RAWEP Thesis PDF

Perception of Agriculture students
towards Rural Agricultural Work

Experience (RAWE) programme
THESIS
Submitted to the
Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur

In partial fulfillment of the requirements for
the Degree of
MASTER OF SCIENCE
In
AGRICULTURE
(AGRICULTURE EXTENSION)
By
MADHURI VERMA
Department of Extension Education

College of Agriculture, Jabalpur 482004
Jawaharlal Nehru Krishi Vishwa Vidyalaya
2017
CERTIFICATE- I
This is to certify that the thesis entitled “Perception of Agriculture

students towards Rural Agricultural Work Experience (RAWE)
programme” submitted in partial fulfillment of the requirement for the degree
of MASTER OF SCIENCE IN AGRICULTURE (Agriculture Extension) of
the Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur (M.P.) is a record of
the bonafide research work carried out by Ms. MADHURI VERMA under my
guidance and supervision. The subject of the thesis has been approved by the
student‟s Advisory Committee and Director of Instruction, J.N.K.V.V., Jabalpur
(M.P.).
All the assistance and help received during the course of the
investigation has been acknowledged by her.
Place: Jabalpur Signature

Date:
Dr. (Smt.) Seema Naberia
Chairman of the Advisory Committee
THESIS APPROVED BY THE STUDENT’S ADVISORY COMMITTEE
Committee Name Signature
Chairman Dr. (Smt.) Seema Naberia
Member Dr. V.K. Pyasi
Member Dr. N.K. Raghuwanshi
Thesis is approved by
(Dr. N.K. Khare)

The professor and head
CERTIFICATE- II
This is to certify that the thesis entitled “Perception of Agriculture

students towards Rural Agricultural Work Experience (RAWE)
programme” submitted by Ms. MADHURI VERMA to the Jawaharlal Nehru
Krishi Vishwa Vidyalaya, Jabalpur in partial fulfillment for the requirements of
the degree of Master of Science in Agriculture (Agriculture Extension) in
the Department of Extension Education has been, after evaluation,
approved by the External Examiner and by the Student‟s Advisory Committee
after an oral examination of the same.
Place: Jabalpur
Date: Dr. (Smt.) Seema Naberia

Chairman of the Advisory Committee
MEMBERS OF THE ADVISORY COMMITTEE
Committee Name Signature
Chairman Dr. (Smt.) Seema Naberia ……………………....
Member Dr. V.K. Pyasi ……………………….
Member Dr. N.K. Raghuwanshi ……………………….
Head of the Department Dr. N. K. Khare ……………………….
Director of Instruction Dr. D. Khare ………………………

Declaration and Undertaking by the Candidate
I, Madhuri Verma, D/o Shri Basant Kumar Verma, certify the work
embodied in thesis entitled, “Perception of Agriculture students towards Rural
Agricultural Work Experience (RAWE) programme” is my own first hand
bonafide work carried out by me under the guidance of Dr. (Smt.) Seema
Naberia at Department of Extension Education, Jawaharlal Nehru Krishi
Vishwa Vidyalaya, College of Agriculture, Jabalpur during 2016-2017.
The matter embodied in the thesis has not been submitted for the
award of any other degree / diploma. Due credit has been made to all the
assistance and help.
I, undertake the complete responsibility that any act of

misinterpretation, mistakes and errors of fact are entirely of my own.
I, also abide myself with the decision taken by my advisor for the
publication of material extracted from the thesis work and subsequent
improvement, on mutually beneficial basis, provided the due credit is given,
thereof.
Place: Jabalpur
Date: (Madhuri Verma)

Copyright ©Jawaharlal Nehru Krishi Vishwavidyalaya,
Jabalpur, Madhya Pradesh 2017
Copyright Transfer Certificate
Title of the Thesis : “Perception of Agriculture students

towards Rural Agricultural Work
Experience (RAWE) programme”
Name of the candidate : Madhuri Verma
Subject : Agriculture Extension
Department : Department of Extension Education
College : College of Agriculture, JNKVV, Jabalpur
Year of thesis submission : 2017
Copyright Transfer
The undersigned Madhuri Verma assigns to the Jawaharlal Nehru

