How the timing and location of video shows influence learning among rice farmers in Uganda

Karubanga, Gabriel; Kibwika, Paul; Okry, Florent; Sseguya, Haroon

doi:10.3329/ijarit.v6i2.31709

Cited by 5 publications

(4 citation statements)

References 6 publications

(10 reference statements)

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“…This is partly because the youth had less experience in rice production (less than five years) and had the urge to learn about better rice production practices and technologies. The timing of the video shows late in the night (between 1:00 pm -10:00pm) also favoured participation of the youth because they were able to socialize with fellow peers and had motorcycles and bicycles, which eased their movement at night (Karubanga et al, 2016b). Overall, the entertainment nature of the video triggered and sustained farmer interactions even further during the training sessions organized by SG 2000 in the demonstration plots, exchange visits and field days as farmers continued reflecting and relating what they saw in the video (Bede Lauréano, 2016; Karubanga et al, 2016a).…”

Section: Resultsmentioning

confidence: 99%

Reinforcing social learning beyond video: lessons from the sasakawa global 2000 rice videos in kamwenge district, Uganda

Karubanga

Okry

Kibwika

et al. 2019

Int. J. Agril. Res. Innov. & Tech.

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The study assesses how social learning was triggered and reinforced through video-mediated extension as used by Sasakawa Global 2000 (SG 2000) from 2007 to 2010 among rice farmers in Kamwenge district, Uganda. A longitudinal study involving six focus group discussions and 100 semi-structured interviews were conducted in August 2015 to February 2016, and later 21 key informant interviews in June 2018 to generate data from farmers. While thematic-content analysis was used for the qualitative data, SPSS v.18 was used for quantitative data analysis. Results indicate that video-complementary extension methods were non-discriminative as evidenced by the diversity of farmers who participated in the demonstration sites, field days and exchange visits in terms of age mix and level of education attained. Furthermore, use of videos in extension is more effective when combined with other complementary follow-up extension methods; thus, deepening social learning among farmers. For effective scaling-up of the impact of video-mediated extension messages, use of complementary extension methods such as demonstration plots, exchange visit and field days offer greater opportunities for developing more localized videos for farmer learning. However, this requires pragmatic retooling of extension workers to effectively document local videos on the interactive learning that occurs in these complementary extension methods. Int. J. Agril. Res. Innov. & Tech. 9 (1): 66-72, June, 2019

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Section: Resultsmentioning

confidence: 99%

Reinforcing social learning beyond video: lessons from the sasakawa global 2000 rice videos in kamwenge district, Uganda

Karubanga

Okry

Kibwika

et al. 2019

Int. J. Agril. Res. Innov. & Tech.

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show abstract

“…On average, farmers travelled three (3) kilometres to the rally venues, while the furthest farmer travelled 13 km, which is a long distance, especially for female farmers. Karubanga et al (2016) also described how long distance to venue and timing constrained farmer access to video-mediated extension in Uganda.…”

Section: Constraints To Access Of Knowledge From Phrsmentioning

confidence: 99%

Effects of Plant Health Rallies on Farmers’ Knowledge, Attitude and Practice in Uganda

2021

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A survey of 717 farmers (61% male, 39% female) was conducted in six districts in Uganda to assess the effects of Plant Health Rallies (PHRs) on famers' knowledge, attitudes and practices, and to draw lessons about PHR implementation. The survey was complemented with Focus Group Discussions and Key Informant Interviews. PHR participants seem to have better access to formal information sources than non-participants. Nearly half of the non-participants recognized some differences in practices and outcomes between PHR participants and themselves. Over 90% of the PHR participants applied at least some of the advice given, thereby either completely or partially solving their plant health problems. Reasons for not applying all recommendations included: insufficient capital, distance to reliable input shops, inadequate skills to implement the recommendations, and in some cases, farmers preferred other solutions. PHRs influenced extension positively by: enabling extension workers to reach a larger number of farmers than they normally do; creating a platform for interaction between extension workers, farmers and input suppliers, and exposing extension workers to a wide range of plant health problems, which facilitates better programming. Farmers' constraints to accessing and using knowledge from PHRs included: irregularity of rallies, inappropriate rally venues (markets), distances to venues, insufficient print materials and limited follow-up by extension staff. PHR implementation was challenged by: high operational costs, workload, insufficient technical knowledge of some extension workers, and some farmers' expectation to receive free inputs. PHRs are considered a valuable extension approach to address plant health problems. Mainstreaming of PHRs requires multi-stakeholder collaborations, political commitment and pooling of resources to make the most of the scarce human and financial resources of Uganda's agricultural extension system. More research is needed to explore ways to enhance synergies between service providers and extension approaches to optimize farmer reach and learning outcomes in a cost-effective manner. AcronymsCABI Centre for Agriculture and Bioscience International DCP Department of Crop Protection FGD focus group discussions KII key informant interviews MAAIF Ministry of Agriculture, Animal Industry and Fisheries, Uganda NGO non-government organisation PHRs plant health rallies

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“…Much as this was a better option for the farmers to clearly watch the video, the timing of the shows compromised attendance by the distant and female farmers (Karubanga et al, 2019). Even those who attended hurriedly went back home before the end of the shows (Karubanga et al, 2016b). This result implies that for more effective use of videos in extension, it is required to have community halls where farmers especially the women and distant can watch the shows any time and then return home early.…”

Section: Farmer Evaluation Of Influence Of Video Attributes On Learningmentioning

confidence: 99%

How video attributes influence farmer learning about maize postharvest handling practices and technologies in kakumiro district, Uganda

Asasira

Karubanga

Okry³

et al. 2019

Int. J. Agril. Res. Innov. & Tech.

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In Sub-Saharan Africa, video has been earmarked as an important tool to enhance learning among smallholder farmers. The study evaluated how the inherent video attributes influence learning about postharvest handling practices and technologies from the perspective of maize farmers in Kakumiro district of Uganda; using the case of Access Agriculture maize videos. An action-oriented research involving showing of four videos, on-site participant observation, six key informant and 50 exit individual interviews were conducted in February 2019. While thematic-content analysis was applied for qualitative data, quantitative data were analyzed using SPSS 18.0 version. Our results clearly illustrate that the video’s ability to influence farmer learning depends on the complementarity of its positive attributes including: demonstration ability, attractiveness and clarity of images, ability to arouse interest and curiosity; thus, fostering interactions among viewers. The nature of video content in terms of clarity, practicability, relevance, applicability and content sequencing are also perceived to be key attributes of video in enhancing learning among the viewers. However, the effectiveness of video is likely to be compromised by the socio-economic and cultural factors more especially if such factors are not well taken care of during the filming process. If possible, when developing videos for farmer learning, focus should be on creating local content that is context specific, which farmers can enjoy and relate to for easy adaptation and eventual application. Int. J. Agril. Res. Innov. & Tech. 9 (1): 58-65, June, 2019

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How the timing and location of video shows influence learning among rice farmers in Uganda

Cited by 5 publications

References 6 publications

Reinforcing social learning beyond video: lessons from the sasakawa global 2000 rice videos in kamwenge district, Uganda

Reinforcing social learning beyond video: lessons from the sasakawa global 2000 rice videos in kamwenge district, Uganda

Effects of Plant Health Rallies on Farmers’ Knowledge, Attitude and Practice in Uganda

How video attributes influence farmer learning about maize postharvest handling practices and technologies in kakumiro district, Uganda

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