, observation or any measurement procedure produces the same
results on repeated trials. In short, it is the stability or consistency of scores
obtained from the respondents over time.
The reliability of interview schedule used in present investigation was
tested by using test-retest method of estimating reliability. A total of twenty non-
respondent farmers of the study area were randomly selected and interviewed and
again they were re-interviewed after 2 to 3 weeks by schedule used at the time of
first interview. Since same responses were observed, the reliability of the interview
schedule was ensured.

3.14 Statistical analysis

The data collected from the selected respondents during the course of
investigation was entered and tabulated in excel and SPSS worksheet and then
appropriate analysis of data was made according to objectives formulated for the
study. Further, the statistical techniques were applied to analyze tabulated data and
interpreted it to reach up to the findings. The following statistical tools were
applied for the analysis of the data in this study:

3.14.1 Percentage analysis

Percentage analysis is the method to represent raw streams of data as a
percentage for better understanding of collected data. A percentage is a number or
ratio expressed as a fraction of 100.

3.14.2 Pearson correlation coefficient

Pearson product-moment correlation coefficient is a measure of the linear
correlation (dependence) between two variables X and Y, giving a value between
+1 and −1 inclusive, where 1 is total positive correlation, 0 is no correlation, and
−1 is total negative correlation. It is widely used in the sciences as a measure of the
degree of linear dependence between two variables. Pearson's correlation
coefficient is the covariance of the two variables divided by the product of their
 74

standard deviations. The form of the definition involves a "product moment", that
is, the mean (the first moment about the origin) of the product of the mean-
adjusted random variables; hence the modifier product-moment in the name. The
coefficient of multiple correlations is a measure of how well a given variable can
be predicted using a linear function of a set of other variables.

3.14.3 Multiple linear regressions

Linear regression attempts to model the relationship between two variables
by fitting a linear equation to observed data. One variable is considered to be an
explanatory variable, and the other is considered to be a dependent variable. Linear
regression is an approach for modeling the relationship between a scalar dependent
variable y and one or more explanatory variables (or independent variable) denoted
X. The case of one explanatory variable is called simple linear regression. For
more than one explanatory variable, the process is called multiple linear
regressions.

3.14.4 Paired 't' Test

The paired t-test provides an hypothesis test of the difference between
population means for a pair of random samples whose differences are
approximately normally distributed. Please note that a pair of samples, each of
which are not from normal a distribution, often yields differences that are normally
distributed.

3.14.5 Analysis of Variance (ANOVA)

Analysis of Variance is a statistical method used to test differences between
two or more means. It may seem odd that the technique is called "Analysis of
Variance" rather than "Analysis of Means." Further, used to testing the null
hypothesis that several group means are equal in the population, by comparing the
sample variance estimated from the group means to that estimated within the
groups.
 75

3.14.6 Percentage change

Percentage change is a simple mathematical concept that represents the
degree of change over time. First: work out the difference (increase) between the
two numbers you are comparing. Increase = new number (V2) - original number
(V1). Then: divide the increase by the original number and multiply the answer by
100.

Section- II

3.15 Designing learning style oriented multimedia training module

on selected bio-control agents

3.15.1 Role of multimedia training module on farmer’s knowledge and skill in

using bio-control agents
Multimedia training module consists of instructional messages that contain
words (such as printed or spoken text) and pictures (such as illustrations, diagrams,
photos, animation, or video). The rationale for multimedia instruction is that
people can learn more deeply from words and pictures than from words alone
(Mayer 2014).
The science of learning that is, a research-based account of how people
learn is necessary for designing effective multimedia training module. Meaningful
multimedia learning occurs when the learner engages in appropriate cognitive
processing during learning, including attending to relevant words and pictures,
organizing words and pictures into coherent representations, and integrating the
representations with each other and with knowledge activated from long-term
memory. Successful instructional methods for improving learning with multimedia
include research-based principles for reducing extraneous processing during
learning, managing essential processing during learning, and fostering generative
processing during learning.
 76

3.15.2 Development of learning style oriented multimedia training module on

selected bio-control agents
Multimedia training module is a product of Information and
communications technology (ICT), which educate the users by presenting the
subject matter content (Bio-control agents) through text, video clips, audio clips,
images and enriched Medias etc. It helps to educate the user about a technology or
process through interactive mode and can be stored. The components of
multimedia training module have been broadly classified into two major parts viz.
subject matter component and technical component. Subject matter component
covers the bio-control agents, which needs to be disseminated to the target group.
In other hand, Technical component of the multimedia training module describes
the step by step procedure, techniques, tools and software used to develop the
module.
3.15.2.1 Subject matter component of multimedia training module: Bio-
control agents
Bio-control agents taken as the subject matter to develop the multimedia
training module. The details of bio-control agents presented in the form of video
documentation in six sub-heads:
Table 3.5: Subject matter component of multimedia training module

SI. Bio-control
Content of the video
No. agents
1. Introduction This part of video constitutes brief introduction to Bio-
about bio-control Control Agents, its importance and types.
agents (Duration= 00:00:00 to 2:42:00)
2. Seed treatment This part of video includes the available form and
with structure of Trichoderma inoculants in market, their
Trichoderma function and method of use.
Mix 6 - 10 g of Trichoderma powder per Kg of seed
before sowing.
(Duration= 2:43:00 to 5:02:00)
3. Installation of This part of video comprises the structure of trap,
pheromone trap illustration of method of use. The pheromone trap is very
useful and effective measure to control major insect pest
with eco-friendly mechanism.
 Each pheromone is designed for a specific insect. No
trap will be effective for all insects.
 Traps can be affected by weather events, check them
after storms to see if they need repair or replacement.
 Wash your hands after using pheromones, as pests
 77

may follow you if you smell like one of their own.

(Duration= 5:03:00 to 6:53:00)
4. NPV (Nuclear This part of video consists the different insects, which
Polyhedrosis can be controlled by NPV. Introduction to NPV, how
Virus) this could be used in pest control, methodology etc.
Application of NPV, repeated at 15-20 days interval.
(Duration= 6:54:00 to 8:53:00)
5. Tricho card This part of video consists following information
 This card contains eggs of Trichogramma parasitoid
of lepidoptera.
 Trichogramma genus having over 200 species
worldwide, although several spp. are commonly
employed for biological control.
 Contains 18000-20000 parasitised eggs on a 18 x 9
cm card
 Emerge in 8-10 days from the day of parasitisation.
 Tricho-card are delivered for use in the field.
(Duration= 8:54:00 to 10:15:00)
6. Soil treatment by This part of video consists about soil treatment with
Trichoderma Trichoderma.
Trichoderma is a very effective biological mean for
plant disease management especially the soil born. It is a
free-living fungus, which is common in soil and root
ecosystems. Mix 1 kg of Trichoderma formulation in 100
kg of farmyard manure and cover it for 7 days with
polythene. Sprinkle the heap with water intermittently.
Turn the mixture in every 3-4 days interval and then
broadcast in the field.
When Trichoderma spp. colonize plant roots they can
stimulate plant growth and protect against infections.
(Duration= 10:16:00 to 11:23:00)
7. Nursery Pseudomonas fluorescens can be use for nursery
treatment by treatment, Seedling dip method can easily be taken up in
Pseudomonas nursery fields, in the following manner.
 Make a bed of 10' X 10' in rice nursery after
removing seedlings.
 Let sufficient water (1") to stand in the bed.
 Mix 1 kg of Pseudomonas fluorescens formulation.
 Place all the seedling bundles in the bed, for dipping
roots in the solution.
 Keep it aside for at least 15-30 minutes before taking
it to transplanting in main field.
(Duration= 11:24:00 to 13:02:00)
8. Closing remark We hope that this video will prove useful for farmers.
(Duration= 13:03:00 to 13:23:00)
 78

3.15.2.2 Technical component of the multimedia training module

Protocols followed in the development of video production of multimedia

training module preparation on bio-control agents. Video production consisting of
three major steps namely 1. Pre-production, 2. Production and 3. Post-production.

3.15.2.2.1 Pre-production phase

Pre-production process consists of concept development or technology
selection, script writing, finding a suitable location for film production and
arranging shooting objects/process/practices. Here, we have selected bio-control
agents as a subject matter, which covers the major insect and diseases control
mechanism, such as seed treatment with Trichoderma, pheromone trap, NPV,
tricho card, soil treatment by Trichoderma and nursery treatment by Pseudomonas.

3.15.2.2.2 Production (Principal videography) phase

Production is the second step in video production. This phase consist of
documentation of actual concept, based on the reviewed script. Appropriate pre-
production and strategic planning is the basic requirement to proceed and
successful completion of the targeted production work. Here, National Institute of
Biotic Stress Management and Indira Gandhi Krishi Vishwavidyalaya, Raipur,
Chhattisgarh selected for documentation and the resources, infrastructures,
scientific experts and working force used exhaustively to produce information rich
multimedia instruction film.

3.15.2.2.3 Post-production
Post-production refers to the tasks that must be completed or executed after
the filming or shooting ends. This includes tasks such as the importing raw footage
from video camera, logging of video clips, timeline organisation, editing of raw
footage to cut scenes, insertion transition effects, title, background voice,
reviewing and finally export. Post-production is the third and final step in film
creation. It follows the pre-production and production phases.
 79

Table 3.6: Technical specification of video and audio file used in the multimedia
training module
SI. Technical specification
Content
No. Video file Audio file
1. Raw footage  Type of File - Windows  Bit rate - 128 kbps
Media Audio/Video file  Channel - 2
(MP4 video file)  Audio sample rate -
 Frame width – 1920 48 kHz
 Frame Height - 1080
 Data rate - 17030 kbps
 Total bitrate - 17158 kbps
 Frame rate - 29
frame/second

2. Final film  Type of File - Windows  Bit rate - 107 kbps

Media Audio/Video file  Channel - 2
(MP4 video file)  Audio sample rate -
 Length – 00:13:23 44 kHz
 Frame width - 1920
 Frame Height - 1080
 Data rate - 9957 kbps
 Total bitrate - 10064 kbps
 Frame rate - 29
frame/second
 Quality - High Definition

3. Language Hindi language was used in multimedia training module

film.

3.15.3 Software used in the development of multimedia training module

For editing the video clips of the films, we used Filmora Video Editor 9.1.3
Wondershare Software. Filmora is an all-in-one video editor with powerful
functionality and a fully stacked feature set. It makes professional video editing
easy with an intuitive interface, drag and drop editing, and a great range of
advanced video editing features.
Filmora provides a bunch of creative features we can use to make our
videos stand out. Transform our video with a range of filters and graphic overlays,
text and titles. We can also drag and drop moving elements onto our video.
 80

Table 3.7: Materials and tools used in the development of multimedia training
module
SI. Materials and
Purpose/Use*
No. tools
1. Video camera A video camera is camera used to make electronic motion
pictures. It captures moving images and synchronous
sound. Early video cameras were all analog and most
modern ones are digital.

2. Lavalier A microphone is a device that captures audio by

microphone converting sound waves into an electrical signal. This
signal can be amplified as an analog signal or may be
converted to a digital signal, which can be processed by a
computer or other digital audio device
A lavalier microphone or lavalier (also known as a lav,
lapel mic, clip mic, body mic, collar mic, neck mic or
personal mic) is a small microphone used for television,
theatre, and public speaking applications in order to allow
for hands-free operation. They are most commonly
provided with small clips for attaching to collars, ties, or
other clothing.

3. Tripod stand A tripod is a portable three-legged frame or stand, used as

a platform for supporting the weight and maintaining the
stability of some other object (Camera). A tripod
provides stability against downward forces and horizontal
forces and movements about horizontal axes. The
positioning of the three legs away from the vertical centre
allows the tripod better leverage for resisting lateral
forces.

4. Lighting Lighting is one of the most critical aspects of creating a

equipment video because it allows you to set the mood for the video.
Poor lighting can make a somber situation seem too light,
or it can make a comedic situation seem more serious
than intended. Pinpointing lighting directly on specific
objects or people helps persuade the viewers to direct
their eyes to the intended spot, which ensures that
important aspects of the video are not missed.
* Technical definitions referred in the table are used as such from Wikipedia free
encyclopedia and other web sources, retrieved on 2nd July 2019.
 81

Fig 3.4: The researcher collecting data from respondents from various villages
 CHAPTER - IV
RESULTS AND DISCUSSION

This chapter deals with the results obtained on various aspects of the study
and supported with suitable discussion on each findings. The fact and findings
pertaining to present study derived after analyzing the information have been
logically interpreted and presented in this chapter. The results so obtained from
analysis of data supported with appropriate justification have been presented in this
chapter under the following heads:
4.1 Independent variables
4.1.1 Socio-personal characteristics
4.1.2 Socio-economic characteristics
4.1.3 Communicational characteristics
4.1.4 Psychological characteristics
4.2 Learning style and bio-control agents preferred by the respondents
4.3 Designing visual learning style oriented multimedia training module on
selected bio-control agents
4.4 Dependent variables
4.4.1 Knowledge gain
4.4.2 Skill acquisition
4.5 Relationship and influence of independent variables towards knowledge gain
and skill acquisition
4.6 Farmers perception towards the multimedia training module on bio-control
agents
4.7 Constraints and suggestions perceived by the respondents

4.1 Independent variables

Independent variables are the variables used to model or to predict the
dependent variable and are often referred to as explanatory variables. This section
consists of socio-personal, socio-economic, communicational and psychological

81
 82

variables undertaken in the study. The findings of these variables are given as
follows:

4.1.1 Socio-personal characteristics

This section includes the socio-personal characteristics of the respondents
which is associated with dependent variables and may influence their perceptions.
However, some socio-personal characteristics of respondents were identified
namely age, education, type of family, size of family, farming experience, social
participation and training orientation.

4.1.1.1 Age
The findings about the age of respondents are presented in Table 4.1. The
data revealed that majority of the respondents (37.00%) belonged to the middle age
group (36 to 50 years) and 31.50 per cent of the respondents were found below the
age of 35 years Whereas, same proportion of respondents (31.50%) were belong to
old category (more than 50 years).
Thus, it was concluded that majority of respondents belonged to middle
aged category. The reason for the above finding may be due to the fact that bio-
control agents are recurrent income generating enterprise. It adds significantly to
the family income. The income from organic farming is assured source of income,
which generate employment and it is demand of today‟s market. Therefore, more
of middle aged farmers are taking up bio-control agents as subsidiary practices in
the farming systems.
The results are in the line with the findings of Natikar (2001) and Sandesh
(2004) who reported that majority of the respondents were of middle age group.

4.1.1.2 Gender
The data furnished in Table 4.1 revealed that nearly two-third (63.00%) of
the respondent were found male and above one-third (37.00%) of respondents were
female. The investigation dealt equally with both male and female.
 83

4.1.1.3 Education
Regarding education of the respondents, the data compiled in Table 4.1
shows that 6.50 per cent of the respondents were illiterate and only 2.50 per cent
respondents were literate only up to primary school level. About 14.00 per cent of
them had middle school level of education, maximum (44.50%) respondents were
passed high school and 20.50 per cent were higher secondary school passed.
Among the selected respondents, only 7.50 per cent were having graduation and
4.50 per cent of them possessed post graduate degree.
Thus, it is concluded that majority of the respondents were educated up to
high school level (8th to 10th standard). The reason for this could be that higher
level of the formal schooling helps the farmers to gather new information required
for bio-control agents, which in turn might create outlook to manage the farming
practices. It is a well known fact that an educated person turns to be rational in his
thinking and imagination which in turn develops farming competencies.
These findings are in line with the findings of Senthilkumar (2003).

4.1.1.4 Family size

The data regarding family size is compiled in Table 4.1 Indicated that
majority (60.00%) of the respondents had medium family size with 5 to 8 members
in their household, followed by 25.50 per cent respondents reported that their
family was small size (up to 4 members) and 14.50 per cent respondents belonged
to large family had more than 8 members.
The probable reason for this may be that still, the small family norm is not
acceptable to a large extent by rural people. The other contributing reason might be
agriculture which is the main occupation of the families of the respondents. It
needs team work and requires more number of persons for its labour intensive
work. These findings are also supported by the Painkra (2018) who reported that
majority (56.56%) of the respondents belonged to medium family (5 to 8
members) followed by 21.88 per cent belonged to small family.
 84

Table 4.1: Distribution of the respondents according to their socio-personal

characteristics
Sl. No. Particulars Frequency Percentage
1. Age
Young (Up to 35 years) 63 31.50
Middle (36 to 50 years) 74 37.00
Old (Above 50 years) 63 31.50
2. Gender
Male 126 63.00
Female 74 37.00
3. Education
Illiterate (No schooling) 13 06.50
th
Primary school (Up to 4 std.) 5 2.50
th th
Middle school (5 to 7 std) 28 14.00
th th
High school (8 to 10 std.) 89 44.50
th th
Higher secondary(11 & 12 ) 41 20.50
Under Graduation (UG) 15 7.50
Post Graduate (PG) 9 4.50
4. Family size
Small (Up to 4 members) 51 25.50
Medium (5 to 8 members) 120 60.00
Large (Above 8 members) 29 14.50
5. Type of family
Nuclear 95 47.50
Joint 105 52.50
6. Farming experience
Below 15 years 77 38.50
16 to 30 years 74 37.00
31 to 45 years 37 18.50
Above 45 years 12 06.00
7. Farming exposure
Hereditary 179 89.50
First generation 21 10.50
8. Training orientation
No training 8 4.00
Up to 2 training 26 13.00
3 to 5 training 124 62.00
More than 5 training 42 21.00
 85

4.1.1.5 Type of family

The data regarding type of family (Table 4.1) showed that the 47.50 per
cent of the respondents has nuclear type of family, followed by 52.50 per cent had
joint family. Mankar (2000) and Singh (2007) noted similar findings in their study.

4.1.1.6 Farming experience

The findings regarding farming experience of the respondents are presented
in Table 4.1. It indicates that maximum number (38.50%) of the respondents had
farming experience under 15 years followed by 37.00 per cent of them were 16 to
30 years and 18.50 per cent of the respondents had farming experience of 31 to 45
years. This data also revealed that 6.00 per cent respondents had farming
experience of more than 45 years.
Since all the respondents belonged to farming community and most of them
were involved in farming from their childhood hence farming experience is solely
influenced by their age and found good experience in the study area. Mooventhan
(2006) reported similar finding in his study.

4.1.1.7 Farming exposure

The bird eye view of Table 4.1 revealed that the majority (89.50%) of the
farmers was hereditary farming exposure and only 10.50 per cent of farmers had
first generation farming exposure. High risk in farming and lack of proper
guidance resulted in lower rate of involvement of first generation farmers in the
farming system.

4.1.1.8 Training orientation

Training is a planned communication process which essentially aims at
providing the skills, knowledge and attitude in accordance with specified
objectives related to the desired pattern of behaviour. A critical perusal of the data
furnished in Table 4.1 portrayed the training orientation of farmers using bio-
control agents and found that majority (96.00%) of the farmers were participated in
training programme while 4.00 per cent farmers were not participating in any
training programme. The farmers narrated that they are unable to take training
because they could not find time for participation.
 86

Data on the number of training undergone by the respondents found that

62.00 per cent of farmers were participated in 3 to 5 training while, 21.00 per cent
of the farmers were participated in more than 5 training and 13.00 per cent of the
farmers were participated in less than 2 training programme.

