Effectiveness of certificate course on integrated nutrient management: Kirkpatrick’s model

Introduction

The fertilizer dealers are the prime source of agricultural information to the farming community along with timely supply of quality inputs. Nearly 90 per cent of these agriinput dealers operated within India (Mayekar et al. 2021) [8] . However, majority of the fertilizer dealers didn't have a formal degree in agriculture or much knowledge of scientific practices related to Integrated Nutrient Management (INM). Realizing the importance of equipping fertilizer dealers and enhancing their professional competency of fertilizer dealers, in 1985, the Ministry of Agriculture and Farmers' Welfare issued an (control) amendment to the Fertilizers (Inorganic, Organic or Mixed) regulations. It is mandatory for all the state's fertilizer dealers to undergo a formal agricultural education, to obtain and retain their license for fertilizer dealerships. It is to make the fertilizer dealers more aware of the available natural resources, balanced use of inputs and to improve their professional competency and in turn offer best advisory services to the farming community. The certificate course on Integrated Nutrient Management had been organized continuously for 15 working days as residential programme. The course was conducted under the selffinance mode. In Kerala, Central Training Institute, Mannuthy under the Directorate of Extension, Kerala Agricultural University (KAU) along with the Krishi Vigyan Kendras (KVKs) functioned as Nodal Training Institute and conducted the certification course on INM. Because of the COVID-19 pandemic the certificate course was started in 2020 with 2 hours of online theory classes for 15 days and offline practical classes for 3 days were conducted in the KVKs of the respective districts in the state. When the restrictions related to the COVID-19 pandemic were relaxed, offline certificate courses on INM were started in three centers of KAU. The Central Training Institute conducted 15 online batches and 10 offline batches with 30 participants in each batch. In total, 1,719 fertilizer dealers secured certificates through the active involvement of KVKs undertaken under the overall guidance and supervision of the Central Training Institute, Mannuthy under the Directorate of Extension, KAU. The comparative evaluation research measured the effectiveness of both online and offline certificate courses and identified areas that need improvement, especially in terms of providing knowledge and upskilling fertilizer dealers. Findings from this evaluation study will help to verify whether the certificate course achieved the desired results. The study will allow all stakeholders to understand multiple dimensions of benefits attained and to determine strengths and weaknesses. Assessment of the effectiveness www.extensionjournal.com of the course by the selected participants will form a scientific base on which further required upgradation can be made.

Objective

To compare the effectiveness of online and offline certificate course on Integrated Nutrient Management (INM) as perceived by fertilizer dealers.

Materials and Methods

Selection of study area

The sample represents the fertilizer dealers of all fourteen districts of Kerala. Out of fourteen districts seven districts viz., Kannur, Kozhikode, Malappuram, Thrissur, Palakkad, Alappuzha and Kollam were selected purposively for the study by considering the maximum number of fertilizer dealers participated in the certificate course on Integrated Nutrient Management.

Selection of respondents

For the selection of fertilizer dealers, a comprehensive list of registered fertilizer dealers who had been trained under the certificate course on Integrated Nutrient Management for fertilizer dealers' program from the year 2018 to 2023 up to 25 batches was prepared with the help of the Central Training Institute (CTI), Mannuthy under the Directorate of Extension, Kerala Agricultural University (KAU). The list of the number of trainees participated in the 25 batches were prepared separately as online and offline trainees. Based on the list, a representative sample of 150 respondents each from online and offline certificate courses were selected by applying a proportionate random sampling technique, thus making the total sample size of 300 respondents.

Data analysis

Data were collected from respondents by using the interview schedule developed for the study based on the set objectives. A well-structured and pre-tested interview schedule used for collecting data underwent thorough processing and analysis using relevant software tools, including SPSS 27 and Microsoft Excel 2021. Overall perceived effectiveness was calculated by summing up the scores obtained for all the fourteen parameters under four levels of evaluation as mentioned in Table 2. Each fourteen parameter was measured with selected items. The responses for each item were quantified by allotting scores of 5, 4, 3, 2, and 1 as 'Most Relevant' (MOR), 'More Relevant' (MR), 'Relevant' (R), 'Least Relevant' (LR) and 'Not Relevant' (NR) respectively. It is made into five categories of effectiveness based on the arbitrary method by fixing interval of scores as given in Table 1. The categories made were most effective, more effective, effective, least effective and not effective. The respondents were categorized as stated below:

Perception of fertilizer dealers towards the effectiveness of online and offline certificate course I. Reaction

