Attitude of distance learners towards the bachelor of farm technology degree programme and its impact on agricultural knowledge and practices
DOI:
https://doi.org/10.14719/pst.5846Keywords:
agricultural practices, attitude, degree recognition, distance education, practical skill development, technological infrastructureAbstract
This study assesses the attitudes of graduates of the Bachelor of Farm Technology (B.F. Tech) distance education program offered by Tamil Nadu Agricultural University (TNAU). It examines the programs’ effectiveness in enhancing agricultural knowledge and practices. The research surveyed 350 graduates of the B.F. Tech graduates at the TNAU Directorate of Open and Distance Learning (DODL) who completed the course between 2010 and 2018. Participants were selected from three centres—DODL Coimbatore, KVK Tindivanam, and AC&RI Madurai—using proportionate random sampling to ensure representative coverage. Data on learners' attitudes were collected using a Likert-type scale specifically developed and validated by the researchers for measuring attitudes towards Open Distance Learning (ODL). Statistical analysis, including percentage and factor analysis, was applied to interpret the data accurately. The findings revealed that 70 % of participants expressed a positive attitude toward the program, citing its flexibility, accessibility, and relevance to their professional agricultural roles. However, several challenges were identified, such as limited opportunities for face-to-face interaction, technological constraints, and concerns regarding the degree's recognition within the agricultural industry. The study recommended expanding virtual and in-person practical sessions to address these issues, strengthen hands-on skills, and improve learning outcomes.Further, improving technological infrastructure, including developing advanced online platforms and supporting students with limited internet access, could significantly enhance the learning experience. Also, fostering industry partnerships and advocating for broader degree recognition would improve its value and credibility in the agricultural sector. In conclusion, while the B.F. Tech program effectively addresses its students' educational needs; implementing these targeted improvements could significantly elevate its impact and effectiveness in advancing agricultural knowledge and practices.
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