4.1.1.9 Social participation

Social participation refers to the involvement of the farmers in various
organizations existing in the study area. It is defined as the degree of involvement
of the respondents in formal organizations either as a member or office bearer.
Frequency distribution of social participation of the respondents is given in Table
4.2.
Table 4.2: Distribution of respondents according to their social participation
Nature of
Extent of participation
participation No
Sl. Name of the Office participation
No. organization Member Regular Occasional
bearer
F % F % F % F % F %
1. Gram
43 21.50 3 1.50 154 77.00 12 6.00 34 17.00
panchayat
2. Co-operative
193 96.50 1 0.50 6 3.00 114 57.00 80 40.00
society
3. Janpad
37 18.50 1 0.50 162 81.00 2 01.00 36 18.00
panchayat
4. Farmers
92 46.00 3 1.50 105 52.50 71 35.50 24 12.00
forum
5. Farm youth‟s
14 7.00 0 0.00 186 93.00 6 3.00 8 4.00
forum
6. Any other
(Aganbadi 1 0.50 0 0.00 199 99.50 1 0.50 0 0.00
sahayak)
Note: Data are based on multiple responses, F = frequency, % = Percentage

The results in Table 4.2 indicated that majority (96.50%) of the respondents
had active participation in co-operative society as member and negligible
percentage (00.50%) showing as an office bearer and its extent of participation was
57.00 per cent regularly, 40.00 per cent occasionally and 3 per cent were not
participated. While less than half (46.00%) of respondents participated in famers
 87

forum as member and 1.50 per cent as office bearer and their extent of
participation were 35.50 per cent regularly, 12.00 per cent occasionally.
Data from Gram Panchayat revealed that total 21.50 per cent of
respondents were active participated as member and 1.50 per cent of respondents
were office bearer and their extent of participation was 6.00 per cent regularly and
17.00 per cent occasionally. However, the participants from Janpad Panchayat
(19.00%) and farm youth‟s forum (7.00%) respondents were very low and only
one (00.50%) members participated in Aaganbadi Kendra (fig. 4.1).
From the above data, we concluded that majority of the farmers having
social participation towards Co-operative society. This might be because of Co-
operative society is government organization made for betterment of farmers and
provides subsidy in agriculture inputs like seed, fertilizer, pesticide etc.
The data furnished in Table 4.3 showed the overall level of social
participation. In which 38.00 per cent were found in medium level social
participants, while 34.50 per cent were in low level social participants and 27.50
per cent were found in high level social participants.

Table 4.3: Distribution of respondents according to their overall level of social

participation
Sl. No. Level of social participation Frequency Percentage
1. Low level (Up to 1.06 score) 69 34.50
2. Medium level (1.07 – 2.90 score) 76 38.00
3. High level (Above 2.90 score) 55 27.50
Mean = 1.98, SD = 0.92

4.1.2 Socio-economic characteristics

4.1.2.1 Occupation
Occupational status decides the extent of involvement of a farmer in farm
operations. Agriculture as a full time occupation makes an individual to allocate
more time in farming. The results on the distribution of farmers under different
categories with respect to their occupational status are presented in Table 4.4. It is
observed that majority (36.40%) of the respondents has agriculture only as their
sole occupations, followed by 26.78 per cent with Agriculture + Labour, about
20.08 per cent with Agriculture + Animal husbandry and the remaining 9.62, 6.69
 88

100 Nature of participation

90
Extent of participation
80
70
60
Respondents (%)

50
40
30
20
10
0
Gram Co-operative Janpad Farmers Farm youth‟s Any other
panchayat society panchayat forum forum (Aganbadi
Name of organizations sahayak)

Fig. 4.1: Distribution of respondents according to their social participation

27.5%
34.5%

38%

Low level Medium level High level

Fig.4.2: Distribution of respondents according to their overall level of social

participation
 89

and 00.42 per cent with Agriculture + Business, Agriculture + Service and
Agriculture + others services, respectively.
Agriculture is counted as the chief economic occupation of the state. Agricultural
labour and animal husbandry also engaged the major share of the total population
of the state. About 80 per cent of the population of the state is rural and their main
livelihood is solely depended on agriculture and agriculture-based sub sectors.

4.1.2.2 Annual income

Income is a very important variable which makes the farmers enable to
adopt a scientific innovations which leads to increase farm production and
ultimately improve the standard of living.

Table 4.4: Distribution of the respondents according to their socio-economic

characteristics
Particulars Frequency Percentage
1. Occupation*
1. Agriculture Only 87 36.40
2. Agriculture + Labour 64 26.78
3. Agriculture + Animal husbandry 48 20.08
4. Agriculture + Business 23 9.62
5. Agriculture + Service 16 6.69
6. Agriculture + others 1 0.42
2. Annual family income
1. Upto ₹ 50000 65 32.50
2. ₹ 50,001 to 1,00,000 52 26.00
3. ₹ 1,00,001 to 2,00,000 54 27.00
4. ₹ 2,00,001 to 5,00,000 27 13.50
5. Above ₹ 5,00,000 2 1.00
3. Land holding
1. Marginal farmer (Below 1.0 ha) 86 43.00
2. Small (1.1 to 2 ha ) 43 21.50
3. Semi medium (2.1 to 4 ha) 37 18.50
4. Medium (4.1 to 10.0 ha) 32 16.00
5. Big (Above 10.0 ha) 2 1.00
*Note: Data are based on multiple responses
The data from a Table 4.4 indicated that about one-third (32.50%) of the
respondents were at the income range upto ₹ 50,000 followed by 27.00 per cent of
farmers earning ₹ 1, 00,001 to 2, 00,000. Further, it could be observed from the
 90

same Table that 26.00 per cent of farmers were under the income range between ₹
50,001 to 1,00,000 while ₹ 2,00,001 to 5,00,000 incomes were earned by 13.50 per
cent farmers and least percentage (1.00%) of the respondents had obtained above ₹
5, 00,000 as an annual income from farming and allied activities. It is inferred
from the results that majority (32.50%) of the farmers had their earning up to ₹
50000 per year. The trend of above data may be that most of farmers are
depending on agriculture as a sole occupation and major source of income for their
livelihood.
The poverty level in Chhattisgarh is very high. The prevalence of poverty
in the rural and urban areas is almost the same. Causes of poverty are changing
trends in a state economy associated with the lack of education, overpopulation,
illiteracy and natural problems like of rainfall, drought and flood etc. Low level of
income among farmers is a matter of serious concern in the state.

4.1.2.3 Land holding

The respondents were classified in to five groups according to their land
holding namely, marginal farmers (Below 1.0 ha), small farmers (1.1 to 2 ha), semi
medium farmers (2.1 to 4 ha), medium farmers (4.1 to 10.0 ha) and big farmers
(above 10.00 ha). The size wise distribution of the farmers is furnished in Table
4.4.
The data revealed that 43.00 per cent of the respondents were marginal
farmers (Below 1.0 ha) followed by 21.50 per cent respondents has small size of
land holding (1.1 to 2 ha) and 18.50 per cent respondents has semi medium (2.1 to
4 ha) land holding. It was found that 16.00 and 1.00 per cent of the respondents
had medium (4.1 to 10.0 ha) and large size of land holding (above 10 ha),
respectively.
Based on the findings it can conclude that most of the respondents were
marginal and small farmers may be due to transfer of ownership from parents to
subsequent progeny in the family which allow the fragmentation of land.
 91

4.1.3 Communicational characteristics

4.1.3.1 Mass media exposure
Media play an important role in effective dissemination of the farm
knowledge. In general, agriculture, animal husbandry, fishery, forestry etc
information are spread through magazines, newspapers, radio and television
besides the modern gadgets like mobile phone and internet.
Hence, it becomes necessary to know about the level of media participation
of the respondents. The classification of respondents based on their level of mass
media exposure and the corresponding frequency distribution is presented in Table
4.5.

Table 4.5: Distribution of respondents according to their mass media exposure

Availability at home Extent of use
Sl. No. Mass media Yes No Daily Occasionally
F % F % F % F %
1. Newspaper 124 62.00 76 38.00 64 32.00 60 30.00
2. Radio 99 49.50 101 50.50 30 15.00 69 34.50
3. Television 198 99.00 2 1.00 184 92.00 14 7.00
4. Mobile phone 198 99.00 2 1.00 186 93.00 12 06.00
5. Computer 31 15.50 169 84.50 11 5.50 20 10.00
6. Internet 73 36.50 127 63.50 47 23.50 26 13.00
7. Others (farm magazine) 6 3.00 194 97.00 1 0.50 5 2.50
Note: Data are based on multiple responses, F= frequency, %= percentage
It has been observed that majority (99.00%) of the farmer‟s posse‟s
television and mobile phone followed by newspaper (62.00%), radio (49.50%),
internet (36.50%), computer (15.50%) and magazine (3.00%) at home. Here, 99.00
per cent of the farmers using mobile phones, it showed the positive mind setup of
the farmers using bio-control agents towards ICTs gadgets. Further, mass media
usage analysis revealed that 93.00 per cent of the respondents using mobile phones
daily, followed by watching television (92.00%) , reading newspaper (32.00%),
internet (23.50%), listening radio (15.00%), using computer daily (05.50%) and
magazine reader (00.50%). It is very critical to observe that majority (84.50%) of
the respondents never used computer and 63.50 per cent does not use the internet.
It may be due to their poverty, poor infrastructure and unaffordable nature of living
and unable to invest money in internet/computer. On the other hand, farm
 92

magazine is unreachable to homes of 97.00 per cent of farmers at their doorsteps

(fig. 4.3).
Table 4.6: Distribution of respondents according to their overall level of mass
media exposure
Sl. No. Level of mass media exposure Frequency Percentage
1. Low level (Up to 2.34 score) 47 23.50
2. Medium level (2.35 – 4.94 score) 133 66.50
3. High level (Above 4.94 score) 20 10.00
Mean = 3.64, SD = 1.30

Data from Table 4.6 revealed that 66.50 per cent of farmers using bio-
control agents were medium level of mass media exposure, while 23.50 per cents
respondents were low level of mass media exposure and 10.00 per cent of
respondents were found high level mass media exposure. The reason behind the
less percentage in high-level mass media exposure might be because of their age,
68.50 per cent of respondents were found aged above 36 years. As they get older
the connectivity with mass media decrease, simultaneously.

4.1.3.2 Extension contact

Regarding extension contact of the respondents, Table 4.7 revealed that
cent per cent (100.00%) respondents were contacted with RAEOs /RHEOs in
which 82.50 per cent of the respondents regularly contacted to RAEOs /RHEOs
and remaining 17.50 per cent of the respondents occasionally contacted to RAEOs
/RHEOs. While, 70.50 per cent respondents were contacted to SADOs/ SHDOs in
which only 2.00 per cent respondents regularly contacted while more than two-
third (68.50%) of the respondents occasionally contacted and remaining 29.50 per
cent never contacted to SADOs/ SHDOs.
Moreover data incorporated that 67.00 per cent of the respondents
contacted to Kissan Call Centre (KCC) among them one-fifth (19.50%) of the
respondents contacted regularly, 47.50 per cent occasionally and remaining one-
third (33.00%) of the respondents never contacted to kissan call centres. Whereas,
60.00 per cent of the respondents contacted to SMS of KVK‟s among them 18.00
per cent of the respondents were regularly contacted, 42.00 per cent were
occasionally and remaining 40.00 per cent were never contacted to SMS.
 93

Availability at
100 home (Yes)
90
Extent of use
80
70
60
Respondents (%)

50
40
30
20
10
0
News paper Radio Television Mobile Computer Internet Others (farm
phone magazine)
Mass media

Fig. 4.3: Distribution of respondents according to their mass media exposure

10%
23.5%

66.5%

Low level Medium level High level

Fig.4.4: Distribution of respondents according to their overall level of mass media

exposure
 94

Table 4.7: Distribution of the respondents according to different types of extension

contact
Sl. Regular Occasional Never Extent of
Extension contacts
No. F % F % F % contact
1. RAEOs/ RHEOs 165 82.50 35 17.50 0 0.00 91.25
2. SADOs/ SHDOs 4 2.00 137 68.50 59 29.50 36.25
3. ADA/ ADH 0 0.00 44 22.00 156 78.00 11.00
4. Kissan call centre 39 19.50 95 47.50 66 33.00 43.25
5. Scientists of
Agricultural 4 2.00 60 30.00 136 68.00 17.00
Universities
6. SMS‟s of KVK‟s 36 18.00 84 42.00 80 40.00 39.00
7. Officials of NGO‟s 7 3.50 39 19.50 154 77.00 13.25
8. Officials of private
11 5.50 89 44.50 100 50.00 27.75
company
9. Bank Officials 6 3.00 99 49.50 95 47.50 27.25
10. Any other (specify) 0 0.00 2 1.00 198 99.00 0.50
Note: Data are based on multiple responses of time, F= frequency, %= percentage

While 52.50, 50.00, 32.00, 23.00 and 22.00 per cent respondents contacted
to bank officials, extension personnel of private company, scientists of agricultural
universities, development officers of NGOs and ADA/ADH, respectively, as per
their convenience. At last, we found that negligible (1.00%) per cent of the
respondents were contacting with other source.
Regarding extension contact, the data explained that the highest
respondents contacted with rural agriculture extension officers (RAEOs)/ rural
horticulture extension officers (RHEOs) followed by senior agriculture
development officers (SADOs)/ senior horticulture development officers (SHDOs),
Kissan call centre and subject matter specialist (SMS) of krishi vigyan kendra
(KVK). The reason behind the highest contact with rural agriculture extension
officers (RAEOs) because they are working at village level and visited the village
regularly, hence good rapport builds between respondents and RAEOs was
developed. Similarly, Painkara (2018) indicated that highest (98.75%) respondents
contacted with RAEOs followed by second highest (31.88%) respondents
contacted to SADOs (fig. 4.5).
 95

Table 4.8: Distribution of respondents according to their overall level of extension

contact
Sl. No. Level of extension contact Frequency Percentage
1. Low level (Up to 2.91 score) 53 26.50
2. Medium level (2.92– 6.64 score) 130 65.00
3. High level (Above 6.64 score) 17 8.50
Mean = 4.78, SD = 1.87

The data regarding overall extension contact with extension personnel

given in 4.8 revealed that out of three categories, the highest (65.00%) respondents
had medium level of contact with extension personnel followed by 26.50 per cent
of the respondents were low contacted with extension personnel and only 8.50 per
cent of the respondents were high level contacted with extension personnel. It
indicates that extension personnel working at village level had medium contact
regarding agriculture works.

4.1.4 Psychological characteristics

4.1.4.1 Innovativeness
In this study innovativeness was operationalised as the extent to which an
individual had acquired an awareness of the need to be innovative and the person
who felt the greatest need to change would be the first to innovate. Percentage and
frequency distribution of innovativeness of the respondents are presented in Table
4.9. By asking the following questions, innovativeness of the respondents was
assessed.
The hawk eye view of the Table 4.9 revealed that about two-third (62.50%)
of the farmers were strongly agree that “I am very much interested in adopting
whatever new practices that are helpful in farming related to bio-control agents”
whereas, one-fourth (25.00%) of the respondents agree with the same statements
while there is no response for strongly disagree. Second highest (9.00%) response
of the farmers using bio-control agents were “I try to keep myself well informed
about the improved bio-control management practices and try to adopt as soon as
possible” as strongly agree, 48.00 per cent as agree, 28.00 per cent as undecided,
8.50 per cent as disagree and 6.50 per cent as strongly disagree. Moreover, if we
talk about strongly disagree response of the farmers 62.00 per cent said, “Since I
 96

100
Nature of contact Extent of contact
90
80
70
60
Respondents (%)

50
40
30
20
10
0

Extension contact

Fig.4.5: Distribution of the respondents according to different types of extension

contact

8.5%
26.5%

65%

Low level Medium level High level

Fig. 4.6: Distribution of respondents according to their overall level of extension

contact
 97

am not sure of the success of the new bio-control management practices. I would
like to wait till others adopt”, 20.50 per cent as disagree, 11.00 per cent as
undecided, 5.50 per cent as agree and only 1.00 per cent said strongly agree.

Table 4.9: Distribution of respondents according to their innovativeness

Response categories
Sl.
Statements SA A UD DA SDA
No.
F F F F F
1. I am very much interested in
adopting whatever new
125 50 23 02 00
practices that are helpful in
(62.50) (25.00) (11.50) (01.00) (00.00)
farming related to bio-control
agents (+)
2. Since I am not sure of the
success of the new bio-
02 11 22 41 124
control management
(01.00) (05.50) (11.00) (20.50) (62.00)
practices. I would like to wait
till others adopt (+)
3. Since bio-control
management practices are not 02 30 98 49 21
profitable I am not interested (01.00) (15.00) (49.00) (24.00) (10.50)
in any of them (-)
4. I try to keep myself well
informed about the improved
18 96 56 17 13
bio-control management
(09.00) (48.00) (28.00) (08.50) (06.50)
practices and try to adopt as
soon as possible (+)
5. New bio-control agents are
03 25 52 70 50
not easily adoptable and
(01.50) (12.50) (26.00) (35.00) (25.00)
hence I do not adopt (-)
(Figures in parenthesis indicate the percentage)
SA- Strongly agree, A- Agree, UD- Undecided, DA- Disagree, SDA- Strongly
disagree
While in case of negative statements one-fourth (25.00%) of respondents
would strongly disagree for “New bio-control agents are not easily adoptable and
hence I do not adopt”, more than one-third (35.00%) response as disagree, 26.00
per cent as undecided, 12.50 per cent as agree and only 1.50 per cent responses as
strongly agree. At lasts the highly undecided (49.00%) response about
innovativeness by farmers using bio-control agents was “Since bio-control
 98

management practices are not profitable I am not interested in any of them”, less
than one-fourth (24.00%) were disagree, 15.00 per cent were agree, 10.50 per cents
were strongly disagree and only 1.00 per cent were strongly agree.

Table 4.10: Distribution of respondents according to their overall level of

innovativeness
Respondents (n=200)
Sl. No. Level of innovativeness
Frequency Percentage
1. Low level (Up to 14.4 score) 36 18.00
2. Medium level (14.4-18.6 score) 150 75.00
3. High level (Above 18.6 score) 14 07.00
Mean = 16.5, SD = 2.1

The data depicted in Table 4.10 indicates that three-fourth (75.00%) of the
respondents fall under medium innovativeness category followed by low (18.00%)
and high innovativeness category (7.00%), respectively. These findings are
supported by Senthilkumar (2003) who stated that a more than half of the total
respondents (61.00%) had medium level of innovativeness followed by 38.90 per
cent of the respondents with high level of innovativeness.

4.1.4.2 Scientific orientation

It is evident from Table 4.11 that nearly two-third (64.00%) of the farmers
were strongly agree that “new methods of bio-control agents based farming gave
better results to farmers than the old methods”, whereas more than one-fourth
(26.00%) of the respondents were given agree response followed by 0.50 per cent
were disagree, 9.50 per cent were undecided and no responses obtained for the
strongly disagree for the above statements, while there is no response for strongly
disagree. Second highest (63.00%) response of the farmers using bio-control
agents were “traditional methods of bio-control management has to be changed in
order to raise the level of living of a farmer” as strongly agree, 21.50 per cent as
agree, 12.50 per cent as undecided, 3.00 per cent as disagree and no responses
obtain for strongly disagree.
Moreover, about strongly agree response of the farmers 36.50 per cent said,
“Even bio-control users with lots of experience should use new methods of
 99

farming”, 40.00 per cent as agree, about one-fifth (19.50%) as undecided, 03.50
per cent as disagree and only 0.50 per cent said strongly disagree. If we discuss
more about the scientific orientation of farmer using bio-control agents, we find
the average responses of farmer, which is highly undecided i.e. “though it takes
time for a farmer to learn new methods in using bio-control agents it is worth the
efforts” (43.00% as undecided) and “A good farmer experiments with new ideas in
utilizing bio-control agents” (23.00% were undecided).