Table 2 revealed that most of the online trained fertilizer dealers perceived that course quality which was ranked as I with the mean score (4.03) followed by duration and time of training which was ranked as II with the mean score (3.81), teaching methods which was ranked as III with the mean score (3.70) and course content which was ranked as IV with the mean score (3.59). In the case of offline trained fertilizer dealers perceived that teaching methods which was ranked as I with the mean score (4.49) followed by course quality which was ranked as II with the mean score (4.40), duration and time of training which was ranked as III with the mean score (4.35) and course content which was ranked as IV with the mean score (4.20) is depicted in Fig. 1. It can be concluded that the reaction under online and offline certificate course was more focused on course quality and teaching methods. Whereas, the course content was ranked fourth under the reaction level of their effectiveness. The probable reasons might be that the course was developed based on the specific needs and interests of the fertilizer dealers. Using the local language during training likely aided their comprehension. The training institute ensured experienced and knowledgeable faculties for lectures without bias. Field and lab visits fostered relationships with experts and the fertilizer dealers, which made them to gain first hand knowledge about the subject. However, uncertainties about the course content, such as the absence of a handbook, late material supply and excessive theoretical lectures with limited practical exposure, may have caused to rank the course content as lowest consent among trainees, especially with limited practical exposure due to the training center's first-time online training format. This result is in agreement with the findings of Shankara et al. (2014) [11] , Krishnaveni (2015) [5] , Balasubramani (2017) [2] and Kaur (2017) [4] .

II. Learning

It could also be inferred from the Table 2 that majority of the online trained fertilizer dealers perceived utility which was ranked as the first with the mean score (3.93) followed by knowledge gained which was ranked as II with the mean score (3.89), coverage which was ranked as III with the mean score (3.82) and skill development which was ranked as IV with the mean score (3.69). In the case of offline trained fertilizer dealers perceived that utility which was ranked as I with the mean score (4.33) followed by knowledge gained which was ranked as II with the mean score (4.31), coverage which was ranked as III with the mean score (4.20) and skill development which was ranked as IV with the mean score (4.15) is depicted in Fig. 2. It can be concluded that learning under an online and offline certificate course was more focused on the utility of the course. Whereas, the skill development was ranked fourth under the learning level of their effectiveness. The probable reasons might be that the certificate course enhanced the knowledge and competencies of fertilizer dealers and also developed favourable attitude towards the job. However, the relatively moderate increase in skill level may be due to the less number of field visits and practical sessions. Not all skills can be effectively learned online, especially www.extensionjournal.com considering the disruptions caused by the pandemic. This highlights the importance of prioritizing field visits, demonstrations and similar hands-on activities for skill development in INM certificate course. This result is in agreement with the findings of Singh (2014) and Kaur (2017) [4] .

III. Behaviour

From the Table 2 it was seen that majority of the online trained fertilizer dealers perceived that job performance which was ranked as I with the mean score (3.87) followed by change in behaviour under self-confidence which was ranked as II with the mean score (3.77) and management skills which was ranked as III with the mean score (3.66). In the case of offline trained fertilizer dealers perceived that job performance which was ranked as I with the mean score (4.28) followed by change in behaviour under selfconfidence which was ranked as II with the mean score (4.26) and management skills which was ranked as III with the mean score (4.10) is depicted in Fig. 3. It can be concluded that behaviour under online and offline certificate course where the majority of the fertilizer dealers reported on the change in job performance. Whereas, the change in behaviour of the management skills was ranked third under the behaviour level of their effectiveness. The probable reasons might be fertilizer dealers exhibited a high awareness of the issues encountered by farmers and increased confidence in offering advice and guidance. This underscores the evolving role of fertilizer dealers as essential service providers to farmers, reflecting their growing importance within agricultural communities. However, concerning management skills, the substantial gap in financial management and relationship building within and beyond the dealership might hinder the effectiveness of the course. This result is in agreement with the findings of Natagall (2016) [9] , Latha (2019) [6] and Latha et al. (2022) [7] .