Krishi Vishwa Vidyalaya, Jabalpur, Madhya Pradesh, all rights under
Copyright Act, that may exists in and for the thesis entitled, “Perception of
Agriculture students towards Rural Agricultural Work Experience
(RAWE) programme" submitted for the award of M.Sc. (Ag.) degree.
Date:
Place: Jabalpur
Dr. (Smt.) Seema Naberia Madhuri Verma

(Major Advisor) (Student)
ACKNOWLEDGMENT
First of all I thank the „Almighty God‟ who has blessed me with the
opportunity and strength to successfully complete this work.
I express my deep sense of gratitude and appreciation towards the
Chairman of thesis Advisory Committee Dr. (Smt.) Seema Naberia, Assistant
Professor of Department of Extension Education, JNKVV, Jabalpur for her
illuminating guidance, valuable and constructive suggestions and generous
encouragement throughout the M.Sc. (Ag.) programme.
I owe sincere regards to the member of my advisory committee Dr.
V.K. Pyasi, Professor, Department of Extension Education & Dean Student
Welfare, Dr. N.K. Raghuwanshi, Professor and Head, Department of
Agricultural Economics and Farm Management, JNKVV, Jabalpur for their
helpful and constant guidance during the course of investigation.
My thanks are also due to Dr. N.K. Khare, Professor and Head,
Department of Extension Education, Dr. S.K. Agrawal, Professor, Dr. A.K.
Pande, Professor, Dr. M.K. Dubey, Professor of Department of Extension
Education, and other members Shri S.G. Tiwari, Shri Sachin Soni, Sukhchain,
Sandeep and Narayan.
I am extremely thankful to Dr. V.S. Tomar, Hon‟ble Vice-Chancellor,
JNKVV, Jabalpur, Dr. P.K. Mishra, Dean, Faculty of Agriculture and Dr. P.K.
Bisen, Director Extension Services and Dr. D. Khare, Director of Research
Services & Director of Instruction JNKVV, Jabalpur and Dr. (Smt) Om Gupta
Dean, College of Agriculture JNKVV, Jabalpur for providing necessary
facilities according to my research.
Words are not enough to express my heartiest feelings towards my
father Shri Basant Kumar Verma and my mother Smt. Kumari Vema and my
sister Annapurna and my brother Pankaj for their appreciation and moral
support.
Thanks are very few words for my senior Varsha Shrivastava and my
close friends Priyanka Pathariya, Tulsi Dhakhariya, Keerti Rajput, Varsha
Upadhyay, Triti Jain for their inspiration, blessings and for their support and
co-operation.
Place: Jabalpur
Date: (MADHURI VERMA)

CURRICULUM VITAE
The author of this thesis Miss Madhuri Verma D/o Shri

Basant Kumar Verma was born on 10th July, 1992 at Sihora
(Narsighpur). She passed the High School Examination in the
year 2007 with 60.04 percent marks from J.N.V., Bohani
(Narsighpur)) & Higher Secondary Examination in the year 2009
acquiring 64.08 percent marks from J.N.V., Bohani, Narsighpur .
She joined the College of Agriculture, Jabalpur, in the year, 2011 and successfully
completed the degree of B.Sc. (Ag) from JNKVV Jabalpur during the year June, 2015
with 7.77 OGPA out of 10.00 point scale.
In the year 2015, she admitted in college of Agriculture, Jabalpur for M.Sc.
(Agri.) Agriculture Extension degree programme in Jawaharlal Nehru Krishi Vishwa
Vidyalaya, Jabalpur for specialization in Extension Education. She has successfully
completed all the courses requirements for master‟s degree with 8.00 OGPA out of
10.00 point scale.
For the fulfillment of the master‟s degree Programme, she was allotted a
research problem entitled “Perception of Agriculture students towards the Rural
Agriculture Work Experience (RAWE) programme” This is duly completed by her
and presented in the form of this thesis.
CONTENTS
CHAPTER TITLE Page
1. INTRODUCTION 1-6
2. REVIEW OF LITERATURE 7 - 17
3. MATERIAL AND METHODS 18 - 30
4. RESULTS 31 - 48
5. DISCUSSION 49 - 55
6. SUMMARY, CONCLUSIONS AND 56 - 60