Table 4.11: Distribution of respondents according to their scientific orientation

Sl. SA A UD DA SDA
Statements
No. F F F F F
1. New methods of Bio-control
agents based farming give 128 52 19 01 00
better results to farmers than (64.00) (26.00) (09.50) (00.50) (00.00)
the old methods. (+)
2. Even bio-control users with
73 80 39 07 01
lots of experience should use
(36.50) (40.00) (19.50) (03.50) (00.50)
new methods of farming. (+)
3 Though it takes time for a
farmer to learn new methods 34 69 86 11 00
in using Bio-control agents it (17.00) (34.50) (43.00) (05.50) (00.00)
is worth the efforts. (+)
4. A good farmer experiments
53 91 46 09 01
with new ideas in Utilizing
(26.50) (45.50) (23.00) (04.50) (05.00)
Bio-control agents. (+)
5. Traditional methods of Bio-
control management have to
126 43 25 06 00
be changed in order to raise
(63.00) (21.50) (12.50) (03.00) (00.00)
the level of living of a
farmer. (+)
6. The way of farmer‟s fore-
00 13 46 67 74
fathers farmed is still best
(00.00) (06.50) (23.00) (33.50) (37.00)
way to farm today. (-)
(Figures in parenthesis indicate the percentage)
SA- Strongly agree, A- Agree, UD- Undecided, DA- Disagree, SDA- Strongly
disagree
While in case of negative statements maximum (37.00%) of the
respondents were strongly disagree for “the way of farmer‟s fore-fathers farmed is
 100

still best way to farm today”, more than one-third (33.50%) response as disagree,
23.00 per cent as undecided, 06.50 per cent as agree and no responses obtain for
strongly agree.

Table 4.12: Distribution of respondents according to their overall level of scientific

orientation
Sl. Respondents (n=200)
Level of scientific orientation
No. Frequency Percentage
1. Low level (Up to 21.61 score) 52 26.00
2. Medium level (21.61 - 27.67 score) 128 64.00
3. High level (Above 27.67 score) 20 10.00
Mean = 24.64, SD =3.03

The data regarding scientific orientation compiled in Table 4.12 revealed

that about two-third (64.00%) of the respondents had medium scientific orientation
followed by low (26.00%) scientific orientation, while only 10.00 per cent of the
respondents had high scientific orientation.
Thus, it is concluded that majority of respondents had medium level of
scientific orientation. Same trend was in the line with the findings of Palaniswamy
and Sriram (2001) observed in their study on modernization characteristics of
sugarcane growers that 70.75 per cent of respondents belonged to medium level of
scientific orientation category.
The probable reason for scientific orientation of the farmers using bio-
control agents might be due to low educational qualifications and only has high
school and higher secondary level education of farmers, together constituted near
about two-third (65.00%) of the respondents. Hence, higher formal education helps
the respondents to apply scientific practices in bio-control agents.

4.2 Learning style and bio-control agents preferred by the

respondents
4.2.1 Learning style
4.2.1.1 Learning style preference
The Barsch Learning Style Inventory was used to access the learning style
of farmers using bio-control agent.
 101

7%
18%

75%

Low level Medium level High level

Fig.4.7: Distribution of respondents according to their overall level of

innovativeness

10%
26%

64%

Low level Medium level High level

Fig.4.8: Distribution of respondents according to their overall level of scientific

orientation
 102

Discrepancies between the learning styles of farmers and extension

educators can influence the level of participant understanding and learning,
ultimately serving as a barrier for reaching targeted outcomes and program goals.
So to avoid this barrier researchers have investigated the learning styles of farmers
using bio-control agents.
The findings about the learning style of farmer using bio-control agents are
presented in Table 4.13. The data revealed that majority of the respondents
(67.00%) preferred visual learning style while 18.00 per cent of farmers preferred
auditory type of learning style and 15.00 per cent of farmers were preferred
kinesthetic/ tactile learning style (fig 4.9).
Table 4.13: Distribution of the respondents according to their learning style
preference
Sl. No. Categories Frequency Percentage
1. Visual 134 67
2. Auditory 36 18
3. Kinesthetic/ Tactile 30 15
Total 200 100
Note: Data are based on multiple responses
The extension personnel in spite of using different extension teaching
methods for the transfer of technology should focus on these extension teaching
methods preferred by the farmers according to their preferred learning style for the
better transfer of technology ultimately resulting in effective learning and adoption
of technology by the farmers.
The results are in the line with the findings of Long et al. (2013) who
reported that majority of the visual learning style is the most preferred learning
style.
4.2.1.2 Level of learning style preference
The data furnished in Table 4.14 indicated that visual preference of the
respondents was higher than auditory and kinaesthetic/tactile. In visual category,
more than two-third (67.16%) of respondents were found under medium level of
visual learner, 17.17 per cent respondents were found under low level of visual
learner and 15.67 per cent respondents were found under high level of visual
learner.
 103

Table 4.14: Distribution of the respondents according to their level of learning

style preferences
Sl. No. Learning style Frequency Percentage
I. Visual (n=134)
1. Low level 23 17.17
2. Medium level 90 67.16
3. High level 21 15.67
Total 134 100
II. Auditory (n=36)
1. Low level 12 33.33
2. Medium level 19 52.78
3. High level 5 13.89
Total 36 100
III. Kinesthetic/ Tactile (n=30)
1. Low level 6 20.00
2. Medium level 19 63.33
3. High level 5 16.67
Total 30 100
Note: Data are based on multiple responses
In auditory category, more than half (52.78%) of respondents were found
under medium auditory level of learner. However, one-third (33.33%) of
respondents were found low level of auditory learner and 13.89 per cent were
found high level of auditory learner.
In case of kinesthetic/tactile learning style category, nearly two-third
(63.33%) of respondents were found the medium level of kinesthetic/tactile
learner, whereas 20.00 per cent of respondents were found the low level of
kinesthetic/tactile learner and only 16.67 per cent respondents were found under
the high level of kinesthetic/tactile learner.

4.2.2 Bio-control agents preferred by the respondents

Apart from pests developing resistance to pesticides there are many harmful
effects of pesticides that affect agricultural sustainability, the environment and the
health of farmers as well as those living around near farms. Furthermore, it has
been pointed out that pesticides can adversely affect paddy soils. Declining soil
fertility adversely affects productivity and increases the need to apply larger
quantities of chemical inputs to maintain productivity, thus further increasing the
costs to farmers. To avoid and overcome with these conditions bio-control agents is
one of the best options.
 104

15.00%

18.00%

67.00%

Visual Auditory Kinesthetic/ Tactile

Fig. 4.9: Distribution of the respondents according to their learning style

preference
 105

Bio-control is the application of one living organism to control another: also

referred to as a biological pest control. The biological application is mainly
introduced to reduce the population of a pest and to produce pest free yields. It is a
self-sustaining and long-term treatment method, for managing invasive plants and
pests. The living organism applied in this system is used to suppress a diseases
insect and weed infestation. It helps in maintaining and balancing the plant species
along with their natural enemies.
The data furnished in Table 4.15 and portrayed the bio-control agents used
by the respondent‟s farmers for diseases, insects and weeds control. Majority
(91.50%) of the respondents were using Trichoderma for rice, chickpea, soybean,
brinjal etc. followed by 26.50 per cent of respondents were using Pseudomonas for
rice, soybean, chickpea crop etc.
For insects pest control, majority (60.00%) of farmer were using
Trichogramma in form of tricho-card for crop (viz. rice and maize) followed by
Nuclear Polyhedrosis Virus (NPV) (06.50%) for chickpea, soybean and pigeon pea.
While Metarhizium sp. and Bacillus sp. were not so popular among the farmers and
only 7.00 and 4.00 per cent respondents were using these bio-control agents,
respectively (fig. 4.10)
.However the farmers of the study area were not using bio-control agents for
weeds because they do not know about the bio-control agents for weeds control and
it is also not available in the local market. This may be because of lack of training
and demonstration provided to the farmers regarding bio-control agents.
 106

Table 4.15: Distribution of respondents according to use of bio-control agents

Sl.
Bio-control agents Crops Name of diseases and insect pests Frequency Percentage
No.
1. Trichoderma Rice Sheath blight and foot rot (seed treatment and soil
treatment)
Chickpea Complex wilt (seed treatment and soil treatment) 183 91.50
Soybean Wilt (seed treatment and soil treatment)
Brinjal Wilt, damping off and root rot (seedling treatment)
2. Bacillus sp. Rice Bacterial leaf blight (foliar spray)
Soybean Semi looper, hairy caterpillar, spodoptera caterpillar
8 4.00
and leaf miner (foliar spray)
Okra Fruit borer (foliar spray)
3. Metarhizium sp. Rice Brown plant hopper (foliar spray)
14 7.00
Brinjal Fruit and shoot borer (foliar spray)
4. Pseudomonas Rice Rice blast and bacterial leaf blight(seed treatment
and soil treatment)
53 26.50
Chickpea Complex wilt (seed treatment and soil treatment)
Soybean Wilt (seed treatment and soil treatment)
5. Trichogramma Rice Yellow stem borer (Trichocard)
120 60.00
Maize Maize stem borer (Trichocard)
6. Nuclear Chickpea Gram pod borer (foliar spray)
Polyhedrosis Virus Pigeon pea Tur pod borer (foliar spray) 13 6.50
Soybean Tobacco caterpillar (foliar spray)
7. Weeds 0 0.00
Note: Data are based on multiple responses
 107

100

90

80

70
Respondents (%)

60

50

40

30

20

10

0
Trichoderma Bacillus sp. Metarhizium sp. Pseudomonas Trichogramma NPV

Diseases Insects

Fig. 4.10: Distribution of respondents according to use of bio-control agents

 108

4.3 Designing visual learning style oriented multimedia training

module on selected bio-control agents
The usage of multimedia has proven to foster meaningful learning, but not
every multimedia resource will necessarily contribute to the teaching-learning
process. Since for the development of multimedia training module additional time
and effort is required for everyone involved in the development process to pay
proper attention to its quality in order to achieve desired learning effects. Learners
are more dominant in learning styles that combine audio and visual than visual or
audio. This is because learners feel that learning media which is combine audio
and visual display will be able to maximize their vision and hearing sensors. In
addition through a combination of audio-visuals display creates a new atmosphere
in the class so it will be increasing attracts the attention of learners and decreasing
saturation in learning.
Multimedia training module is a product of Information and
communications technology (ICT), which educate the users by presenting the
subject matter content (Bio-control agents) through text, video clips, audio clips,
images and enriched Medias etc. It helps to educate the user about a technology or
process through interactive mode and can be stored. The components of
multimedia training module have been broadly classified into two major parts viz.
subject matter component and technical component. Subject matter component
covers the bio-control agents, which needs to be disseminated to the target group.
In other hand, Technical component of the multimedia training module describes
the step by step procedure, techniques, tools and software used to develop the
module.
The study was conducted to assess the learning style of farmers by Barsch
learning style inventory and found that the majority of respondents preferring the
visual learning style to learn. Upon the result structured the multimedia training
module. The multimedia training module contents six major and effectively
practiced technologies viz. seed treatment with Trichoderma, installation of
pheromone trap, NPV (Nuclear Polyhedrosis Virus), tricho card, soil treatment by
Trichoderma and nursery treatment by Pseudomonas. While designing the module
we are very
 109

Table 4.16: Designed visual learning style oriented multimedia training module on selected bio-control agents
SI. Content Duration
Particulars Screenshot of the video clips Content of the Video
No. Timing (minutes)
Start:
00:00:00
Introduction about Brief introduction to Bio-Control Agents, its
1. 02:42
bio-control agents importance and types.
End:
02:42:00

Start:
02:43:00 Available form and structure of Trichoderma
Seed treatment
2. 2.19 inoculants in market, their function and method
with Trichoderma
End: of use.
05:02:00

Start:
The structure of trap, illustration of method of
05:03:00
Installation of use. The pheromone trap is very useful and
3. 01.50
pheromone trap effective measure to control major insect pest
End:
with eco-friendly mechanism.
06:53:00

Start:
NPV (Nuclear This part of video consists the different insects,
06:54:00
4. Polyhedrosis which can be controlled by NPV. Introduction
01.59
Virus) to NPV and methodology of its use for pest
End:
management.
08:53:00
 110

Start:
Tricho-cards, its uses and installation. This card
08:54:00
contains eggs of Trichogramma parasitoid of
5. Tricho Card 01.21
Lepidoptera and contains 18000-20000
End:
parasitised eggs on an 18 x 9 cm card.
10:15:00

Start: Soil treatment with Trichoderma. When

Soil treatment by 10:16:00 Trichoderma spp. colonize plant roots they can
6. 01.07
Trichoderma End: stimulate plant growth and protect against
11:23:00 infections.

Start: Pseudomonas fluorescens can be use for nursery

Nursery treatment 11:24:00 treatment, Seedling dip method can easily be
7. 01.38 taken up in nursery fields and for small scale we
by Pseudomonas End:
13:02:00 can also use container for dipping.

Start:
13:03:00 We hope that this video will prove useful for
8. Closing remark 00.20 farmers.
End:
13:23:00
 111

Fig. 4.11: Display of multimedia training module to farmers in different village

 112

careful about the content quality and reliability. The same language used in the
module was chosen according to the farmer‟s dialect and level of education. As per
our resources made high quality and informative module i.e. Audio-visual aid.
The multimedia training module components of subject matter are shown in the
Table 4.16.
4.4 Dependent variables
Effectiveness of the developed multimedia training module on bio-control
agents in terms of knowledge gain and skill acquisition were studied and discussed
in detail. Multimedia training module on bio-control agents was used as a
treatment in this study.
4.4.1 Knowledge gain
Multimedia instruction on farmers‟ knowledge in using bio-control agents
was used as a treatment in this study. The knowledge aspects of the selected
subject matter areas i.e. multimedia instruction on farmers‟ knowledge and skills in
using bio-control agents were exposed to the eight experimental groups (Group-I,
Group-II, Group-III, Group-IV, Group-V, Group-VI, Group-VII, and Group-VIII)
through single treatment.
In this experimental study, the main purpose of the pre-exposure
knowledge test was to measure the respondent's exiting knowledge level on bio-
control agents. For that purpose, forty items were constructed with the help of
difficulty and discrimination index. Each correct answer was given one score and
wrong answer zero. This will indicate the farmer‟s knowledge on the subject
matter before being exposed to multimedia instruction on bio-control agents. This
test is called pre-exposure knowledge test. On the completion of pre-exposure
knowledge test, the multimedia instruction (educational video) on bio-control
agents was demonstrated to the farmers for learning. After viewing the multimedia
instruction, farmers were exposed to the developed knowledge test which covers
all the subject matter contents of multimedia instruction after fifteen days gap. At
the end of the programme, the farmers were requested to answer for all the 40
items developed for knowledge test on the bio-control agents. The maximum
attainable knowledge score was 40. After end of this test, the knowledge gain of
the farmers using bio-control agents was assessed. The difference in the knowledge
 113

levels of pre-exposure and post exposure was taken as knowledge gained by each
respondent. The result of the selected groups knowledge gain is described and
presented in Table 4.17.

4.4.1.1 Group/village wise knowledge gain

For improved cultivation, gaining as much knowledge as possible is
important. Knowledge does not pertain to science and technology and the fields we
study in books. Knowledge is also very important to shape our personality and
perfect our behavior and dealings with people.
It is apparent from Table 4.17 that all the groups (Group I to Group VIII)
had shown effective knowledge gain by multimedia training module. From the
result, at Dhamtari district, the Group-I (Katalboard) has highest (144.37%)
knowledge gain followed by Group-II (Hatband) 80.94 per cent. From Durg
district, the Group-IV (Chicha) has maximum (56.74%) knowledge gain followed
by Group-III (Arasnara) 43.61 per cent. From Rajnandgaon district the Group-VIII
(Kirgi) has higher (42.47%) knowledge gain followed by Group-VII (Sonesarar)
42.52 per cent and from Raipur district Group-VI (Adsena) has highest (40.42%)
knowledge gain followed by Group-V (Baronda) 37.60 per cent. Among the eight
groups, two groups namely Group-I and Group-II from Dhamtari district has
significant highest percentage change in knowledge gain even though farmers from
these villages have scored low mean pre-knowledge score. It might be due to the
fact of multimedia training module and higher experiences in using bio-control
agents. Moreover the highly significant „t‟ values once again confirm statistically,
the considerable knowledge gain among the farmers due to the treatment. Further,
it is interesting to note that the knowledge gain has direct and positive relationship
with the visual learning style of the farmers using bio-control agents. This learning
ultimately resulted in the significant knowledge gain. The overall knowledge gain
ranges from 37.60 per cent to 144.37 per cent in the study area; this variation
indicated that the farmers having different level of knowledge aspects in the bio-
control agents (Fig. 4.11).
 114

The findings of the study are in conformity with the results reported by
Mooventhan (2015) and Anandaraja (2002).

Table 4.17: Distribution of respondents according to village wise, mean difference

and percentage change in knowledge gain from multimedia training module
(n=25 for each group)
Mean
knowledge gain
Sl. Name of the knowledge Paired t-
No. groups/ villages Pre Post Mean Percentage test
test test difference change
1. Dhamtari District
Group-I:
12.08 29.52 17.44 144.37 14.65**
Katalboard
Group- II: Hatband 14.48 26.20 11.72 80.94 11.57**
Total 112.65

2. Durg District
Group- III:
21.92 31.48 9.56 43.61 10.67**
Arasnara
Group- IV: Chicha 16.92 26.52 9.60 56.74 10.80**
Total 50.17

3. Raipur District
Group- V: Baronda 15.32 21.08 5.76 37.60 6.55**
Group -VI: Adsena 17.12 24.04 6.92 40.42 11.43**
Total 39.01

4. Rajnandgaon District
Group- VII:
15.52 22.12 6.60 42.52 11.67**
Sonesarar
Group- VIII: Kirgi 16.48 23.48 7.00 42.47 12.92**
Total 42.49
**Significant at 1% level (p<0.01)

4.4.1.2 Knowledge gain from multimedia training module

The use of multimedia to enhances teaching and learning complements
traditional approaches to learning. Effective instruction builds bridges between
farmer‟s knowledge and the learning objectives of the course. Using multimedia
engages farmers, aids farmer‟s retention of knowledge, motivates interest in the
subject matter and illustrates the relevance of many concepts.
 115

160
Pre test Post test Percentage change
140

120
Respondents (%)

100

80

60

40

20

0
Katalboard Hatband Arasnara Chicha Baronda Adsena Sonesarar Kirgi
Villages

Fig.4.12: Distribution of respondents according to village wise, mean difference and percentage change in knowledge gain from
multimedia training module
 116

Table 4.18: Knowledge gain from multimedia training module

(n=200)
Pre Post
knowledge knowledge Mean Percentage
Particular n t- test
test test Difference change
Mean SD* Mean SD*
Farmers
using 200 16.23 5.07 25.55 5.99 9.32 57.42 23.91**
BCA
**Significant at 1% level (p<0.01), *Standard Deviation

It is resulted from Table 4.18 that overall percentage change of respondents

from pre to post knowledge test were 57.42 per cent and mean difference were
9.32. The results indicate that the gain in knowledge with regards to bio-control
agents is significant at 01 per cent levels of probability (t= 23.91, p<0.01). The
difference observed between the mean scores of knowledge level of respondents in
pre and post-exposure stages was found to be statistically significant and we might
say that the multimedia training module significantly increased the knowledge of
the participants.

