Farmer field school as strategy in kasakalikasan program of Nueva Vizcaya : an assessment/ (Record no. 855)
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| fixed length control field | 07656nam a22001817a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250404143508.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250404b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | NVSU |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Ballesteros, Adan Saclay |
| 245 ## - TITLE STATEMENT | |
| Title | Farmer field school as strategy in kasakalikasan program of Nueva Vizcaya : an assessment/ |
| Statement of responsibility, etc. | Adan Saclay Ballesteros |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Bayombong: |
| Name of publisher, distributor, etc. | Nueva Vizcaya State Institute of Technology |
| Date of publication, distribution, etc. | 1999 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xviii, 106 leaves : |
| Other physical details | illustrations, photos ; |
| Dimensions | 28 cm. |
| 500 ## - GENERAL NOTE | |
| General note | This study was conducted to assess the effectiveness of the Farmers Field School as strategy in KASAKALIKASAN program in the province of Nueva Vizcaya.<br/><br/>The respondents of the study were the randomly selected 150 Farmer Field School graduates. They provided the information required in the assessment on the implementation of the FFS. On the other hand, 33 Training of Trainors graduates of Integrated Pest Management program were considered in obtaining data on the different activities required in the implementation of the FFS as well as the problems encountered in the implementation and the solutions to these problems.<br/><br/>The instrument used for gathering data was in the form of an interview questionnaire.<br/><br/>A combination of statistical tools were used in this study. They were descriptive statistics such frequency and percentage distribution, range, means, standard deviations, and ranking.<br/><br/>Results revealed that more than one-half of the respondents were 31-50 years old. More than 80% were males and more than 90% were married. About one-half had high school education. More than half had been farming for the last 20 years or less where more than three-fourths were cultivating rice in up to 2.0 ha farma. About 90% of the farmer-respondents planted crops other than rice in 1.0 ha or less area. About three-fourths were landowners and more than half earned annual income in the amount of greater than P20.000. Most of the respondents owned house and lot.<br/><br/>The respondents perceived the FFS organization as very effective and the curriculum, strategies, and facilities as effective. Overall, they assessed the programs as effective.<br/><br/>Only the FFS facilities were significantly affected by the age of the respondents. The FFS organization. curriculum, and strategies as well as the overall effectiveness of the program were affected by age. Gender significantly affected the effectiveness of the FFS organization as perceived by the facilities as well as the overall effectiveness of the program.<br/><br/>The farmers' perceptions on the overall effectiveness of the program as well as the effectiveness of its organization, curriculum, strategies, and facilities did not significantly differ when respondents were grouped according to marital status. The educational attainment of the respondents did not significantly influence their perceptions on the effectiveness of the program in all areas.<br/><br/>The farmers' perceptions on the overall effectiveness of the program as well as the effectiveness of its organization, curriculum, strategies, and facilities did not significantly differ when respondents were grouped according to number of years in farming. Rice farm area did not significantly affect the farmers' perceptions of the overall effectiveness of the Farmer Field School (FFS) and its four components, namely organization, curriculum, strategies, and facilities.<br/><br/>The assessment of the respondents. on the overall effectiveness of the FFS and its organization, curriculum, and strategies components did not significantly differ when the respondents were grouped according to area planted to other crops. Their perceptions on the effectiveness of the facilities components, however significantly differed. Land tenure did not significantly influence the respondents' perceptions on the overall effectiveness of the FFS as well as the effectiveness of the program's four components.<br/><br/>The perceptions of the farmer-respondents on the overall effectiveness of the FFS and its four components were found to differ significantly when grouped according to their annual income. House and lot ownership was found not to introduce significant variations in the farmer-respondents" assessment on the effectiveness of the FFS curriculum. This, however. significantly affect their perceptions effectiveness as regards the overall implementation of FFS, and its three components, namely organization, strategies, and facilities.<br/><br/>The overall effectiveness of the FFS in attaining its objectives assessed by the were farmer-respondents as effective. The skills that the program sought its participants were perceived to impart to its participants were perceived by most of the farmer-respondents as effective to very effective.<br/><br/>The assessment farmer-respondents on of the effectiveness of the FFS in attaining its objectives were found not to differ significantly when farmer-respondents were grouped according to age, gender, marital status, educational attainment, number of years in farming, rice farm area, farm tenure. The planted to other area farmer-respondents, crops, however. and land differed significantly in their perceptions when grouped according to annual income and house and lot ownership.<br/><br/>Coordination with local officials and selection of sites and cooperators were the most common activities performed by the trainors /facilitators in implementing the FFS. conducted farmers trainings and information drive Some to disseminate the benefits that can be obtained from the FFS. A few performed spot mapping to identify needs in the barangay.<br/><br/>Poor attendance of FFS participants. slow processing of supplies and materials, negative attitude of farmers to new innovations, lack of facilities, and mobility problems due to lack of transportation were encountered by the trainors / facilitators while implementing the FFS. <br/><br/>To solve the problem regarding poor negative attitude towards new innovations. recommended that a constant follow-up and program participants must be carried out and attendance and the trainors dialogue with the conduct of field and home visits before FFS sessions must be undertaken to remind participants of their roles in the FFS. trainor-respondents also recommended the provision. The of motorcycles to program participants to address the problem on mobility. Provision of additional funds for FFS operations was recommended to settle the problems on slow processing of supplies and materials. Some even recommended the shortening of the program's duration.<br/><br/>On the basis of the above significant findings. following recommendations are forwarded: <br/><br/>There is an obvious contradiction between the respondent’s assessment on the effectiveness of the program and the identified problem of lack of attendance during FFS meetings. Future assessment studies of the FFS or similar development projects should not be focused only on what the recipients are saying but emphasis must be given on the physical impact of the project such as increase in income. better nutrition, and similar indicators. Along this line. a comparison of the clientele's status before and after the FFS implementation must be carried out to assess the impact of the program in tangible terms.<br/><br/>Since the FFS scope is regional, an assessment on regional scale must be carried out to identify strengths and weaknesses between and among participating provinces or municipalities which can serve as basis for improving the program.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | Thesis (Master of Science - Agricultural Education)<br/><br/> |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes appendices and bibliographical references<br/> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Thesis |
| Suppress in OPAC | No |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Total checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
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| Dewey Decimal Classification | Nueva Vizcaya State University - Bayombong Campus | Nueva Vizcaya State University - Bayombong Campus | Graduate School Section | 04/04/2025 | Donation | T B191f 1999 | T175 | 04/04/2025 | 04/04/2025 | Thesis |