SUGGESTIONS FOR FURTHER WORK
BIBLIOGRAPHY 61 - 63
APPENDICES I - VI
CURRICULUM VITAE
LIST OF TABLES
Number Title Page
3.1 Details of placed students in different KVKs/ZARS 19
3.2 Variables and their measurement 19
4.1 Distribution of RAWE participants according to their sex 31
4.2 Distribution of RAWE participants according to their family 32

background
4.3 Distribution of RAWE participants according to their 32

medium of instruction

OGPA

leadership quality
4.6 Distribution of RAWE participants according to their mass 34

media use

monitoring and evaluation

aspiration level
4.9 Distribution of RAWE participants according to their self 35

confidence

achievement motivation
4.11.a Distribution of participants according to perceive utility of 36

RAWE programme in terms of communication skill
4.11.b Distribution of participants according to perceive utility of 37

RAWE programme in terms of crop production and
protection practices
4.11.c Distribution of participants according to perceive utility of 37

RAWE programme in terms of socio economic aspects
4.11.d Distribution of participants according to perceive utility of 38
RAWE programme in terms of agricultural extension
activity
Number Title Page
4.11.e Distribution of participants according to perceive utility of 38

RAWE programme
Distribution of RAWE participants according to their
4.12 39
perception
4.13 Perception of participants towards the RAWE programme 40
4.14 Relation between sex of respondents and their perception 41

towards the RAWE programme
4.15 Relation between family background of respondents and 42
their perception towards the RAWE programme.
4.16 Relation between medium of instruction of respondents 43
and their perception towards the RAWE programme
4.17 Relation between respondents OGPA and their 45
perception towards the RAWE programme
4.18 The correlation of independent variables with perception 46
4.19 Constraints experienced by the respondents 47
4.20 Suggestions offered by the respondents 48

LIST OF FIGURE
Figure Title Pages
1. Distribution of RAWE participants according to 32-33

their sex

their family background

their medium of instruction

their OGPA

their leadership quality

their mass media use

their monitoring and evaluation

their aspiration level

their self confidence

their achievement motivation
11. Distribution of participants according to perceive 36-37

utility of RAWE in terms of communication skill

utility of RAWE programme in terms of crop
production and protection practices

utility of RAWE in terms of socio economic aspects
Figure Title Pages

utility of RAWE in terms of agricultural extension
activity

utility of RAWE programme

their perception
INTRODUCTION
Agricultural education is basically aimed to develop skilled manpower

to take up farming, undertaking research, teaching and extension work for
agricultural development in the Indian context. There is probably no
occupation as agriculture in which experience is more necessary and much
time is required to obtain experience. The only safe way for inexperienced
man to begin farming is by working for a good farmer. Agriculture is
backbone of Indian economy to 52 per cent of Indian population. These
farmers mostly reside in rural areas and hence, development of our country
cannot be possible without upliftment of the socio-economic conditions
under which a rural farmer works.
The Report of the Royal Commission on Agriculture in India

(Anonymous, 1928) stated that complaints were made to them by some
cultivators that the training given in Agricultural Colleges was not sufficiently
practical. They noted the inability of agricultural demonstrators to handle
bullock or to plough properly and recommended provision of further facilities
for obtaining practical experience.
One of the greatest educationists of India, Dr. Radhakrishnan