4.4.1.3 Gender wise knowledge gain

The assessment of preferred learning styles of farmers using bio-control
agents to determine if males and females have similar learning styles. With this
information it may assist in the development and implementation of gender-
specific training approaches that would maximize farmer‟s motivation and learning
by tailoring instruction to gender specific needs of respondents. To achieve these
aims, we comparatively analyze male and female farmers and we found that 25.38
per cent difference in percentage change and 4.12 in their mean differences in their
knowledge gain. Using t-test found that the data is highly significant at 1 per cent
level of significance.
Thus male and female respondents have significantly different learning
styles in comparison to knowledge gain. The results obtained from the learning
style points in Table 4.19, that the trend of learners' learning styles was vary for
male and female farmers. This tendency will affect learning outcomes. Therefore it
 117

is necessary for the trainer to know the trend of male and female communities
differently for enhance the knowledge of male and female farmers. If multimedia
media is developed should consider the needs of farmers in terms of the trend of
learning styles. One of strategies that can be done is to combine audio and visual
into a single unit in a media, so that individuals can maximize their knowledge
acquisition.
Table 4.19: Gender wise knowledge gain from multimedia training module
Mean knowledge knowledge gain
Sl.
Gender n Post Mean Percentage
No. Pre test
test difference change
1. Male 126 16.23 27.08 10.85 66.85
2. Female 74 16.23 22.96 6.73 41.47
Mean difference 4.12
Percentage change 25.38
Difference (t-test) 6.210**
**Significant at 1% level (p<0.01)

4.4.1.4 Level of knowledge gain

The knowledge level of the farmers was measured with the help of a
knowledge index. Various aspects of bio-control agents were taken in to
consideration, viz., soil, seed, nursery and seedling treatment with Trichoderma,
placing of tricho-card, assembling and installation of pheromone trap, foliar spray
of pseudomonas mass production of NPV by farmer etc.

Table 4.20: Distribution of respondents according to their overall level of

knowledge gain
(n=200)
Sl. No. Level of knowledge gain Frequency Percentage
1. Low (Up to 33.33 %) 59 29.50
2. Medium (33.34 – 66.66 %) 68 34.00
3. High (Above 66.66 %) 73 36.50
Total 200 100
The knowledge of respondents on these aspects was collected before and
after delivering the multimedia training module on bio-control agents. The findings
of the study have been presented in Table 4.20.
The study revealed that before intervention of multimedia training module
on farmers using bio-control agents, majority of the farmers had medium-to-low
 118

levels of knowledge. But, after the intervention of multimedia training module on

bio-control agents, considerable number of respondents moved from medium to
high category and similarly from low to medium category. It is apparent from the
data that 36.50 per cent of respondents were under the high level knowledge gain
followed by more than one-third (34.00%) per cent respondents were medium level
and 29.50 per cent respondents had low level of knowledge gain.
Total 63.50 per cent of respondents were fall in low and medium level
category because there also exists a large gap between the availability of
knowledge and its effective application in decision making. The knowledge that is
available is largely disciplinary which makes it often difficult to apply in a wider
socio-economic and interdisciplinary context. The knowledge available is also
commonly perceived to be hypothetical and theoretical instead of focusing on the
needs of end users with the aim of facilitating action and/or social change. The end
users thus find it difficult to use such knowledge. However, there is an increasing
awareness about the importance of research approaches that employ new ways to
organise and manage research in bio-control agents. Such a step would help to
improve the relevance of research and would also enhance knowledge adoption by
the end users.

4.4.2 Skill acquisition

A skill is the ability to carry out a task with determined results often within
a given amount of time, energy or both. Skill acquisition usually requires certain
environmental stimuli and situations to assess the level of skill being shown and
used.
4.4.2.1 Stage of skill acquisition
The skill acquisition is a method of how learners acquire skills through
formal instruction and practicing used in the fields of education and operations
research. The Dreyfus model of skill acquisition proposes that a farmer passes
through five distinct stages and was originally determined as novice, advance
beginner, competent, proficient and expert.
 119

29.5%
36.5% Low level

Medium
level
High level

34%

Fig.4.13: Distribution of respondents according to their overall level of knowledge

gain
 120

Fig. 4.14: Glimpses of pre knowledge and skill test by researcher in different
villages
 121

In order to examine the stages of skill acquisition of farmers using bio-

control agents, we use the Dreyfus model of skill acquisition with slight
modification. As Table 4.21 displays in rows various practices used as bio-control
agents are taken and in column five-stage skill acquisition are taken.
For the present study, we had selected 10 commonly practices of bio-control
agents which the farmers were effectively done. In case of seed treatment with
Trichoderma majority of respondents were fall into proficient and expert categories
and there was no respondents found in novice and advance beginner categories. The
investigation showed that 25.00 per cent of respondents were expert before the
intervention and after that 55.50 per cent respondents became expert.
While soil treatment with Trichoderma majority of respondents fell in
competent and proficient categories and there were no respondents found in novice
and least number in advance beginner categories. The investigation shows
respondents shifted from competent to proficient i.e. 51.50 per cent, which was
49.00 per cent before the intervention. In case of seedling treatment with
Trichoderma majority of respondents were belong to competent and proficient
categories and there was no respondents found in novice and 17.00 per cent
respondents in advance beginner categories. It was found that 2.00 per cent of
respondents were expert before the intervention and after that 15.00 per cent
respondents become expert. The paradigm shifted from competent to proficient. It
also showed that per cent change in proficient were 27.50 per cent to 61.00 per
cent. Similarly intervening with nursery treatment by Trichoderma the majority of
respondents were in advance beginner (31.5%) and competent categories (47.00%),
in pretest. Paradigm shifted to competent from advance beginner. The highest per
cent which were changed after intervention is 52.50 per cent for proficient. There
was no respondents found in novice and 9.50 per cent respondents in expert
categories. In this study it was found that identification of bio-control agents
majority of respondents were in advance beginner and competent categories in
pretest, which are 35.50 and 53.50 per cent, respectively, majority of respondents
was in competent and proficient categories and there was no respondents found in
novice and 17.00 per cent respondents in advance beginner categories. After the
intervention it has been changed in competent category with 51.00 per cent. There
 122

were a significant change in expert category is 9.50 per cent from null. The trend
were found in the use of tricho card that no respondent found as expert, majority of
respondent lies within advance beginner and competent category which was 37.5
and 45.0 per cent, respectively and there was no respondents found in expert and
12.50 per cent respondents in proficient categories for pretest. After the
intervention these was changed in proficient category with 34.50 per cent which
were 12.50 per cent. Skill regarding installation of pheromone trap were majorly
taken by advance beginner (39.00%) and competent (49.50%), and negligible
number of expert category for pretest. The paradigm shifted to proficient (17.50%)
which was 6.0 per cent before intervention. The major changes were taken places
for expert category which was increased to 37.00 per cent from 0.50 per cent after
intervention. In assembling pheromone traps, there was 45.00 per cent and 42.50
per cent, respectively, were fall in advance beginner and competence category,
which are highest for pretest. The experts are very few (1.5%) shifted to 8.50
percent after intervention. There was a significant change also occurred in case of
proficient category, per cent increase were recorded is 10.50 per cent from 2.50 per
cent.
In case of foliar spray of Pseudomonas the majorities for pre test were
found in advance beginner and competent which was 48 per cent and 34 per cent,
respectively, 13.00 per cent for novice and 1.5 per cent for novice in pretest.
Intervention resulted 39.50 per cent shifting to competent from advanced beginner,
significant change can also be seen for proficient and expert category which was
15.50 per cent and 18.00 per cent, respectively. In mass production of NPV by
farmers, it was recorded that majority of respondent are from novice (48.50%) and
advance beginner (45.50%), there was no respond found for proficient and expert
category in pretest.
After intervention the paradigm shifted to advanced beginner and
Competent which was 51.00 per cent and 20.50 per cent accordingly. In proficient
category, a significant change seen from 0 to 5.50 per cent. With above discussion,
it can be concluded that farmers were well aware and expert for Trichoderma and
prone to mass production to NPV.
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Table 4.21: Distribution of respondents according to their stage of skill acquisition

Stages of skill acquisition
Novice Advance beginner Competent Proficient Expert
Sl.
Characteristics Post Pre Post Pre Post Pre Post
No. Pre test Pre test Post test
test test test test test test test
F F F F F F F F F F
1. Seed treatment with 0 0 0 0 32 13 118 76 50 111
Trichoderma (0.00) (0.00) (0.00) (0.00) (16.00) (06.50) (59.00) (38.00) (25.00) (55.50)
2. Soil treatment by 0 0 6 1 98 29 83 103 13 67
Trichoderma (0.00) (0.00) (3.00) (0.50) (49.00) (14.50) (41.50) (51.50) (6.50) (33.50)
3. Seedling treatment with 0 0 34 1 107 47 55 122 4 30
Trichoderma (0.00) (0.00) (17.00) (0.50) (53.50) (23.50) (27.50) (61.00) (2.00) (15.00)
4. Nursery treatment by 0 0 63 5 94 71 42 105 1 19
Trichoderma (0.00) (0.00) (31.50) (2.50) (47.00) (35.50) (21.00) (52.50) (0.50) (9.50)
5. Identification of bio- 3 0 71 33 107 102 19 46 0 19
control agents (1.50) (0.00) (35.50) (16.50) (53.50) (51.00) (9.50) (23.00) (0.00) (9.50)
6. Placing of Tricho-card 10 0 75 20 90 79 25 69 0 32
(5.00) (0.00) (37.50) (10.00) (45.00) (39.50) (12.50) (34.50) (0.00) (16.00)
7. Installation of pheromone 09 1 78 37 99 53 12 35 2 74
trap (4.50) (0.50) (39.00) (18.50) (49.50) (26.50) (6.00) (17.50) (0.50) (37.00)
8. Assembling of pheromone 13 2 94 54 85 106 5 21 3 17
trap (6.50) (1.00) (45.00) (27.00) (42.50) (53.00) (2.50) (10.50) (1.50) (8.50)
9. Foliar spray of 26 11 96 43 68 79 7 31 3 36
Pseudomonas (13.00) (5.50) (48.00) (21.50) (34.00) (39.50) (3.50) (15.50) (1.50) (18.00)
10. Mass production of NPV 97 46 91 102 12 41 0 11 0 0
by farmer (48.50) (23.50) (45.50) (51.00) (6.00) (20.50) (0.00) (5.50) (0.00) (0.00)
Note: Data are based on multiple responses, F= frequency, (Figures in parenthesis indicate the percentage)
 124

100
Pre test Post test Percentage change
90

80

70

60
Respondents (%)

50

40

30

20

10

0
Seed treatment Soil treatment Seedling Nursery Identification Placing of Installation of Assembling of Foliar spray of Mass Overall skill
with by treatment with treatment by of bio-control Tricho-card pheromone pheromone Pseudomonas production of acquisition
Trichoderma Trichoderma Trichoderma Trichoderma agents trap trap NPV by farmer
Characteristics

Fig. 4.15: Distribution of respondents according to their stage of skill acquisition

 125

4.4.2.2 Skill acquisition from different practices by multimedia training

module
The bird eye view of Table 4.22 revealed that 43.08 per cent skill acquisition in the
installation of pheromone trap by respondents followed by 37.20 per cent skill
acquisition in a foliar spray of pseudomonas by the respondents. This was the two
highest percentage change found between pre and post test on skill acquisition by
multimedia training module. It represents that the multimedia training module on
bio-control agents was very effective between the farmer‟s community and they
assess the skill and knowledge easily. It represents that the multimedia training
module on bio-control agents was very effective between the farmer‟s community
and they assess the skill and knowledge easily. While 34.53, 32.38, 27.02, 24.16,
21.59, 20.11 and 18.92 per cent change found in placing of Tricho-card, mass
production of NPV by farmer, nursery treatment by Trichoderma, seedling
treatment with Trichoderma, assembling of pheromone trap, identification of bio-
control agents and soil treatment by Trichoderma by the respondents, respectively
between pre and post test on skill acquisition by multimedia training module.
However least (9.78%) per cent change found in seed treatment with Trichoderma
by the respondents. This is because of the fact that respondent farmers had good
skills and knowledge about bio-control agents during the pre test the percentage
change between pre and post test scores was low.
The hawk eye view of Table 4.22 highlighted that 25.35 per cent change
found during overall skill acquisition and overall 7.09 mean differences occurred
between pre and post test on skill acquisition by multimedia training module. At
last t-test is used to test the level of significant of our module it was found that the
test is positively and highly significant [(t=29.75), (p<0.01)] at 01 per cent level of
significance. Ultimately we can say that our multimedia training module on bio-
control agents was significant for farmers. This may boost the overall skill and
knowledge of users.
 126

Table 4.22: Change in skill acquisition among respondents from multimedia

training module
Skill acquisition
Sl.
Characteristics Pre test Post test Percentage
No.
Mean SD Mean SD change
1. Seed treatment with
4.09 0.636 4.49 0.618 9.78
Trichoderma
2. Soil treatment by
3.52 0.665 4.48 0.686 18.92
Trichoderma
3. Seedling treatment with
3.15 0.712 3.90 0.631 24.16
Trichoderma
4. Nursery treatment by
2.91 0.734 3.69 0.675 27.02
Trichoderma
5. Identification of bio-control
2.71 0.654 3.25 0.845 20.11
agents
6. Placing of Tricho-card 2.65 0.762 3.56 0.877 34.53
7. Installation of pheromone
2.60 0.716 3.72 1.161 43.08
trap
8. Assembling of pheromone
2.46 0.722 2.98 0.871 21.59
trap
9. Foliar spray of Pseudomonas 2.33 0.802 3.19 1.132 37.20
10. Mass production of NPV by
1.58 0.605 2.08 0.807 32.38
farmer
Overall skill acquisition 27.97 2.11 35.06 4.91 25.35
Mean difference 7.09
Percentage change 25.35
Difference (t-test) 29.75**
**Significant at 1% level (p<0.01)

4.4.2.3 Group/village wise skill acquisition from multimedia training module

It is apparent from Table 4.23 that all the groups (Group-I to Group-VIII)
had shown effective skill acquisition by multimedia training module. From the
result, it was found that in Rajnandgaon district the Group-VII (Sonesarar) had
highest (33.38%) percentage change in their skill followed by Group-VIII (Kirgi)
(24.30%). From Raipur district, the Group-VI (Adsena) had 30.56 per cent change
in skill followed by Group-V (Baronda) 23.44 per cent changes in skill of
respondents.
From Dhamtari district, the Group-II (Hatband) had found 28.47 per cent skill gain
followed by Group-I (Katalboard) 25.69 per cent skill acquired and from Durg
district Group-IV (Chicha) has highest (25.70%) skill acquisition followed by
 127

Group-III (Arasnara) 22.04 per cent change in skill acquisition. Among the eight
groups, two groups namely Group-VI and Group-VII has significant highest
percentage change in skill acquisition. Moreover the highly and positively
significant 't' values once again confirm statistically, the considerable skill
acquisition among the farmers due to the multimedia training module. Further, it is
very interesting to note that the skill acquisition has direct and positive relationship
with the visual learning style of the farmers using bio-control agents. This learning
ultimately resulted in the significant skill acquisition. The overall skill acquisition
ranges from 33.38 per cent to 22.04 per cent in the study area; this variation
indicates that the farmers had slightly gain nearly same level of skill acquisition
aspects in the bio-control agents (Fig. 4.14).

Table 4.23: Distribution of respondents according to village wise, mean difference

and percentage change in skill acquisition from multimedia training module
(n=25 each group)
Mean skill Skill acquisition
Sl. Name of the groups/ Paired
Pre Post Mean Percentage
No. villages t-test
test test difference change
1. Dhamtari District
Group-I: Katalboard 29.12 36.60 7.48 25.69 8.52**
Group-II: Hatband 28.80 37.00 8.20 28.47 13.60**
Total 27.08

2. Durg District
Group-III: Arasnara 27.40 33.44 6.04 22.04 7.28**
Group-IV: Chicha 28.48 35.80 7.32 25.70 11.68**
Total 23.87

3. Raipur District
Group-V: Baronda 27.64 34.12 6.48 23.44 11.11**
Group-VI: Adsena 27.88 36.40 8.52 30.56 13.52**
Total 27.00

4. Rajnandgaon District
Group-VII: Sonesarar 27.44 33.60 6.16 33.38 13.58**
Group-VIII: Kirgi 27.00 33.56 6.56 24.30 10.93**
Total 28.84
**Significant at 1% level (p<0.01)
 128

Pre test Post test Percentage change

100

80

60
Respondents (%)

40

20

0
Katalboard Hatband Arasnara Chicha Baronda Adsena Sonesarar Kirgi
Villages

Fig. 4.16: Distribution of respondents according to village wise, mean difference and percentage change in skill acquisition from
multimedia training module
 129

The findings of the study are in conformity with the results reported by
Anandaraja (2002) and Mooventhan (2015).
4.4.2.4 Gender wise skill acquisition from multimedia training module
The result indicated the significant relationship between pre and post skill
acquisition and learning styles of respondents. But males and females learn
differently or has different preferred ways of learning? To address this concern,
this study will analyze the understanding of learning style preferences according to
the gender factors.
Table 4.24: Gender wise skill acquisition from multimedia training module
Mean skill Skill acquisition
Sl.
Gender n Pre Post Mean Percentage
No.
test test difference change
1. Male 126 28.31 35.40 7.09 25.04
2. Female 74 27.39 34.50 7.11 25.96
Mean difference 0.02
Percentage change 0.92
Difference (t-test) 0.043NS
NS - Non-Significant

The purpose of the study was to assess gender differences in learning style
preferences and to address this important issue, the comparative analysis of male
and female farmers using bio-control agents and we found minor (0.92%)
difference in percentage change and negligible (0.02) mean differences in their
knowledge gain. While using t-test found that the data was not significant. It
means that for skill acquisition no needs to prepare or produce separate multimedia
training module for male and female farmers, their learning style was found same
and they are capable to learn with same multimedia training module.

4.4.2.5 Level of skill acquisition

It is apparent from Table 4.25 that the higher proportion (80.00%) of
respondents had low level of skill acquisition followed by one-fifth (20.00%) of
respondents had medium level skill acquisition and there is no respondents found
in high level skill acquisition. The finding showed the maximum respondents were
in the low category and no respondents were fell in high level category this might
be occurred because our field extension system is a century old.
 130

Table 4.25: Distribution of respondents according to their overall level of skill

acquisition
(n=200)
Sl. No. Level of skill acquisition Frequency Percentage
1. Low (Up to 33.33 %) 160 80.00
2. Medium (33.34 – 66.66 %) 40 20.00
3. High (Above 66.66 %) 0 0
Total 200 100

Though it has been fairly effective, it also needs change, as change is law
of nature. The rapid growth of information in agriculture has led in past decades to
the progressive specialization and it is more so after the globalization of Indian
agriculture. The information/ knowledge gained in research must be transferred in
a meaningful and comprehensible way, so that it reaches the end-user, the farmer
without much loss of time and content, avoiding seepage of information and
distortion. There is need to have ideal blend of modern IT with traditional
extension approaches for effective and efficient transfer system. Further as per
popular saying, “one cannot employ yesterday‟s method today and be in the
business tomorrow”. In order to achieve this, we may have to introduce multimedia
training module by assessing their preferred learning style.

4.5 Relationship and Influence of independent variables towards

knowledge gain and skill acquisitions
4.5.1 Correlation analysis
4.5.1.1 Relationship of the independent variables towards knowledge gain
The results of correlation analysis of thirteen independent variables on
knowledge gain are presented in Table 4.26.
It is observed from the Table 4.26 that out of thirteen characteristics
studied, four characters viz. age, farming experiences, extension contact and
training orientation were found to be have a highly positive association with
dependent variable at 1 per cent level of significance and social participation was
found to be negative association at 1 per cent level of significance with knowledge
gain. While, land holding and scientific orientation were found to be positive
association with knowledge gain at 5 per cent level of probability.
 131

20%

80%

Low level Medium level High level

Fig.4.17: Distribution of respondents according to their overall level of skill

acquisition
 132

Fig. 4.18: Glimpses of post knowledge and skill test by researcher in different
villages
 133

However, education, occupation, family size, annual income, mass media

exposure and innovativeness were found to have non-significant correlation with
knowledge gain.
Table 4.26: Coefficient of correlation of independent variables with knowledge
gain
Coefficient of correlation
Variable number Independent variable
“r” value
X1 Age 0.371**
X2 Education 0.011
X3 Occupation 0.095
X4 Land holding 0.161*
X5 Annual income - 0.037
X6 Family size 0.091
X7 Farming experience 0.382**
X8 Mass media exposure 0.108
X9 Social participation - 0.306**
X10 Innovativeness 0.028
X11 Extension contacts 0.221**
X12 Training orientation 0.178**
X13 Scientific orientation 0.175*
* Significant at 5% level, ** Significant at 1% level

It is an accepted fact that with increase in age, land holding, farming

experiences, social participation, extension contacts, training orientation and
scientific orientation of the respondents might help to get more knowledge gain.
While the increase in land holding and scientific orientation might be led to adopt
more multimedia training module for the effective utilisation of available farm
resources to make higher profit.

