This study sought to evaluate the oviposition responses of Chilo partellus (Lepidoptera: Crambidae) on maize plants exposed to Brachiaria brizantha Stapf following oviposition by C. partellus and nonexposed maize. Two Kenyan maize landraces (Jowi and Nyamula), Latin America landrace (Cuba 91) and WH505 (hybrid variety) (control) were studied. The result demonstrated that C. partellus deposited a significantly lower number of eggs and egg batches on Nyamula, Jowi and Cuba 91 maize plants exposed to B. brizantha with C. partellus eggs compared to nonexposed ones and the exposed hybrid variety. This was because they emitted electrophysiologically active compounds such as (E)-4, 8-dimethyl-1, 3, 7-nonatriene, decanal, (E)-caryophyllene, linalool, linalool (plus nananal), E-β-fernesene, methyl salicylate and (3E, 7E)-4, 8, 12-trimethyl-1, 3, 7, 11-tri-decatetraene that deterred C. partellus from ovipositing more eggs on these plants. Therefore, herbivore-induced plant volatiles (HIPVs) of B. brizantha can be employed to protect the maize crop against C. partellus.

This study assessed the effectiveness of participatory video and drama in enhancing learning of climate-smart push-pull technology in western Kenya. A total of 80 farmers who had no knowledge of push pull technology were exposed to participatory drama and video that had been developed by farmers who are adopting push pull technology. Validated questionnaires were used for data collection where sampled non push pull farmers were interviewed before and after exposure to push pull knowledge using participatory video and drama. Data obtained was analyzed using chi square at 0.05 confidence level set a priori and also presented using frequency tables, percentages, charts and averages relevant. Results show that the effectiveness of participatory video and drama in disseminating   push pull content is significantly differentiated by the type or component of the push pull knowledge being disseminated. For instance, among farmers exposed to drama, 38.4% were rated as average and good in their understanding of Push Pull concepts, descriptions and definitions compared 19.2% for farmers exposed to participatory video (χ^2=15.949, p0.05). This is completely different for push pull knowledge contents of “establishment and management of Push pull fields”, where among farmers exposed to video,46.1% were rated as good and average compared to 28.2% who were exposed to drama (χ^2=10.1921, p=5). The study concludes that while both methods are cost effective, drama is more effective in  the attraction of larger crowd ,ignition of initial  interest  and educating farmers  on  minimum basics of push pull technology .Participatory video does better in explaining deeper details of push pull knowledge where farmers need not only to hear of the technology but also to adopt it .However no single dissemination method can work perfectly alone, whereas drama can be used as an introductory in attracting the crowd and teaching the basic technological knowledge of push pull technology, this knowledge can be affirmed for purposes of actual adoption by other dissemination methodologies like   participatory video.