Farmers' Knowledge, Attitude, and Perception of Video Mediated Learning vis-à-vis Farmer Field School on Striga Weed Management in Western Kenya

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Autor/inn/en	Ongachi, Wycliffe; Onwonga, Richard; Nyanganga, Hillary; Wangia, Sabina; Chimoita, Evans; Okry, Florent
Titel	Farmers' Knowledge, Attitude, and Perception of Video Mediated Learning vis-à-vis Farmer Field School on Striga Weed Management in Western Kenya
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 14 (2018) 2, S.195-210 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Agricultural Occupations; Foreign Countries; Extension Education; Educational Technology; Technology Uses in Education; Teaching Methods; Comparative Analysis; Agricultural Engineering; Access to Education; Knowledge Level; Attitudes; Program Effectiveness; Video Technology; Kenya + Suchen Sie Ihr Suchwort? Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Ausland; Erweitertes Bildungsangebot; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Agrarindustrie; Agronomie; Agrarwissenschaft; Education; Access; Bildung; Zugang; Bildungszugang; Wissensbasis; Attitude; Einstellung; Verhalten; Kenia
Abstract	Farmer education and perceptions have been neglected in extension science. Knowledge, attitude and perceptions on technologies are key and first steps in adoption process. While Video Mediated Learning (VML) is a new communication approach currently being promoted as alternative pathway to foster knowledge sharing, Farmer Field Schools (FFS) remain one of the most active traditional extension approaches used in Kenya. Since farmer receptivity to messages depends on the extension approach used, this study sought to provide evidence and superiority on effectiveness of VML through evaluation of knowledge, attitude and perceptions. The study was conducted at Rachuonyo Sub-County, where a sample of 120 maize farmers was selected through Systematic random sampling. These farmers were put into three experimental groups namely; G1-Video Mediated Learning, G2-Farmer Field School and G3-a combination of video and FFS where they were trained on striga weed management. G1 watched video clips on striga control technologies, G2 learnt such technologies under FFS settings and G3 was subjected to both video clips and FFS on the same topic. Primary data on farmers' access to extension services, knowledge in terms of awareness and "how-to knowledge," attitude in terms of their opinions, approval, viability of the VML and perceptions in terms of understanding, quality and relevance of messages disseminated were gathered using pre-tested, semi-structured questionnaires. The results showed that 47.5% of the respondents accessed extension services. On knowledge, 77% of G1, 57.5% of G2 and 89% of G3 participants were aware and displayed knowledge on striga weed management. As regard to attitude, 72.5% of G1 and 55% G2 participants found video and FFS as viable tools and approved their use in extension work. Lastly, on perception, 84% of G1, 66% of G2 and 95% of G3 participants viewed messages as relevant and clear. From these results, there was an average difference of about 18% between video participants and FFS participants who had knowledge, found VML a viable tool and perceived messages disseminated as relevant. Video mediated learning was therefore greatly perceived to be a viable tool with its messages highly appreciated as compared to FFS. Hence, need for extension service providers to intensify the use of video mediated learning as it is viewed as a viable and effective tool in information delivery. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01