4.5.1.2 Relationship of the independent variables towards skill acquisition

In order to understand the association between the selected characteristics
of the farmers using bio-control agents and their knowledge gain on multimedia
training module, simple correlation was computed and the results are furnished in
Table 4.27.
 134

Fig 4.19: Empirical model for knowledge gain

 135

Table 4.27: Coefficient of correlation of independent variables with skill

acquisition
Coefficient of correlation
Variable number Independent variable
“r” value
X1 Age 0.139*
X2 Education 0.003
X3 Occupation 0.095
X4 Land holding 0.207**
X5 Annual income 0.172*
X6 Family size - 0.027
X7 Farming experience 0.160*
X8 Mass media exposure 0.081
X9 Social participation - 0.061
X10 Innovativeness 0.026
X11 Extension contacts 0.022
X12 Training orientation 0.716**
X13 Scientific orientation - 0.014
* Significant at 5% level, ** Significant at 1% level

It is observed from the Table 4.27 that out of thirteen characteristics

studied, five characters were found to be having a positive and significant
association with skill acquisition. The characters namely land holding and training
orientation were found to be positively significant with skill acquisition at 1 per
cent significance and age, annual income and farming experience were found to be
positively significant with skill acquisition at 5 per cent level of significance.
The other variables namely educational status, occupation, family size,
mass media exposure, social participation, innovativeness, extension contacts and
scientific orientation were found to have no association with skill acquisition. It is
an accepted fact that with higher age and higher farming experience of the
respondents might be helped to get more skill acquisition. The variables viz. family
size, social participation and scientific orientation were having negative association
with skill acquisition. The increase in number of occupation and family size might
be led to less learning capacity of the respondents due to the diversified occupation
and more number of family members.
 136

Fig 4.20: Empirical model for skill acquisition

 137

4.5.2 Factors associated with knowledge gain and skill acquisition from
multimedia
To understand the influence of various selected factors of farmers using
bio-control agents on the knowledge gain and skill acquisition through multimedia
training module, a regression analysis was conducted. The following multiple
regression models were specified for analysis:-

Y = α+β1X1+ β2X2+ β3X3+ β4X4+ β5X5+ β6X6+ β7X7+ β8X8+ β9X9 + β10X10 +
β11X11 + β12X12 + β13X13 + e

Where Y = Knowledge gained/skill acquisition through multimedia training

module; α – Constant; e – error term; X1- Age; X2 – Education; X3 – Occupation;
X4 – Land holding; X5 – Annual income; X6 – Family size X7 – Farming
experience; X8 – Mass media exposure; X9 – Social participation; X10 –
Innovativeness; X11 – Extension contact; X12 – Training orientation; and X13 –
Scientific orientation.
4.5.2.1 Influence of the independent variables towards knowledge gain

The multiple regression analysis was carried out to assess the extent of
influence of thirteen independent variables towards knowledge gain. The results
are presented in Table 4.28.
From the Table 4.28, it was seen that the coefficient of multiple
determination viz., R2 was 0.28, which was significant at 1 per cent level. This
meant that 28.00 percent of the variation in the dependent variable is explained by
the independent variables chosen for the study.
The multiple regression coefficient value was found to be negatively
significant for the variable social participation at 5 per cent level of significance
and the training orientation at 1 per cent level of significance. It is not necessary
that, the farmers who have high social participation may possess the significant
knowledge on the farming because knowledge gain depends on multiple
psychological and socio-economic factors.
 138

Table 4.28: Estimate of parameters from regression analysis of the demographic

and personal factors of farmers determining the knowledge gain from multimedia
training module
Variable Standard
Variables „b‟ value „t‟ value
number Error
# Constant (Intercept) 10.163 4.434 2.292
X1 Age 0.005 0.063 0.077
X2 Education -0.009 0.101 -0.087
X3 Occupation 0.677 0.513 1.320
X4 Land holding 0.049 0.097 0.505
X5 Annual income 0.000 0.000 -1.557
X6 Family size 0.040 0.148 0.268
X7 Farming experience 0.091 0.068 1.343
X8 Mass media exposure 0.334 0.299 1.117
X9 Social participation -1.068 0.443 -2.413*
X10 Innovativeness -0.301 0.198 -1.517
X11 Extension contacts 0.380 0.170 2.241*
X12 Training orientation -4.837 1.480 -3.267**
X13 Scientific orientation 0.166 0.141 1.9778
R2 = 0.28, F = 0.000, * Significant at 5% level, ** Significant at 1% level

The variables like extension contacts and scientific orientation had

influenced positively and significant at 5 per cent level to knowledge gain. This
showed that a unit increase in extension contacts, ceteris paribus would increase
the gain in knowledge by 0.380 units similarly scientific orientation would
increase the knowledge gain by 0.166 units, respectively. More extension contacts
and scientific orientation among the respondents will provide the platform for
effective learning and leads to gain the knowledge in the particular subject matter.
The variables such as age, education occupation, land holding, annual income,
family size, farming experience, mass media exposure and innovativeness showed
the non significant influence towards knowledge gain.

4.5.2.2. Influence of the independent variables towards skill acquisition

The actual relationship between measured variables in social science are by
no means as simple as above one variable might be associated with or dependent
 139

upon several other variables at the same time and hence the multiple regression
analysis was carried out and the result of which are furnished in Table 4.29.

From the Table 4.29 it has been observed that coefficient of multiple
determination viz., R2 was 0.55 which was significant at 1 per cent level. This
meant that 55.00 per cent of the variation in the dependent variable is explained by
the independent variables chosen for the study.

Table 4.29: Estimate of parameters from regression analysis of the demographic

and personal factors of farmers determining the skill acquisition from multimedia
training module
Variable
Variables „b‟ value Standard Error „t‟ value
number
# Constant (Intercept) 5.543 2.075 2.671
X1 Age -0.018 0.031 -0.582
X2 Education 0.027 0.049 0.557
X3 Occupation 0.205 0.250 0.820
X4 Land holding 0.060 0.047 1.286
X5 Annual income 0.000 0.000 0.737
X6 Family size -0.057 0.072 -0.796
X7 Farming experience 0.021 0.032 0.658
X8 Mass media exposure -0.032 0.144 -0.219
X9 Social participation 0.031 0.214 0.144
X10 Innovativeness 0.050 0.096 0.527
X11 Extension contacts -0.063 0.080 -0.784
X12 Training orientation 1.282 0.093 13.778**
X13 Scientific orientation -0.172 0.068 -2.548*
2
R = 0.55, F = 0.000, * Significant at 5% level, ** Significant at 1% level
The multiple regression coefficient value was found to be negatively
significant for the variable namely, scientific orientation at 5 per cent level of
significance. Data revealed that a unit increase in scientific orientation would
decrease the skill acquisition by 0.172 units‟ ceteris paribus. Even though, age,
family size, mass media exposure and extension contacts had the negative
relationship with skill acquisition but at very minimum level. The existing
knowledge base and skill acquisition solely based on the individual capacity
towards learning. While increase in age the efficiency to do the work and learning
capacity decreases and in larger family size, the farmers have to work round the
 140

clock to maintain the family, it might be the reason behind the negative
association. Low efficiency of bio-control agents de-motivates the farmers towards
learning and ultimately it reflects on skill acquisition.

The variable training orientation had influenced positively and significant

at 1 per cent to skill acquisition. This showed that a unit increase in the training
orientation, Ceteris paribus would increase the skill acquisition by 1.282 units. If
the farmers have higher training orientation, they might have higher skill and it
would motivate the farmers to learn and adopt by multimedia training module.
More preference of multimedia training module among the respondents will
provide the platform for effective learning.

4.5.3 Mean difference in knowledge gain between adopters and non-adopters

of bio-control agents
Table 4.30: Difference in knowledge gain between adopters and non-adopters of
bio-control agents farmers
Sl. Bio-control Adopters Non-adopters Mean
t-test
No. agents n Mean SD n Mean SD Difference
1. Trichoderma 183 9.50 5.60 17 7.35 3.99 2.15 2.04*
2. Bacillus sp. 8 12.50 4.81 192 9.19 5.51 3.31 1.89
3. Metarhizium sp. 14 11.71 5.52 186 9.14 5.48 2.57 1.67
4. Pseudomonas 53 7.87 3.95 147 9.85 5.90 -1.98 2.72**
5. Trichogramma 120 8.16 4.23 80 11.07 6.66 -2.91 3.47**
6. NPV 13 7.15 2.67 187 9.47 5.63 -2.32 2.74**
*Significant at 5% level (p<0.05), **Significant at 1% level (p<0.01)
SD= Standard Deviation

To find out mean differences in knowledge gain between adopters and non-
adopters of bio-control agents an independent t-test was performed. Results
indicated that Trichoderma, Pseudomonas, Trichogramma and NPV adopted
farmers gained significantly more knowledge from multimedia training module
than non-adopted.
 141

4.5.4 Knowledge gain and skill acquisition scores across learning styles of
trainees
Learning style preferences are the manner in which, and the conditions
under which, farmers most efficiently and effectively perceive, process, store, and
recall what they are attempting to learn. As instructors, we need to assess and
understand how to reach all farmers by understanding how to present information
in multiple modes. We can help farmers more effectively; if we are aware of their
learning style and can assist them in determining their preferences.
It is apparent from the Table 4.31 that visual learning style were preferred
by 134 number of respondents and it was positively and highly significant at 1 per
cent level of significance for both knowledge gain and skill acquisition. Similarly
we also noticed that the auditory and kinesthetic/tactile preferred learning style of
farmers were positively and highly significant at 1 per cent level of significance for
both knowledge gain and skill acquisition.
Thus we can inference that the designed multimedia training module on
bio-control agents ultimately increases the knowledge and skill of farmers but its
show highly effective for visual preferred learning style farmers as compare to
auditory and kinesthetic/tactile preferred learning style of farmers.

Table 4.31: Knowledge gain and skill acquisition across learning styles of trainees
(n=200)
Knowledge gain Skill acquisition
Sl. Learning
n Pre test Post test Pre test Post test
No. style t-value t-value
Mean SD Mean SD Mean SD Mean SD
1. Visual 134 16.27 4.92 25.86 5.96 19.93** 28.16 2.01 35.50 4.71 26.51**
2. Auditory 36 15.44 4.71 24.58 5.40 11.12** 27.20 2.39 33.08 4.80 11.18**
Kinesthetic/
3. 30 16.53 5.92 25.27 6.51 08.87** 28.03 1.93 35.20 5.27 10.17**
Tactile
**Significant at 1% level (p<0.01)

4.5.5 Influence of learning style on knowledge gain and skill acquisition

To assess the mean differences in knowledge gain and skill acquisition of
respondents according to their learning style, a One-way ANOVA was performed.
 142

Table 4.32: One-way ANOVA results of knowledge gain and skill acquisition from
multimedia training across learning styles of trainees
Degrees
Dependents Sum of Mean
Groups of F p
variable Squares Square
freedom
Between Groups 8 196.47 24.56 0.801 0.602
Knowledge gain
Within Groups 191 5853.41 30.66
Between Groups 8 139.12 17.39 1.564 0.038*
Skill acquisition
Within Groups 191 2124.08 11.12
* Significant at 5% level

Results displayed in the Tables 4.32 indicates that, the knowledge gain
across the various learning styles of trainees was found non-significant and the
skill acquisition across various learning styles of trainees differed significantly [F
(8, 191) = 1.564; P=0.038]. Post hoc LSD test indicate that visual and auditory
groups differed significantly in skill acquisition (p<0.05), with visual learners
exhibiting high level of skill acquisition.
The data revealed that visual, auditory and kinaesthetic/tactile learning
style of farmers were found significantly different in skill acquisition while for
knowledge gain the respondents were not found significantly different. These
means that for skill acquisition related training learning style should be assessed
and according to that the training should be conducted. These give positive and
significant response and result by respondents.

4.6 Farmer’s perception towards the multimedia training module

on bio-control agents
Perception of farmers towards multimedia training module on bio-control
agents and its components
Perception is the process of recognizing and interpreting sensory stimuli,
by which one can be able to see, hear and understand things. Recognizing and
interpreting sensory information such as sound and video are all a part of
perception. Perception can be defined as our recognition and interpretation of
sensory information. Perception also includes how we respond to the information.
In the digital dominated era, information is being treated as the most vital
resource in addition to the most conventional resources namely man, machine,
 143

money, material and time. Therefore, it is essential to develop information rich

high quality media material to ensure the information reaches to the intended
audience timely and effectively. Hence, the degree of effectiveness of the designed
multimedia training module can be assessed through respondents (viewers)
perception. Therefore, it is assumed that greater the perception towards multimedia
instruction as perceived by its viewers in terms of satisfaction derived from the
various components of multimedia training module, greater would be the viewers
exposure and post exposure activities.
Detailed studies on various components of multimedia training module as
perceived by the respondents are discussed. On the basis of perception scores
obtained by respondents, they were grouped into three categories namely, highly
satisfied, satisfied and not satisfied. As discussed earlier, a total of 38 sub
components, which determine the perception of multimedia training module, were
spread among four main components viz., Specific perception (10), voice
perception (7), video clippings perception (14) and subject matter contents
perception (bio-control agents) (7).

4.6.1 Specific perception on multimedia training module

It could be observed form the Table 4.33 that majority (69.50%) of the
learners were highly satisfied and perceived the multimedia training module as
interesting and attractive to watch, followed by 66.00 per cent of the learners
perceived multimedia training module as practical utility of the subject matter
contents, 63.00 per cent of the learners perceived multimedia training module is
accuracy and clarity of the subject matter contents, 57.00 per cent of the learners
perceived multimedia training module were usefulness and importance of subject
matter contents, 54.50 per cent of the learners highly satisfied towards the
sufficiency of the information provided. Learners were not satisfied with the
characteristics of possibility to store information (18.00%) and economically
feasibility (12.00%). This may be due to the fact that, learners have lack of modern
technology gadgets possession such as computer, DVD player, television, pen
drive, hard disk, USB etc.
 144

Table 4.33: Distribution of respondents according to their Specific perception of

multimedia training module
Highly Not
Sl. Satisfied
Items satisfied satisfied
No
F % F % F %
1. Sufficiency of the information
109 54.50 77 38.50 14 7.00
provided
2. Motivation to learn subject matter 88 44.00 105 52.50 7 3.50
3. Usefulness and importance of
114 57.00 78 39.00 8 4.00
subject matter contents
4. Interesting and attractive to watch 139 69.50 57 28.50 4 2.00
5. Possibility to store information 70 35.00 94 47.00 36 18.00
6. Understandability towards subject
101 50.50 88 44.00 11 5.50
matter contents
7. Practical utility of the subject
132 66.00 55 27.50 13 6.50
matter contents
8. Motivate to adopt bio-control
108 54.00 82 41.00 10 5.00
agents
9. Accuracy and clarity of the
126 63.00 68 34.00 6 3.00
subject matter contents
10. Economically feasible 87 43.50 89 44.50 24 12.00

4.6.2 Perception on voice of multimedia training module

Table 4.34 indicates that majority (69.50%) of the learners highly satisfied
with the sound clarity (Quality) followed by 64.50 per cent of the respondents
highly satisfied with the tone of the voice, 61.00 per cent of the target group highly
satisfied with the pronunciation of scientific terminologies, 56.00 per cent of the

Table 4.34: Distribution of respondents according to their perception level on voice

of multimedia training module
Highly Not
Sl. Satisfied
Items satisfied satisfied
No.
F % F % F %
1. Language (Hindi) 112 56.00 66 33.00 22 11.00
2. Sound Clarity (Quality) 139 69.50 55 27.50 6 3.00
3. Pace (Speed) 109 54.50 79 39.50 12 6.00
4. Modulations 81 40.50 108 54.00 11 5.50
5. Pronunciation of scientific
122 61.00 71 35.50 7 3.50
terminologies
6. Noise level (Other sounds) 97 48.50 90 45.00 13 6.50
7. Tone of the voice 129 64.50 67 33.50 4 2.00
 145

farmers highly satisfied with the language (Hindi), 54.50 per cent of the farmers
highly satisfied with the pace (Speed) and very meager, 11.00 per cent of the
farmers not satisfied with language (i.e. Hindi) because of the their affinity with
the local language Chhattisgarhi followed by 6.50 per cent of the farmers not
satisfied with the noise level (Other sounds) because of our limited source and lack
of modern technology.

4.6.3 Perception on video clippings of multimedia training module

Table 4.35 shown that majority (83.50%) of the farmers highly satisfied
with the video resolution (quality) hence, videos produced in the high definition
format followed by 79.50 per cent of the farmers highly satisfied with the
sharpness, 75.50 per cent of the learners highly satisfied with the message
organisation (step by step procedure) in the video, 73.00 per cent of the farmers
highly satisfied with the adequacy of video clippings provided, 69.00 per cent of
the farmers highly satisfied with the image color clarity, 66.50 per cent of the
farmers highly satisfied with the background clarity (image) of the video clippings.
Very meager (14.00%) respondents not satisfied with the running time of
the video clippings. All the video clippings in the multimedia training module
documented exhaustively to provide best of knowledge in the concerned
technologies, in this process running time may be extended with the purpose to
provide more additional information. Further 10.50 per cent of the farmers not
satisfied with the stability level of the video because our photographic object is
under field condition, so getting appropriate filming time, pose, duration, stability
and control was a major hiccup. Due to this reason, we cannot able to maintain the
stability level in control in some of the video clips. Overall, the quality parameters
of the video clips in the multimedia training module perceived as highly
satisfactory. It is because of utmost care in each step (pre-production, production
and post-production) was taken by the researcher.
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Table 4.35: Distribution of respondents according to their perception level on

video clippings in multimedia training module
Highly Not
Sl. Satisfied
Items satisfied satisfied
No.
F % F % F %
1. Video resolution 167 83.50 33 16.50 0 0.00
2. Video (Image) color clarity 138 69.00 52 26.00 10 5.00
3. Sharpness 159 79.50 35 17.50 6 3.00
4. Contrast, brightness, and
120 60.00 69 34.50 11 5.50
color saturation
5. Stability level 107 53.50 72 36.00 21 10.50
6. Synchronization of the audio
114 57.00 78 39.00 8 4.00
and video contents
7. Background Clarity (Image) 133 66.50 58 29.00 9 4.50
8. Running time of the video
98 49.00 74 37.00 28 14.00
clippings
9. Comprehensiveness of a
116 58.00 79 39.50 5 2.50
video clippings
10. Background voice of the
129 64.50 55 27.50 16 8.00
video clippings
11. Adequacy of video clippings 146 73.00 51 25.50 3 1.50
12. Caption of the video clippings 119 59.50 71 35.50 10 5.00
13. Transition effects in the
105 52.50 76 38.00 19 9.50
video
14. Message organisation (step by
151 75.50 47 23.50 2 1.00
step procedure) in the video

4.6.4 Perception on subject matter contents of multimedia training module

It has been observed from Table 4.36 that more than half (71.50%) of the
learners highly satisfied with the introduction about bio-control agents in the
multimedia training module followed by two-third (66.00%) of the farmers
satisfied with the NPV (Nuclear polyhedrosis virus) shown in the multimedia
training module, little less than two-third (63.50%) of the learners highly satisfied
with the seed treatment with Trichoderma and 61.50, 59.50, 54.50 and 52.00 per
cent of the respondents highly satisfied with the nursery treatment by
Pseudomonas, installation of pheromone trap, tricho-card and soil treatment by
Trichoderma, respectively.
 147

Table 4.36: Distribution of respondents according to their perception level on bio-

control agents in multimedia training module
Highly Not
Sl. Satisfied
Items satisfied satisfied
No.
F % F % F %
Introduction about bio-control
1. 143 71.50 54 27.00 3 1.50
agents
Seed treatment with
2. 127 63.50 66 33.00 7 3.50
Trichoderma
3. Installation of pheromone trap 119 59.50 79 39.50 2 1.00
NPV (Nuclear Polyhedrosis
4. 132 66.00 59 29.50 9 4.50
Virus)
5. Tricho-card 109 54.50 78 39.00 13 6.50
6. Soil treatment by Trichoderma 104 52.00 91 45.50 5 2.50
Nursery treatment by
7. 123 61.50 61 30.50 16 8.00
Pseudomonas

However, 08.00 per cent of the farmers were not satisfied with the nursery
treatment by Pseudomonas followed by 6.50 per cent of the farmers not satisfied
with the content related to tricho-card in the video. While, 4.50, 3.50, 2.50, 1.50
and 1.00 per cent of the respondents were not satisfied with the NPV (Nuclear
Polyhedrosis Virus), seed treatment with Trichoderma, soil treatment by
Trichoderma, introduction about bio-control agents and installation of pheromone
trap, respectively.
4.6.5 Overall perception level on multimedia training module
Perception is the process, by which one can be able to see, hear and
understand things. Hence, it is assumed that greater the perception of multimedia
training module as perceived by its viewers in terms of satisfaction derived from
the various components of multimedia training module, greater would be the
viewers‟ exposure and post exposure activities. On the basis of perception index
score, the farmers were categorised into three groups viz., highly satisfied, satisfied
and not satisfied. The detail of percentage distribution of the respondents under
each category is furnished in Table 4.37.