IV. Results

It was corrugated from the Table 2 that majority of the online trained fertilizer dealers perceived that overall satisfaction which was ranked as I with the mean score (4.01) followed by transfer of technology which was ranked as II with the mean score (3.87), management of fertilizer dealership which was ranked as III with the mean score (3.84) and professional competency which was ranked as IV with the mean score (3.74). In the case of offline trained fertilizer dealers perceived that overall satisfaction which was ranked as I with the mean score (4.39) followed by transfer of technology and professional competency which was ranked as II with the mean score (4.23), and management of fertilizer dealership which was ranked as III with the mean score (4.17) is depicted in Fig. 4. It can be concluded that results under online and offline certificate course where the majority of the fertilizer dealers reported on overall satisfaction of course. Whereas, the professional competency was ranked fourth under the results level of their effectiveness. The probable reasons might be fertilizer dealers expressed satisfaction with various aspects of their training, including well-structured lectures by experts, ample time for each topic, convenient scheduling, interactive sessions, engaging presentations, use of local language and visits to model farms and agricultural institutions. They also praised the pleasant learning environment provided by the Central Training Institute and found the course relevant and well organized. However, regarding professional competency, the probable reason for any shortcomings could be that while courses provided valuable theoretical knowledge, they often lack sufficient focus on real-world application. Without ample resources, support systems, and regulatory incentives, dealers may struggle to effectively implement INM practices in their work situation. This result is in agreement with the findings of Natagall (2016) [9] and Gajbhiye (2020) [3] .

Comparison of effectiveness of online and offline certificate course at the 4-levels of Kirkpatrick's training evaluation model I. Reaction

Table 3 revealed that the 'reaction' level of the certificate course on INM composed of the following reactions from the respondents such as quality, course content, teaching methods and duration and time of training. It shows that the mean score (4.36) of offline trained fertilizer dealers was higher compared to the mean score (3.78) of online trained fertilizer dealers (Figure 5). Hence it inferred that the offline trained fertilizer dealers had a higher level of reaction or response to the certificate course compared to the online trained fertilizer dealers. Besides, the standard deviation (1.14<0.77) of offline trained fertilizer dealers was less and hence they were less www.extensionjournal.com varied in their perception.

II. Learning

It could also be inferred from Table 3 that the 'learning' level of the certificate course on INM constituted the components such as utility, coverage, knowledge gained and skill development. Table 3 and Fig. 5, reveals that the mean score learning level of the offline trained fertilizer dealers (4.24) was higher in comparison to online trained fertilizer dealers (3.83). It is understood by the fertilizer dealers that the learning from the offline certificate course was higher compared to the learning of online trained fertilizer dealers. The standard deviation of learning reported by offline trained fertilizer dealers was 0.79 while the standard deviation for online trained fertilizer dealers was 1.02. Hence it is inferred that the perception of offline fertilizer dealers were less varied in terms of learning level of Kirkpatrick's model when compared to the perception of online trained fertilizer dealers.

III. Behaviour

It could also be inferred from Table 3 that the change in behaviour of the respondents mainly consisted the components such as job performance, self confidence and management skills.

Table 3 shows that the mean score (4.21) of the offline trained fertilizer dealers was higher compared to the mean score (3.76) of online trained fertilizer dealers related to the 'behavior' level of them after attending the certificate course (Fig. 5). It unveils that the perception of the behavioral change after attending the certificate course was more among the fertilizer dealers of offline learned than fertilizer dealers of online learned. The standard deviation was less among offline trained fertilizer dealers and hence they were less varied in their perception of behavioural change.

IV. Results

It was observed from Table 3 that the 'result' level of the certificate course on INM comprised of role of professional competency, management of fertilizer dealership, transfer of technology and overall satisfaction. Table 3 shows that the mean score earned related to the results level of evaluation of offline trained fertilizer dealers was 4.25 and the standard deviation was 0.83 compared to the mean score (3.86) and standard deviation (1.07) of online trained fertilizer dealers (Fig. 5). It indicated that the perception of offline trained fertilizer dealers had higher results towards the certificate course and less varied when compared to online trained fertilizer dealers. Table 4 above illustrates that the mean values related to the four levels of evaluation viz; reaction, learning, behaviour and results as perceived by offline trained fertilizer dealers were higher than the mean score earned by online trained fertilizer dealers. The calculated independent 't' test values at all the four levels was found to be statistically significant at p<0.001 level which clearly stated that there was a significant difference in the level of perception among fertilizer dealers towards online and offline learning. This result is in agreement with the findings of Rachmah (2020). www.extensionjournal.com Table 5 shows the mean score for all four levels of evaluation of the certificate course among the respondents of both online and offline certificate courses. The overall perceived effectiveness of the certificate course on INM as indicated by the weighted mean score (4.03), was 'More Effective' across all the four levels of Kirkpatrick's evaluation model (Fig. 6). It can be inferred that the respondents held a positive perception of the certificate course on Integrated Nutrient Management (INM), reporting that the certificate course on INM enhanced the competence of fertilizer dealers and developed them as para-extension professionals in the agricultural domain. The findings are in conformity with the findings of Afroz (2019) [1] .

References

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