Effectiveness of Programmed Instruction in Educating Extension Functionaries on New Agricultural Technology – An Experimental Study
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Date
2015-08-04
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UNIVERSITY OF AGRICULTURAL SCIENCES GKVK, BENGALURU
Abstract
A research study was conducted to explore the potentiality of Programmed
Instruction (PI) as an extension method in comparison with lecture method to teach
extension functionaries on new agricultural technology. The effectiveness was measured
considering extent of learning in different sub-domains of cognitive and affective
domains. The PI material was developed on the subject, impact of climate change,
mitigation and adaptation strategies in agriculture. Appropriate scales to measure
cognitive and affective domains were developed and used. The study was conducted
using Solomon four group experimental design. The respondents were 240 extension
functionaries of the Karnataka State Department of Agriculture. The results revealed that,
the mean effectiveness scores of PI in respect of cognitive domain was 45.17 with a range
of 37.17 to 52.33 in different sub-domains. Similarly, the mean effectiveness scores of
affective domain were 41.36 with a range of 35.33 to 51.00 in different sub-domains. The
mean effectiveness score in lecture method for cognitive domain was 32.83 with a range
from 25.67 to 37.17 in different sub-domains. For affective domain, it was 35.43 with a
range from 29.60 to 42.13, indicating PI was more effective than the lecture. Thirteen
independent variables namely, educational level, job involvement, job satisfaction,
organizational commitment, achievement motivation, leadership abilities, contacts with
research system, climate change orientation, exposure to print media, exposure to
electronic media, agricultural articles reading habit, participation in capacity building
activities and time spent in field extension work by the extension functionaries were
positively and significantly related to the effectiveness of PI.
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