From the Table 4.37 it could be concluded that majority (58.91%) of the
respondents highly satisfied with the multimedia training module followed by
 148

satisfied (35.79%) and very meager (5.31) percentage of the respondents are not
satisfied with the multimedia training module (Fig. 4.16).

Table 4.37: Distribution of respondents according to their overall perception level

on multimedia training module
Highly
Sl. Dimensions Satisfied Not satisfied Overall
satisfied
No. of perception perception
Mean % Mean % Mean %
Specific
1. 107.40 53.70 79.30 39.65 13.30 6.65 73.52
perception
Voice
2. 112.71 56.36 76.57 38.29 10.71 5.36 75.50
perception
Video
3. 128.71 64.36 60.71 30.36 10.57 5.29 79.53
clippings
Subject
4. matter 122.43 61.21 69.71 34.86 7.86 3.93 78.64
contents
Overall
117.81 58.91 71.58 35.79 10.61 5.31 77.04
satisfaction level

However the overall perceptions were high (79.53%) in video clippings,

78.64 per cent in subject matter contents, 75.50 in voice perception and least
(73.52%) in specific perception. It is obvious from the related findings that the
overall extent of satisfaction was 77.04 per cent.
Further, the results concluded that majority of the respondents had the 'high
satisfaction and satisfaction' perception with overall components of multimedia
training module. From the data, it is evident that multimedia training module could
be used as an effective tool for the dissemination of farm technologies to farmers.

4.7 Constraints and suggestions perceived by the respondents

4.7.1 Constraints
A constraint is something that imposes a limit or restriction or that prevents
something from occurring. Constraints perceived by bio-control agent user are as
follow:
4.7.1.1 General constraints
The data furnished in Table 4.38 indicated the constraints perceived by
farmers using bio-control agent, majority (54.50%) of the respondents were said,
 149

5.31%

35.79%
58.91%

Highly satisfied Satisfied Not satisfied

Fig.4.21: Distribution of respondents according to their overall perception level on

multimedia training module
 150

“bio-control agent are not available at the local market at the right time” (ranked-
I) followed by 41.50 per cent were said that “they are less effective than the
fungicides” (ranked-II) followed by “unavailability of bio-control agents in
sufficient quantity and of good quality” that was said by 39.50 per cent (ranked-
II).While the third major, constraints faced by the farmer of study area were “bio-
control agent is not available for all insect pests, weeds and plant diseases”
(37.00%). Further one-fourth (25.00%) of respondents faced the constraints in
“bio-control agent does not immediately show its effect. It‟s take time to control
pest and diseases” and 22.50 per cent said, “bio-control agent is influenced by
nature”.
Table 4.38: Distribution of respondents according to their general constraints faced
in using bio-control agents
Sl. Respondents (n=200)
Constraints
No. Frequency Percentage Rank
Bio-control agents are not available at
1. 109 54.50 I
the local market at the right time
They are less effective than the
2. 83 41.50 II
fungicides
Unavailability of bio-control agents in
3. 79 39.50 III
sufficient quantity and good quality
Bio-control agents is not available for
4. all insect pests, weeds and plant 74 37.00 IV
diseases
Bio-control agents do not show its
5. 50 25.00 V
effect immediately
Bio-control agents are influenced by
6. 45 22.50 VI
nature.
7. Lack of proper source of availability 42 21.00 VII
Bio-control agents does not prove
8. effective during highly infestation 39 19.50 VIII
period of insect, pest and diseases
The bio-control agents takes time to
9. 38 19.00 IX
control the diseases and pests
Lack of awareness, knowledge,
10. technical skill and training related to 34 17.00 X
bio-control agents
At the initial level, profitability is not
11. 30 15.00 XI
realized
A bio-control agent under certain
12. circumstances may become a 28 14.00 XII
pathogen
Note: Data are based on multiple responses
 151

Whereas, lack of proper source of availability, bio-control agent does not

prove effective during highly infestation period of insect pest and diseases, the bio-
control agent takes time to control the diseases and pests, lack of awareness,
knowledge, technical skill and training related to bio-control agents and at the
initial level, profitability is not realized were the major constraints found by 21.00,
19.50, 19.00, 17.00 and 15.00 per cent respondents, respectively. The least
(14.00%) per cent of respondents were said that the bio-control agent under certain
circumstances may become a pathogen.

4.7.1.2 Specific constraints

Data related to various specific constraints by the selected bio-control
agents are presented and compiled under Table 4.39. It is cleared from the data that
Trichoderma efficacy reduced under direct sun rays (23.00%) are the major
specific constraints faced by the Trichoderma farmers in the study area followed
by 21.00 per cent respondent faced that Trichoderma formulations are having short
shelf-life. So we can‟t able to store or use it for a long time. In case of
Trichogramma 29.50 per cent of respondents were said that Trichogramma is host
specific hence it cannot be use for all the insect pests while 20.00 per cent
respondents found that specific time of emergence is important for management of
insect pests.

Similarly in case of Pseudomonas 26.50 per cent of respondents said that

storage viability Pseudomonas fluorescens is less followed by 22.50 per cent was
found that their viability in soil is very less. However very meager per cent of
respondents suggested specific constraints for NPV, Metarhizium sp. and Bacillus
sp. This is because there is low awareness about these bio-control agents and there
is also poor adaptation among the farmers in the study area. To avoid these
constraints at optimum level training and demonstration should be arranged.
 152

Table 4.39: Distribution of respondents according to their specific constraints

faced while using bio-control agents
Sl. No Constraints F %
1. Trichoderma (n=183)
 Trichoderma viride is viable only for four months 27 13.50
 Trichoderma formulations are having short shelf-life. So we
42 21.00
can‟t able to store or use it for a long time.
 Trichoderma efficacy reduced under direct sun rays. 46 23.00
2. Bacillus sp. (n=8)
 Bacillus sp. when applied in spray or liquid form is susceptible
3 1.50
to degradation by sunlight.
 Easily removed from plant surface by wind and rain. Therefore
4 2.00
needs to be reapplied for full effect.
 Bacillus sp. kills insects but this killing occurs in a slow process. 1 0.5
3. Metarhizium sp. (n=14)
 One of the limitations of mycopesticides is that they do not
work on contact, but require a few days to colonize on the insect 2 1.00
body and then kills the insect.
 Metarhizium anisopliae formulation viaility is up to 10 months. 5 2.50
4. Pseudomonas (n=53)
 Storage viability Pseudomonas fluorescens is less. 53 26.50
 Their viability in soil is very less. 45 22.50
5. Trichogramma (n=120)
 Need skilled person for releasing of Trichogramma spp. 36 18.00
 The one downfall for these parasitoids is ants; as they love to
23 11.50
Trichogramma eggs and can rob them from the squares.
 Trichogramma is host specific hence it cannot be use for all the
59 29.50
insect pests.
 Specific time of emergence is important for management of 40 20.00
insect pests.
6. Nuclear polyhedrosis virus (NPV) (n=13)
 Rapid inactivation by the UV radiation in the fields comprises
4 2.00
limitation of the NPV formulation.
 NPV have very slow rate of infection, may take 4 to 14 days to
kill their host. So the infected larvae keep feeding on the plant 2 1.00
during this period and causes damage.
 Another limitation of the NPV is their high specificity towards
7 3.50
insect species.
Note: Data are based on multiple responses
 153

4.7.2 Suggestions
Suggestion is the psychological process by which one person guides the
thoughts, feelings or behavior of another person. Following were the suggestions
suggested by the farmers on bio-control agents.

Table 4.40: Distribution of respondents according to suggestions obtained from the

respondents to overcome the problems from bio-control agents
Sl. No. Suggestions F % Rank
Training and demonstration should be
1. conducted related to the bio-control 119 59.50 I
agents
The government should maintain the
2. supply of bio-control agents at right 94 47.00 II
time
Self help group (SHG) should be
3. promoted for the production of bio- 75 37.50 III
control agents
More research should be done on bio-
4. 66 33.00 IV
control agents
Bio-control lab should be established
5. 49 24.50 V
at the district level/ block level
The price for bio-control agents should
be affordable and subsidies should be
6. 47 23.50 VI
provided by the government directly to
the farmers
Harmful chemicals should be banned,
so as to protect the beneficial bio-
7. 36 18.00 VII
control agents presents in our
environments
Mini kit should be distributed to
8. increase the confidence of farmer and 24 12.00 VIII
to aware them
Shelf life of bio-control agent should
9. 21 10.50 IX
be increased
More bio-control agents should be
10. explored for insect pests, weeds and 17 08.50 X
plant diseases
Note: Data are based on multiple responses of time

It is evident from Table 4.40 that majority (59.50%) of the respondents

suggested for “training and demonstration should be conducted related to the
bio-control agents” (ranked I) followed by “the government should maintain the
supply of bio-control agents at right time” which was suggested by 47.00 per
 154

cent (ranked II). While more than one third (37.50%) of respondents suggested
that the “self help group should be promoted for the production of bio-control
agents” and exactly one-third (33.00%) of respondents suggested for “more
research should be done on bio-control agents”. Further, one-fourth (24.50%) of
respondents suggested “bio-control lab should be established at the district level/
block level” and 23.50 per cent suggested for “the price for bio-control agents
should be affordable and subsidies should be provided by the government
directly to the farmers.
Moreover, 18.00, 12.00, 10.50 and 08.50 per cent of respondents
suggested for „harmful chemicals should be banned, so as to protect the
beneficial bio-control agents presents in our environments”, “mini kit should be
distributed to increase the confidence of farmer and to aware them”, “shelf life
of bio-control agent should be increased” and “more bio-control agents should
be explored for insect pests, weeds and plant diseases”, respectively.
 CHAPTER - V
SUMMARY AND CONCLUSIONS

Agriculture plays an important role in economic growth, enhancing food

security, poverty reduction and rural development. Agricultural technologies
include all the materials, techniques, practices and innovations used to maximize
the agricultural production. The most common areas of technology dissemination
and promotion for crops includes training and demonstration regime. If the training
and demonstration are more effective then the adoption level will automatically
increase, so that the learning style of farmers is need to assessed.
Chhattisgarh state is geographically situated between 17˚46'N and 24˚5’
North Latitude and 80˚15'E and 84˚20' East Longitude. The total geographical area
is around 137.90 lakh ha, of which cultivable land area is 46.77 lakh ha and forest
land area is 63.53 lakh ha with about 2.55 crore population. About 80 per cent of
the population in the state is engaged in agriculture and 43 per cent of the entire
arable land is under cultivation (Department of Agriculture, Chhattisgarh 2019).
Paddy is the principal crop and the central plains of Chhattisgarh and known as
rice bowl of central India.
The purpose behind this chapter is to summarize the results of present
research studied and to state conclusions on the basis of the findings of study and
experience gained during the study and further indicate some of their implications
for action and recommendations for future research. The study focused to
investigate effectiveness of learning style, knowledge gain and skill acquisition
from multimedia training module of farmers using bio-control agents. Hence, in
this context, the present study entitled, “Effectiveness of learning style–oriented
multimedia instruction on farmers’ skills in using bio-control agents: An
experimental investigation” was carried out at four districts of Chhattisgarh
plains agro climatic zone viz., Raipur, Dhamtari, Durg and Rajnandgaon during the
year, 2017-18 and 2018-19 with the following objectives:

155
 156

1. To assess the learning styles of farmers.

2. To design learning-style oriented multimedia training module on selected
bio-control agents.
3. To assess the effectiveness of the multimedia training module on farmer’s
knowledge and skills in using bio control agents.
4. To assess the constraints perceived by the farmers in the adoption of bio-
control agents.

On the light of above stated objectives efforts have been made to farmers’
perspective analysis of effectiveness of learning style in the Chhattisgarh plain
zone and to identify and analyze the related factors which were supposed to be
directly or indirectly related or affect the performance of farmers. The two factors
viz., knowledge gain and skill acquisition were taken in to consideration as
dependent variables.

While the factors such as socio-personal characteristics socio-economic

characteristics, communicational characteristics, psychological characteristics and
various other characteristics were taken as independent variables in the study.
The study was undertaken in 4 districts randomly i.e. Raipur, Durg,
Dhamtari and Rajnandgaon. Two villages from each selected district were
identified for investigation purposively, where most farmers already using bio-
control agents in their crop. Each village is considered as one group and total 8
groups were undertaken. The respondents were the farmers who are using the bio-
control agents in their crop. Twenty five farmers were selected purposively from
each selected village, in this way a total of 200 farmers were selected. The research
employs one-group before-after experimental design where the respondents were
randomly assigned to groups. Groups are pre-tested to assess their initial
knowledge level and skill acquisition and post-tested to assess knowledge gain and
skill acquisition. The knowledge was assessed through in-build knowledge test and
the skills were assessed through expert judgment on the specific aspects.
 157

5.1 Independent variables

5.1.1 Socio-personal characteristics
Study regarding profile characteristics of respondents showed that majority
of them was male and aged between 36 to 50 years with high school (8th to 10th
std.) of education standard. Most of respondents are living in a joint family (5 to 8
members). Majority of farmers were less than 15 years in farming experience and
89.50 per cent respondents were hereditary farming exposure. The level of social
participation showed that 38.00 per cent respondents had medium level category
and majority (62.00%) of participants were taken 3 to 5 training.
5.1.2 Socio-economic characteristics
Majority (36.40%) of farmers were occupied agriculture as sole occupation
and 43.00 per cent of them were marginal farmer (Below 1.0 ha) while their
average annual income was ₹ 1, 23,370.
5.1.3 Communicational characteristics
Mass media exposure and extension contact are the two communicational
characteristics which had taken for the study. In this study mass media exposure
revealed that two-third (66.50%) of respondents were belongs to medium level
category. Similarly in case of extension contact nearly two-third (65.00%) of
respondents has medium level category. It is evident from the investigation that
100 per cent respondents has contacted with RAEOs /RHEOs in which 82.50 per
cent of the respondents regularly and remaining 17.50 per cent had occasionally
contacted.
5.1.4 Psychological characteristics
The data depicted that three-fourth (75.00%) of respondent has medium
level of innovativeness whereas, nearly two-third (64.00%) of respondents has
medium level of scientific orientation.
5.2 Learning style and bio-control agents preferred by the
respondents
The Barsch learning style inventory was used to access the learning style of
farmers using bio-control agent and the data revealed that majority of the
respondents (67.00%) preferred visual learning style while 18.00 per cent of
 158

farmers preferred auditory type of learning style and 15.00 per cent of farmers
preferred kinesthetic/ tactile learning style.

5.3 Designing visual learning style oriented multimedia training

module on selected bio-control agents
According to result of Barsch Learning Style Inventory we designed visual
learning style oriented multimedia training module on selected bio-control agents.
Multimedia training module is a product of Information and communications
technology (ICT), which educate the users by presenting the subject matter content
(Bio-control agents) through text, video clips, audio clips, images and enriched
Medias etc. The components of multimedia training module have been broadly
classified into two major parts viz. subject matter component and technical
component. Subject matter component covers the bio-control agents, which needs
to be disseminated to the target group. In other hand, Technical component of the
multimedia training module describes the step by step procedure, techniques, tools
and software used to develop the module.
5.4 Dependent variables
5.4.1 Knowledge gain
It is apparent from the investigation that all the groups (Group I to Group
VIII) had shown effective knowledge gain by multimedia training module.
Whereas, respondents from Dhamtari district showed highest (112.65%)
knowledge gain compared to other three districts and from village, the Group-I
(Katalboard) has highest (144.37%) knowledge gain followed by Group-II
(Hatband) 80.94 per cent. The overall percentage change of respondents from pre
to post knowledge test were 57.42 per cent and mean difference were 9.32. The
results indicated that the gain in knowledge with regards to bio-control agents is
significant at 1 per cent levels of probability (t= 23.91, p<0.01). The pre and post
knowledge test scores revealed that the multimedia programme significantly
increased the knowledge of the participants.
Comparatively analysis between male and female farmers showed that
25.38 per cent difference in percentage change and 4.12 mean differences in their
 159

knowledge gain. Using t-test found that the data is highly significant at 1 per cent
level of significance. Thus male and female respondents have significantly
different learning styles in comparison to knowledge gain. It is apparent from the
data that 36.50 per cent of respondents were high level knowledge gain followed
by more than one-third (34.00%) per cent respondents were medium level and
29.50 per cent respondents had low level of knowledge gain.
5.4.2 Skill acquisition
It is apparent from data that all the groups (Group-I to Group-VIII) had
shown effective skill acquisition by multimedia training module. While the result,
showed that respondents from Rajnandgaon district had highest skill acquisition
and from village of Rajnandgaon district the Group-VII (Sonesarar) had highest
(33.38%) percentage change in their skill followed by Group-VIII (Kirgi)
(24.30%). Whereas, 43.08 per cent skill acquisition in the installation of
pheromone trap by respondents followed by 37.20 per cent skill acquisition in a
foliar spray of pseudomonas by the respondents.
The comparative analysis of male and female farmers using bio-control
agents and we found minor (0.92%) difference in percentage change and negligible
(0.02) mean differences in their knowledge gain. While using t-test found that the
data was not significant. The overall finding showed that the maximum
respondents were in the low category and no respondents were fell under high
level category this might be occurred because the farmer doesn’t get proper and
specific training and demonstration regarding bio-control agents.

5.5 Relationship and influence of independent variables towards

knowledge gain and skill acquisition
It is observed that out of thirteen characteristics studied, four characters viz.
age, farming experiences, extension contact and training orientation were found to
be highly positive association with knowledge gain at 1 per cent level of
significance and social participation was found negative association at 1 per cent
level of significance with knowledge gain. While, land holding and scientific
orientation were found to be positive association with knowledge gain at 5 per cent
level of probability and other were not found significant with knowledge gain.
 160

For skill acquisition out of thirteen characteristics studied, five characters

were found to be having a positive and significant association with skill
acquisition. The variable namely land holding and training orientation were found
to be positively significant with skill acquisition at 1 per cent significance and age,
annual income and farming experience were found to be positively significant with
skill acquisition at 05 per cent level of significance and other were not found
significant with skill acquisition.
The multiple regression analysis was carried out to assess the extent of
influence of thirteen independent variables towards knowledge gain and skill
acquisition. For knowledge gain, it was seen that the coefficient of multiple
determination viz., R2 was 0.28, which was significant at 1 per cent level. This
meant that 28.00 percent of the variation in the dependent variable is explained by
the independent variables chosen for the study. For skill acquisition, it has been
observed that coefficient of multiple determination viz.; R2 was 0.55 which was
significant at 1 per cent level. This meant that 55.00 per cent of the variation in the
dependent variable is explained by the independent variables chosen for the study.
To assess the mean differences in knowledge gain and skill acquisition of
respondents according to their learning style, a one-way ANOVA was performed
and found that the skill acquisition across various learning styles of trainees
differed significantly [F (8, 191) = 1.564; P=0.038]. Post hoc LSD test indicate that
visual and auditory groups differed significantly in skill acquisition (p<0.05) with
visual learners exhibiting high level of skill acquisition.

5.6 Farmers perception towards the multimedia training module

on bio-control agents
It is evident that majority (58.91%) of the respondents highly satisfied with
the multimedia training module followed by satisfied (35.79%) and very meager
(5.31) percentage of the respondents were not satisfied with the multimedia
training module. However the extent of perceptions were high (79.53%) in video
clippings, 78.64 per cent in subject matter contents, 75.50 in voice perception and
73.52 per cent in specific perception. It is obvious from the related findings that the
overall extent of satisfaction was 77.04 per cent.
 161

Overall perception towards bio-control agents is highly satisfied and

positive at learner’s level. At last, we can say that the farmers satisfied with the
multimedia training module on bio-control agents.

5.7 Constraints and suggestions perceived by the respondents

The investigation indicated the constraints perceived by farmers using bio-
control agent, majority (54.50%) of the respondents said, “bio-control agent are not
available at the local market at the right time” (ranked- I) followed by 41.50 per
cent were said that “they are less effective than the fungicides” (ranked-II). The
suggestion was given by the farmers to overcome with these constraints. The
majority (59.50%) of the respondents suggested for “training and demonstration
should be conducted related to the bio-control agents” (ranked I) followed by
“the government should maintain the supply of bio-control agents at right time”
which was suggested by 47.00 per cent respondents (ranked II).
5.8 Strategy for enhancing the performance of learning style
Finally, on the basis of findings from investigation, discussion with experts,
observations and experience gained during the data collection, a strategy is
suggested for enhancing the effectiveness of learning style and adoption of bio-
control agents. The strategy comprising the 5 intervention point’s viz., farmers’
satisfaction, trainer satisfaction, strengthening of knowledge and skill level of
farmers, policy reforms and initiation of rendering of extension services at
grassroots level.
CONCLUSIONS
On the basis of findings of the study it may be concluded that majority of
them were male and aged between 36 to 50 years with high school (8th to 10th std.)
of education standard. Most of respondents are living in a joint family (5 to 8
members). Majority (36.40%) of farmers were occupied agriculture as sole
occupation with less than 15 years in farming experience and 89.50 per cent
respondents were hereditary farming exposure. Most (43.00%) of them were
marginal farmer (Below 1.0 ha) and their average annual income was ₹ 1, 23,370.
The level of social participation showed that 38.00 per cent respondents
had medium level category while the level of mass media exposure revealed that
 162

two-third (66.50%) of respondents were belongs to medium level category.

Similarly in case of extension contact nearly two-third (65.00%) of respondents
has medium level category. It is evident from the investigation that cent per cent
respondents has contacted with RAEOs /RHEOs in which 82.50 per cent of the
respondents regularly and remaining 17.50 per cent had occasionally contacted.
Majority (62.00%) of participants were taken 3 to 5 training. The data depicted that
three-fourth (75.00%) of respondent has medium level of innovativeness whereas
nearly two-third (64.00%) of respondents has medium level of scientific
orientation.
The Barsch learning style inventory was used to access the learning style of
farmers using bio-control agent and the data revealed that majority of the
respondents (67.67%) preferred visual learning style. According to result of Barsch
Learning Style Inventory we designed visual learning style oriented multimedia
training module on selected bio-control agents. Mainly the contents of module are
comprised of six common practices.
The knowledge was assessed through in-build knowledge test on the
specific aspects. Groups are pre-tested to assess their initial knowledge level and
after fifteen days gap of intervention post-tested to assess knowledge gain. After
the intervention of multimedia training module on bio-control agents, considerable
number of respondents found in medium (34.00%) and high (36.50%) level
category. It is apparent from the investigation that all the groups has shown
effective knowledge gain by module and the highly significant 't' values
statistically proved its significance at 1 per cent levels of probability (t= 23.91,
p<0.01).
The skills were assessed through expert judgment on the specific aspects.
Groups are pre-tested to assess their initial skill level and after fifteen days gap of
intervention, post-tested to assess skill acquisition. The investigation resulted that
all the groups had shows effective skill acquisition by multimedia training module
but the higher proportion (80.00%) of respondents had low level of skill
acquisition. The results highlighted that 25.35 per cent change found during overall
skill acquisition and t-test showed the positively and highly significant at 1 per
cent level of probability (t=29.75), (p<0.01). Overall perception towards bio-
 163

control agents is highly satisfied and positive at learner’s level. The majority of the
respondents (58.91%) highly satisfied with the multimedia training module and it
is obvious from the related findings that the overall extent of satisfaction was 77.04
per cent.
While using bio-control agents 54.50 per cent respondents faced major
constraints that bio-control agents are not available at the local market at the right
time followed by 41.50 per cent respondents said that they are less effective than
the fungicides. 59.50 per cent farmers suggested that there should be training and
demonstration to be conducted on bio-control agents followed by 47.00 per cent
suggested that the government should maintain the supply of bio-control agents at
right time. The findings of this study will helps in increasing the working
efficiency and effectiveness of the farmers. This will helps in improving the socio-
economic welfare of the beneficiary farmers.

IMPLICATIONS OF THE STUDY

Research implications suggested that how the findings may be important
for policy, practice, theory and subsequent research. Research implications are
basically the conclusions that researcher draw from the results and explain how the
findings may be important for policy, practice or theory. Such implications will be
useful for planning and implementing authorities, extension agencies, policy
makers, administrators etc. working in Chhattisgarh state in particular and in India
in general. Based on the findings of this study following implications are drawn:
1. Improvement in the intensity of training for bio-control agents. The focus should
be on the quality of training and not on the number of farmers trained. The
training should be followed by regular contact with the scientist and trained
farmers for providing continuous support.
2. In this study farmers perspective assessment of learning style had been done.
The findings in this regard reveal that significant differences between the visual,
auditory and kinesthetic/tactile learning were exist. So that any type of teaching-
learning processed should be according to participants learning style. This
finding draws the attention of planning and implementing authorities, extension
 164

agencies, policymakers, administrators, etc. to take necessary actions towards

these aspects so that the overall performance of farmers would be improved.
3. The findings on knowledge gain and skill acquisition of farmers towards
multimedia training module will help the planners, policy makers,
administrators, extension agencies etc. in designing a more appropriate and
socially acceptable multimedia training module for farmers.
4. The findings of this study also highlight the constraints faced by the farmers in
using bio-control agents, problems faced by farmers in using the various bio-
control agents and the various suggestions given by the farmers to overcome
these constraints and problems. Such findings help the planners, policy makers,
administrators, extension agencies in the modification of existing policies
and/or in formulation of new potent policies that are related to organic farming
in Chhattisgarh. That will also helps in improving the performance of farmers
using bio-control agents.
5. Despite the Indian government’s efforts to promote the production and use of
bio-control agents, our study found that bio-control agents have found little
acceptance among farmers in Chhattisgarh. The problems of unavailability of
bio-control agents and their poor quality are linked. On the one hand, we find
that the farmers were unwilling to buy and use bio-control agents as they feel
that their quality is unreliable. On the other hand, the low demand for bio-
control agents has prevented large investment in advanced production and
storage facilities, which are required for improving the quality. It is, therefore,
clear that the problems have to be seen in their totality and a new policy is
needed for increase in adoption.
6. The price of the commercial bio-control agents has to be competitive with
synthetic chemical pesticides or alternately the government has to provide
subsidies for encouraging their use in agriculture.
7. Research and development on bio-control agents must be given importance. If
the goal of bio-control research is to place bio-control products in the growers’
hands, then perhaps there needs to be more communication between public
researchers and industry in the early stages of development.
 165

SUGGESTIONS FOR FUTURE RESEARCH WORK

All in all, from the result obtained from the research, discussion with the
different stakeholders involved in this area and the experience gained during and
after the completion of the investigation, we can suggest the following points for
further research.
1. This study was restricted to the Chhattisgarh plains agro-climatic zone. Hence,
similar study should be conducted in remaining two agro-climatic zone of the
state with more number of respondents. This shall help in understanding of
broad spectrum related to effectiveness of learning style of farmers at state
level.
2. Limited variables were considered in this study. Hence, some additional
untouched variables may be incorporated in-depth to make the study more
comprehensive.
3. A study on training need assessment of farmers should be conducted on the
basis of their learning style in order to enhance the knowledge and skill level of
farmers on bio-control agents.
4. A comparative study related to the various dimensions of the learning style viz.
visual, auditory and kinesthetic/tactile should also be farmed out. This shall
facilitate in the improvement of teaching-learning process for both trainer and
trainee.
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 178

APPENDIX - A
Respondent number: _______
INTERVIEW SCHEDULE
“Effectiveness of learning style–oriented multimedia instruction on
farmers’ skills in using bio-control agents: an experimental
investigation”
Researcher: Major Adviser:
Rewendra Kumar Sahu(Ph.D. Scholar) Dr. M.L. Sharma (Prof. and Dean)

Name :
Age :
Religion :
1. Respondent’s particulars Village Name :
Block :
District :
Contact :
2. Occupation Farming +
3. Farming exposure Hereditary First generation
4. Experience in farming ………….years
5. Educational Status
1. 3.
6. Subsidiary jobs
2. 4.
7. Land holding (Acre)
8. Family size:
9. Family Type Joint Nuclear
Main
Subsidiary
10. Annual income ( Rs )
Other sources
Total
Diseases
Bio-control agents used
11. Insects
by farmer for
Weeds
 179

12. Mass Media Exposure

Availability at
Frequency of use
Sl.No. Sources home
Yes No Daily Occasionally Never
1. Newspapers
2. Radio
3. Television
4. Mobile phone
5. Computer
6. Internet

7. Others (specify)

13. Social participation

Are you a member of any social organization? Yes/No
If yes, please furnish the details as below.
Nature of participation Extent of participation
Sl. Name of the
Office Distinctive
No. organization Member Regular Occasional Never
bearer features
Gram
1.
panchayat
Co-
2. operative
society
Block
3.
panchayat
Farmers
4.
forum
Farm
5. youth’s
forum
Any other
6. (specify)
 180

14. Extension contact

Sl. No. Extension contacts Regular Occasional Never
1. RAEO /RHEO
2. SADO/ SHDO
3. ADA/ADH
4. Kissan call centre
5. Scientists of Agricultural
Universities
6. SMS of KVK
7. officials of NGO’s
8. Officials of private company
9. Bank Officials
10. Any other (specify)

15. Innovativeness
Sl. Response category
Statements
No. SA A UD DA SDA
I am very much interested in adopting whatever
1. new practices that are helpful in farming related
to bio-control agents
Since I am not sure of the success of the new
2. bio-control management practices. I would like
to wait till others adopt
Since bio-control management practices are not
3.
profitable I am not interested in any of them
I try to keep myself well informed about the
4. improved bio-control management practices and
try to adopt as soon as possible
New bio-control agents are not easily adoptable
5.
and hence I do not adopt
SA- Strongly agree, A- Agree, UD- Undecided, D- Disagree, SD- Strongly
disagree

16. Training orientation:

1. Have you undergone training in bio-control agents? Yes / No
If yes, in which type -
a) Predators/ Pathogens / Bacteria/ Viruses/ Fungi/ Parasitoids /any other
b) Duration ________ days
2. Have you undergone more than one training? Yes / No
If yes, what are they?
1) Which type ___________
2) Duration _____________ days
 181

17. Scientific orientation

Sl.
Statements SA A UD DA SDA
No.
New methods of Bio-control agents based
1. farming give better results to farmers than the
old methods. (+)
Even bio-control users with lots of experience
2.
should use new methods of farming. (+)
Though it takes time for a farmer to learn new
3. methods in using Bio-control agents it is worth
the efforts. (+)
A good farmer experiments with new ideas in
4.
Utilizing Bio-control agents. (+)
Traditional methods of Bio-control management
5. have to be changed in order to raise the level of
living of a farmer. (+)
The way of farmer’s fore-fathers farmed is still
6.
best way to farm today. (-)
SA- Strongly agree, A- Agree, UD- Undecided, D- Disagree, SD- Strongly
disagree

Constraints
18.
Found during adopting Bio-control agents.
1.
2.
3.
4.
5.
6.
7.

Suggestions:
19. Please mention your suggestions to overcome the constraints faced in
adopting improve Bio-control agents.
1.
2.
3.
4.
5.
6.
7.
 182

APPENDIX - B
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uke___________xk¡o______contact___________Respondent no. ________

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dHkkj de
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2-
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3-
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4-
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5-
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8-
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10-
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11-
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12- ik¡dsV esa flDdksa ;k pkfc;ksa ls [ksyrs gSA
“kCnksa dks vPNs ls cksyus ds fy, mUgsa tksj&tksj ls
13- i<+uk T;knk ykHknk;h gS blds ctk; fd mUgsa fy[kk
tk;A
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14-
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15-
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16-
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,d vPNs Hkk’k.k ;k O;k[;ku dks lquuk vFkok mlh
18-
fo’k; dks fdrkc esa i<+uk] D;k csgrj gSA
19- *ftXlkW ity* dks gy djus esa etk vkrk gSA
 183

20- i<+us ds nkSjku phtksa dks gk¡Fkksa esa nck;s j[krs gSA
Lkekpkj i= i<+us ds txg jsfM;ks lquuk T;knk ilan
21-
djrs gSA
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22-
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nwljksa dks Li”kZ djuk] xys yxkuk] gk¡Fk feykuk
23-
bR;kfn ls vki csgrj eglwl djrs gSA
ekSf[kd funsZ”kksa dks ekuuk fyf[kr funsZ”kksa dks ekuus
24-
ls csgrj gSA

dqy n`”;---------------------------- dqy Jo.k --------------------------------dqy Li”kZuh;--------------------

 184

APPENDIX –C
Øekad _________ fnukad ___/___/___

uke__________________xk¡o __________ ftyk ________________

Sl.
No.
In buildKnowledge Test
tSo fu;a=dks dk iz;ksx fuEu esa ls ___________ fu;af=r djus ds fy,
fd;k tkrk gS%&
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fodkl@o`f) ds fy,A
tSo fu;a=d fuEu rjhdks ls jksxksa dks fu;af=r djrk gS%&
1- “kh?kzrk ls u;s laØe.k dk mUewyu djrk gS@
2. 2- /khjs&/khjs jksxks dks O;kid :Ik ls QSyus ls jksdrk gSA
3- u;s ikS/kksa dks laØe.k ls jksdrk gSA
4- mi;qZDr lHkhA
fuEufyf[kr esa ls dkSulk tSo fu;a=d ugh gS%&
3. 1- ,tksVkscSDVjA 2- cSflyl FkqfjaftfufllA
3- Mªsxu¶ykbZ ¼QwjQanw h½A 4- ysMhcMZ chVyA
fuEu esa ls dkSu lcls mi;ksxh tSo fu;a=d gS%&
4. 1- chVy tks Kudzu dks [kkrk gSA 2- ysMhcMZ chVy ds ijthfoA
3- Robber efD[k;ksa ds ijHk{khA 4- yslfoax ds ok;jl jksxtudA
tSfod fu;a=.k lcls vf/kd izHkkoh rc gksrk gS tc tSo fu;a=d ijHk{kh ;k
ijthoh dk &
5.
1- yEck thou pØA 2- cgqrk;r esa mudh ilanhnk Hkkstu@iks’k.k feysA
3- mPp iztuu {kerk gksA 4- mi;qZDr lHkhA
ikS/k jksxksa dks fu;af=r djus gsrq, lkekU;r% mi;ksx esa yk;k tkus okyk tSo
6.
fu;a=d gS%&
1- cD;qyksok;jlA 2- cSflyl FkqfjaftfufllA
3- VªkbZdksMekZA 4- XykselA
fu;a=.k fd og dkSu lh fof/k gS tks yf{kr tho ds lkFk&lkFk vU; lkekU;
thoksa ds fy;s Hkh vR;f/kd ?kkrd gksrk gS%&
7.
1- jklk;fud fu;a=.k fof/kA 2- lL; fu;a=.k fof/kA
3- tSfod fu;a=.kA 4- HkkSfrd@;kaf=d fof/k
tSo fu;a=d D;k gS%&
8. 1- HkkSfrd fu;a=.k fof/kA 2- jklk;fud fu;a=.k fof/kA
3- tSfod fu;a=.k fof/kA 4- ;kaf=d fo/khA
;s jksx ;k dhV ;k [kjirokjksa dks dSls fu;af=r djrs gS%&
9. 1- izfrtSfodrkA 2- izfrLi/kkZA
3- ijkRijthfork 4- mi;qZDr lHkhA
tSo fu;a=dks dk iz;ksx fuEu esa ls fdlds lkFk feykdj fd;k tk ldrk
10.
gS%&
 185

1- tSo moZjdA 2- jklk;fud moZjdA

3- dhVuk”kdA 4- isLVhlkbM@jklk;fud nokbZ;ksAa
tSo fu;a=d gksrs gS%&
1- vf/kd fderh o vU; fof/k ls iz;ksx esa ljyA
11. 2- cgqr lLrh o vU; fof/k dh rqyuk esa ljy iz;ksx fof/kA
3- cgqr egaxh o vU; fof/k dh rqyuk cgqr esa tfVy iz;ksx fof/kA
4- buesa ls dkbZ ughA
tSo fu;a=.k Qly dks lwj{kk çnku djrk gS%&
12. 1- cgqr de le; rdA 2- iwjs Qly vof/k rdA
3- dsoy cht laØe.k ds le;A 4- mi;qZDr lHkhA
tSo fu;a=d fuEufyf[kr ds fo:) vR;f/kd izHkkoh gS%&
13. 1- lHkh izdkj ds dhV ds fo:)A 2- lHkh izdkj dh jksxks ds fo:)A
3- fof”k’V jksx@dhV d fo:)A 4- lHkh izdkj ds [kjirokj ds fo:)A
tSo fu;a=d dk ikS/kks esa fo’kkDrrk dk Lrj gksrk gS %&
14. 1- vR;f/kd fo’kkDrA 2- fuEu@de fo’kkDrA
3- e/;e fo’kkDrA 4- ikS/kks esa fo’kkDr izHkko ugh MkyrkA
fuEufyf[kr esa ls fdldk iz;ksx i;kZoj.k o iz;ksxdrkZ dks uqdlku ugh
igq¡pkrk gS %&
15.
1- dhVuk”kdA 2- doduk'khA
3- cSDVhfj;k uk”kdA 4- tSo fu;a=dA
fuEufyf[kr esa ls dkSu feV~Vh ,oa i;kZoj.k esa vof”k’V izHkko ugh NksM+rk gS
%&
16.
1- jklk;fud moZjdA 2- isLVhlkbM@dhVuk”kd] jksxuk”kdA
3- tSo fu;a=dA 4- mi;ZqDr lHkhA
jksx dkjd dks laØe.k ds LFkku esa iw.kZr% gVkus ds fy, lcls vPNh fof/k%&
17. 1- HkkSfrd fof/kA 2- lL; fof/kA
3- jklk;fud ,oa tSo fu;a=.k fof/kA 4- ;kaf=d fof/kA
fuEufyf[kr esa ls fdldk mRiknu djuk cgqr vklku gS%&
18. 1- dhVuk”kdA 2- jklk;fud QQwna uk”kdA
3- jklk;fud [kjirokj uk”kdA 4- tSo fu;a=.k dkjdA
yf{kr tho ij fuEufyf[kr esa ls fdldks cgqr vklkuh ls laHkkyk o iz;ksx
fd;k tk ldrk gS %&
19.
1- tSo fu;a=dA 2- isLVhlkbMA
3- QQwna uk”kdA 4- mi;qZDr lHkhA
fuEu esa ls dkSu /khjs&/khjs ikS/k jksxksa dk fu;a=.k djrk gS%&
20. 1- tSo fu;a=dA 2- isLVhlkbMA
3- QQwna uk”kdA 4- mi;qZDr lHkhA
Mass production/ cgqrk;r esa tSo fu;a=d ds mRiknu gsrq D;k t:jh gS%&
21. 1- Kkuh vknehA 2- dq”ky o izf”kf{kr O;fäA
3- Jfed bldk mRiknu dj ldrs gSA 4- O;fDr;ksa ds lewgA
tSo fu;a=d dk thou dky gksrk gS%&
22.
1- cgqr yEckA 2- yEckA 3- de le; dkA 4- e/;e thou dkyA
VªkbdksMekZ fofjMh thfor jgrk gS%&
23.
1- 8 eghusA 2- 4 eghusA 3- 1 lkyA 4- 2 lkyA
 186

tSfod@tSo fu;a=.k fof/k gS%&

24. 1- mipkjkRed mik;A 2- fuokjd mik;A
3- nksuksaA 4- dksbZ ughA
tSo fu;a=d dh dk;Z {kerk fuHkZj djrh gS%&
25. 1- jksxtud@dhVks dh la[;k ijA 2- tSo fu;a=dks dh la[;k ijA
3- ikS/kksa dh la[;k ijA 4- okrkoj.kh; fLFkfr;ksa ijA
cht mipkj ds le; tSo fu;a=dks dk iz;ksx fdl Øe esa fd;k tkuk
pkfg, %&
1-QQwna uk”kd dhVuk”kd jkbtksfc;e@tSo fu;a=dA
26.
2- jkbtksfc;e@tSo fu;a=d QQawnuk”kd dhVuk”kdA
3- QQwna uk”kd jkbtksfc;e@tSo fu;a=d dhVuk”kdA
4- mi;qZDr lHkhA
vktdy tSo fu;a=d fdl izdkj dh [ksrh ds fy, cgqr egRoiw.kZ gS%&
27. 1- ikjaEifjd [ksrhA 2- vk/kqfud [ksrhA
3- vuqca/k [ksrhA 4- tSfod [ksrhA
tSo fu;a=d ls mipkfjr cht dks lq[kkuk pkfg,%&
28. 1- lh/ks Nwi esaA 2- Nk;snkj] B.Ms o lq[ks LFkku ijA
3- xeZ LFkku ijA 4- buesa ls dksbZ ughA
VªkbdksMekZ fuEufyf[kr esa ls fdl izdkj dk tSo fu;a=d gS%&
29. 1- dhV tSo fu;a=dA 2- jksx tSo fu;a=dA
3- [kjirokj tSo fu;a=dA 4- mi;qZDr lHkhA
Vªkbdksxzkek ,d --------------------------------------- gS%&
30. 1-,dkgkjh ijthoh nrS;kA 2- cgqgkjh ijthoh nrS;kA
3-,dy Hk{kh ohohyA 4- buesa ls dksbZ ughA
VªkbdksdkMZ D;k gS%&
1- gkfudkjd dhVks dks nwj Hkxkus gsrq iz;ksx fd;k tkrk gSA
2- ;g dkMZ fpifpik Vªsi gSA
31.
3- ;g dkMZ eas dhVks ds v.Ms jgrs gS
4- dkMZ esa nqljs gkfudkjd dhV ds v.Mks ij tSo fu;a=d Vªkbdksxzkek }kjk
fn, x, v.Ms gksrs gSA
Vªkbdksxzkek tSo fu;a=d fdl izdkj gkfudkjd dhV dks fu;af=r djrk gS%&
1- gkfudkjd bfYy;ksa dks [kkdjA
2-frryh voLFkk dks [kkdjA
32.
3- gkfudkjd dhVks ds v.Mksa ds Åij viuk v.Mk nsdj gkfudkjd dhVks ds
v.Mks dks u’V djdsA
4- gkfudkjd dhVks ds lqIrkoLFkk ¼I;qik½ dks [kkdjA
VªkbdksMekZ ,d ------------------------------------- gS%&
33. 1- dhV tSo fu;a=dA 2- jksx tSo fu;a=dA
3- [kjirokj tSo fu;a=dA 4- mi;qZDr lHkhA
jksxtudks@dhVks esa izfrjks/kd {kerk fodflr gksus dk [krjk lcls vf/kd
gksrk gS%&
34.
1- tSfod fu;a=.k fof/k esAa 2- lL;fØ;kvksa }kjk fu;a=.k esaA
3- jklk;fud fu;a=.k fof/k esAa 4- HkkSfrd fu;a=.k fof/k esaA
/kku ds [ksr esa VªkbdksMekZ dk mi;ksx fdls fu;af=r djus gsrq djrs gS%&
35.
1- ruk NsndA 2- cSDVhfj;y yhQ CykbVA
 187

3- [kSjk jksxA 4- Xkyu jksxA

VªkbdksMekZ mi;ksx fd;k tkrk gS%&
36. 1- ulZjh mipkj gsrqA 2- cht mipkj gsrqA
3- e`nk mipkj gsrqA 4- mi;qZDr lHkhA
lcls vPNk tSo fu;a=d gksrk gS%&
37. 1- vp;ukRedA 2- p;ukRedA
3- laj{kukRedA 4- mi;ZqDr lHkhA
tSo fu;a=d dc ,d vPNk fodYi gS%&
1- cgqr de jksx@dhV la[;k ;k laØe.kA
38. 2- e/;e jksx@dhV la[;k ;k laØe.kA
3- cgqr vf/kd jksx@dhV la[;k ;k laØe.kA
4- ges”kkA
dhVks ;k jksxks dh la[;k esa c<+ksrjh rc gksrk gS tc%&
1-,d gh Qly cgqr vf/kd {ks= esa yxk;k x;k gksA
39. 2- izkd`frd “k=q fons”k vk;kfrr gksA
3- fdlku u;s Qlys cnyrk jgrk gSA
4- mi;qZDr lHkhA
NPV dk iz;ksx fcYdqy ugh djuk pkfg,%&
40. 1- /kku ds [ksr esAa 2- xsg¡w ds [ksr esaA
3- xUus ds [ksr esAa 4- js”ke dhV ds [ksr ds vklikl esAa
 188

APPENDIX –D
PERFORMA FOR PRE AND POST SKILL ASSESSMENT

Sl. Advance
Characteristics Novice Competent Proficient Expert
No. beginner
Seed treatment
1.
with Trichoderma
Soil treatment by
2.
Trichoderma
Seedling treatment
3.
with Trichoderma
Nursery treatment
4.
by Trichoderma
Identification of
5.
bio-control agents
Placing of Tricho-
6.
card
Installation of
7.
pheromone trap
Assembling of
8.
pheromone trap
Foliar spray of
9.
pseudomonas
Mass production of
10.
NPV by farmer
 189

APPENDIX –E
Assessment of perception

1. Specific perception of multimedia training module

Sl. Highly Not
Items Satisfied
No satisfied satisfied
Sufficiency of the information
1.
provided
2. Motivation to learn subject matter
Usefulness and importance of subject
3.
matter contents
4. Interesting and attractive to watch
5. Possibility to store information
Understandability towards subject
6.
matter contents
Practical utility of the subject matter
7.
contents
8. Motivate to adopt bio-control agents
Accuracy and clarity of the subject
9.
matter contents
10. Economically feasible

2. Voice perception of multimedia training module

Sl. Highly Not
Items Satisfied
No. satisfied satisfied
1. Language (Hindi)
2. Sound Clarity (Quality)
3. Pace (Speed)
4. Modulations
Pronunciation of scientific
5.
terminologies
6. Noise level (Other sounds)
7. Tone of the voice
 190

3. Video clippings perception in multimedia training module

Sl. Highly Not
Items Satisfied
No. satisfied satisfied
1. Video resolution
2. Video (Image) color clarity
3. Sharpness
Contrast, brightness, and color
4.
saturation
5. Stability level
Synchronization of the audio and video
6.
contents
7. Background Clarity (Image)
8. Running time of the video clippings
Comprehensiveness of a video
9.
clippings
Background voice of the video
10.
clippings
11. Adequacy of video clippings
12. Caption of the video clippings
13. Transition effects in the video
Message organisation (step by step
14.
procedure) in the video

4. Farmers perception on bio-control agents in multimedia training module

Sl. Highly Not
Items Satisfied
No. satisfied satisfied
1. Introduction about bio-control agents
2. Seed treatment with Trichoderma
3. Installation of pheromone trap
4. NPV (Nuclear Polyhedrosis Virus)
5. Tricho-card
6. Soil treatment by Trichoderma
7. Nursery treatment bypseudomonas
 International Journal of Chemical Studies 2019; 7(6): 2547-2549

P-ISSN: 2349–8528
E-ISSN: 2321–4902
IJCS 2019; 7(6): 2547-2549 Constraints perceived by the farmers while using
© 2019 IJCS
Received: 28-09-2019 bio-control agents
Accepted: 30-10-2019

Rewendra Kumar Sahu Rewendra Kumar Sahu, ML Sharma, P Mooventhan and MA Khan
Ph.D. Scholar, Department of
Agricultural Extension, College
of Agriculture, Indira Gandhi Abstract
Krishi Vishwavidyalaya, Raipur, In recent years, concerns have been raised over the effects of the overuse of agricultural pesticides on the
Chhattisgarh, India environment and human health. Bio-control agents are an important component of integrated pest
management and help to counteract insecticide resistant pests, withdrawal of chemicals and minimize the
ML Sharma usage of pesticides. Although the adoption of Bio-control agents is strongly affected by the socio-
Professor and Dean, Pt. Kishori economic environment in which they are to be applied and by farmers’ attitudes, these factors have been
Lal Shukla College of poorly investigated in Bio-control agent’s research and development programs. The purpose of this study
Horticulture & Research Station, was to examine constraints perceived by the farmers while using bio-control agents in district
Rajnandgaon, Chhattisgarh, Chhattisgarh plains zone. Face to face interviews of 200 respondents was conducted to collect the data
India for the study. Purposively sampling method was used to collect data from farmers of study area. Here, we
analyse the reasons for the limited uptake and the challenges or constraints facing bio-control agents
P Mooventhan
from two different approaches: general constraints and specific constraints. The results showed that the
Scientist, ICAR- National
Institute of Biotic Stress
many technical and institutional constraints affect the use of bio-control agents. Important identified
Management (ICAR-NIBSM), constraints that affect the use of bio-control in the study area are not available at the local market at the
Baronda, Raipur, Chhattisgarh, right time, they are less effective than the fungicides etc.
India
Keywords: Constraints, bio-control agents, Trichoderma
MA Khan
Professor, Department of Introduction
Agricultural Extension, College
Agriculture is the most important sector of Indian economy. Indian agribusiness contributes
of Agriculture, Indira Gandhi
Krishi Vishwavidyalaya, Raipur, eighteen per cent of India's total output (GDP) and generates work to more than 50% of
Chhattisgarh, India national workforce. India is the highest producer of pulses, rice, wheat, spices and spice in the
world. But this is totally based on the agrochemicals products. There are various
environmental effects due to agrochemicals have created worldwide concern. Now, the
approach is to shift from chemical methods to non-chemical methods for enhancing soil
fertility and dealing pests. The alternatives are very expensive and not yet in widespread use.
However, Bio-control is effective and economical in nature. Biological Control agents are
environmentally safe, non-toxic and non-polluting. Biological control agents are pest-specific
and greatly prefer to feed on the target organism, leaving non-pest organisms undisturbed.
Once a biological control program is underway, the field aspects of the program are
inexpensive compared to other control methods and require little human efforts. Biological
control agents can sustain themselves and spread on their own. Beneficial animals and plants
as well as people in an area where biological control is being used are unaffected by this
method of control (Randhawa, 2015) [11]. With lots of benefits, there are also some constraints
while using bio-control agents which directly or indirectly affect the use of bio-control agents.

Methodology
The study was carried out in Chhattisgarh. Out of 15 districts in Chhattisgarh plain zone, the
study was undertaken in 4 districts randomly i.e. Raipur, Durg, Dhamtari and Rajnandgaon.
Two villages from each selected district were identified for investigation purposively, where
most farmers were using bio-control agents in their crop. In this way a total eight villages (2 X
Corresponding Author: 4 = 8) was taken for the study. Each village is considered as one group and total 8 groups were
Rewendra Kumar Sahu undertaken. The respondents were the farmers who are using the bio-control agents in their
Ph.D. Scholar, Department of crop. 25 farmers were selected purposively from each selected village, in this way a total of
Agricultural Extension, College 200 farmers (Total 25 X 8 = 200) were selected for the survey considered as per the scheduled
of Agriculture, Indira Gandhi
Krishi Vishwavidyalaya, Raipur, design for the study. The major criterion considered for the selection of farm technology was
Chhattisgarh, India that it should be new and need based one. Accordingly, “bio-control agents” was selected.
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International Journal of Chemical Studies http://www.chemijournal.com

Data were collected from April, 2018 to February, 2019. For General constraints
studying various constraints faced by the bio-control agent’s The data furnished in Table 4.38 indicated the constraints
users, the respondents were asked to mention constraints perceived by farmers using bio-control agent, majority
which had perceived by farmers while using and influenced (54.50%) of the respondents were said, “bio-control agent are
their decision for non-adoption of the recommended bio- not available at the local market at the right time” (ranked- I)
control practices. The data were analyzed with the help of followed by 41.50 per cent were said that “they are less
suitable statistical measures such as frequencies and effective than the fungicides” (ranked-II) followed by
percentages. “unavailability of bio-control agents in sufficient quantity and
of good quality” that was said by 39.50 per cent (ranked-
Frequency II).While the third major, constraints faced by the farmer of
A frequency is the number of times a data value occurs in study area were “bio-control agent is not available for all
an experiment or study. insect pests, weeds and plant diseases” (37.00%). Further one-
fourth (25.00%) of respondents faced the constraints in “bio-
Percentage control agent does not immediately show its effect. It’s take
Percentages were calculated in simple and cross tables for the time to control pest and diseases” and 22.50 per cent said,
purpose of comparisons; F / n × 100. Where F represents the “bio-control agent is influenced by nature”.
class frequency and n stands for total respondents. Whereas, lack of proper source of availability, bio-control
agent does not prove effective during highly infestation period
Range of insect pest and diseases, the bio-control agent takes time to
The range of a set of data is the result of subtracting control the diseases and pests, lack of awareness, knowledge,
the smallest value from largest value. technical skill and training related to bio-control agents and at
the initial level, profitability is not realized were the major
Results and Discussion constraints found by 21.00, 19.50, 19.00, 17.00 and 15.00 per
A constraint is something that imposes a limit or restriction or cent respondents, respectively. The least (14.00%) per cent of
that prevents something from occurring. Constraints respondents were said that the bio-control agent under certain
perceived by bio-control agent user are as follow: circumstances may become a pathogen.

Table 1: Distribution of respondents according to their general constraints faced in using bio-control agents
Respondents (n=200)
Sl. No. Constraints
Frequency Percentage Rank
1. Bio-control agents are not available at the local market at the right time 109 54.50 I
2. They are less effective than the fungicides 83 41.50 II
3. Unavailability of bio-control agents in sufficient quantity and good quality 79 39.50 III
4. Bio-control agents is not available for all insect pests, weeds and plant diseases 74 37.00 IV
5. Bio-control agents do not show its effect immediately 50 25.00 V
6. Bio-control agents are influenced by nature. 45 22.50 VI
7. Lack of proper source of availability 42 21.00 VII
8. Bio-control agents does not prove effective during highly infestation period of insect, pest and diseases 39 19.50 VIII
9. The bio-control agents takes time to control the diseases and pests 38 19.00 IX
10. Lack of awareness, knowledge, technical skill and training related to bio-control agents 34 17.00 X
11. At the initial level, profitability is not realized 30 15.00 XI
12. A bio-control agent under certain circumstances may become a pathogen 28 14.00 XII
Note: Data are based on multiple responses

Specific constraints Trichoderma formulations are having short shelf-life. So we

Data related to various specific constraints by the selected can’t able to store or use it for a long time. In case of
bio-control agents are presented and compiled under Table Trichogramma 29.50 per cent of respondents were said that
4.39. It is cleared from the data that Trichoderma efficacy Trichogramma is host specific hence it cannot be use for all
reduced under direct sun rays (23.00%) are the major specific the insect pests while 20.00 per cent respondents found that
constraints faced by the Trichoderma farmers in the study specific time of emergence is important for management of
area followed by 21.00 per cent respondent faced that insect pests.

Table 2: Distribution of respondents according to their specific constraints faced while using bio-control agents
Sl.
Constraints F %
No
1. Trichoderma (n=183)
Trichoderma viride is viable only for four months 27 13.50
Trichoderma formulations are having short shelf-life. So we can’t able to store or use it for a long time. 42 21.00
Trichoderma efficacy reduced under direct sun rays. 46 23.00
2. Bacillus sp. (n=8)
Bacillus sp. when applied in spray or liquid form is susceptible to degradation by sunlight. 3 1.50
Easily removed from plant surface by wind and rain. Therefore needs to be reapplied for full effect. 4 2.00
Bacillus sp. kills insects but this killing occurs in a slow process. 1 0.5
3. Metarhizium sp. (n=14)
One of the limitations of mycopesticides is that they do not work on contact, but require a few days to colonize on the insect body
2 1.00
and then kills the insect.
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International Journal of Chemical Studies http://www.chemijournal.com

Metarhizium anisopliae formulation viaility is up to 10 months. 5 2.50

4. Pseudomonas (n=53)
Storage viability Pseudomonas fluorescens is less. 53 26.50
Their viability in soil is very less. 45 22.50
5. Trichogramma (n=120)
Need skilled person for releasing of Trichogramma spp. 36 18.00
The one downfall for these parasitoids is ants; as they love to Trichogramma eggs and can rob them from the squares. 23 11.50
Trichogramma is host specific hence it cannot be use for all the insect pests. 59 29.50
Specific time of emergence is important for management of insect pests. 40 20.00
6. Nuclear polyhedrosis virus (NPV) (n=13)
Rapid inactivation by the UV radiation in the fields comprises limitation of the NPV formulation. 4 2.00
NPV have very slow rate of infection, may take 4 to 14 days to kill their host. So the infected larvae keep feeding on the plant
2 1.00
during this period and causes damage.
Another limitation of the NPV is their high specificity towards insect species. 7 3.50
Note: Data are based on multiple responses

Similarly in case of Pseudomonas 26.50 per cent of Karnataka Journal of Agricultural Sciences. 2002;
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