(Anonymous, 1948) noted that bookishness has greatly limited the value of
agricultural education. So, agricultural education should be given a rural
setting, so that it includes direct participation and experience with agricultural
life and practice. Later he emphasized that work experience to be provided
to senior class students in real life situations, such as work on farms at the
time of sowing or planting or harvesting or in a family production unit and the
opportunities of this kind are to be utilized to the maximum extent possible.
Such work experience should match with the local situations (Anonymous,
1966).
All these requisites necessitated the re-modeling and development of

new pedagogic tools in agricultural education, which is the foundation for
1
future agricultural development. Considering the importance of the
knowledge on socio-economic behaviour of the rural farmers under which
agricultural graduates have to work. The Indian Council of Agricultural
Research endeavoring to empower youth with appropriate technologies
formulated a Review Committee on Agricultural Universities (1978),
popularly known as Randhawa Committee Recommendations (1979). This
led to the development of a rigorous field programme with emphasis on
practical reorientation of farm students to the rural agricultural operation
systems and totality of farm life. The students should get exposed to these
existing realities of a typical rural set up through interconnected exercises of
skill development so as to identify the practical possibilities of academic
knowledge in the field. Later, Dean’s Committee formulated by the ICAR in
1980-81 suggested the linkage of agricultural education with actual farming
situations.
In this context, a new course, Rural Agricultural Work Experience

(RAWE) Programme was introduced during final semester of under-graduate
curriculum in Agricultural Universities in India viewed as the best opportunity,
which can orient and equip the required potential among the students and
facilitate them to completely understand the rural scenario. The Andhra
Pradesh Agricultural University, Hyderabad, was the first to introduce RAWE
programme in its curriculum as early as in 1980-81. This was close on the
heels with the Randhawa Committee recommendations.
Dean’s Committee of Indian Agricultural Universities Association

(IAUA) (1989) recommended that all the State Agricultural Universities of the
country should adopt this programme uniformly for one semester in final
year of B. Sc. (Ag.). This course emphasizes on ‘learning through
experience’ and memory gained in the field is super imposed on knowledge
acquired in the class room situation. The vast network of agricultural
universities and colleges can play a leading role in cultivating self-confidence
and capabilities in the students required for taking up agriculture as a
profession. Farm-graduates can begin with launching of agri-clinics and agri-
business centers in villages as rural enterprises.
2
Kirthi Singh, reported in his presidential address of 17th convention of
Indian Agricultural Universities Association (IAUA) at Pantnagar, that there
should not be any delay in introduction of RAWE programme in all
agricultural Universities. Later he laid down the specific objectives for the
programme. (1995b).
The World Bank (1995a) stated that there was little emphasis in the
curricula on preparing the under graduates for career in agriculture or Agri-
business outside government service. However, the opportunities in the
government stream are drying up and private employers often have to invest
considerable time, money and effort on induction and on the job training for
the graduates to make up for educational weaknesses. The graduates from
SAUs exhibit lack of confidence in their ability to apply the skills necessary
for self-employment.
ICAR initiated a novel idea of 'Rural Agricultural Work Experience'

(RAWE) which was later integrated as a single semester course for
undergraduate students in agriculture.
Currently, there is a challenge of retaining youngsters in agriculture

due to various socio-economic factors, including profitability in agricultural
pursuits. It has become imminent to reorient agricultural practices to make
them intellectually satisfying and economically rewarding for the youth. To
enhance value addition of RAWE in all State Agricultural Universities and
also to formulate XII Five-Year Plan of ICAR, during may 19-20, 2012, UAS,
Bangalore and ICAR, New Delhi conducted a “National Workshop on Rural
Agricultural Work Experience Programme of the students of Agricultural
Universities” in Karnataka with the objective to merge the RAWE, IN-PLANT
training and EL into one composite programme of one year and name as
Rural Awareness and Entrepreneurship Development Programme (RAEDP).
Finally, combining both RAWE and Experimental Learning courses to make
student 'Rural Entrepreneurship and Awareness Development Yojana'
(READY) with the grass-root level experience and entrepreneurship skills,
the Student READY programme was envisaged in the XII Five-Year Plan.
3
Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur on the recommendation
of Fourth Deans’ Committee (ICAR) introduced Rural Agricultural Work
Experience programme as an essential requirement for B.Sc. (Ag.) degree.
In view of globalization and development of new technologies it is essential
that the students meet international quality standards to develop analytical
skill, entrepreneurial qualities and experiential learning for having confidence
to do profitable farming. In the programme, students are placed in the
villages for intensive training and field experience with farm families. During
stay in the villages, they get an opportunity to study the different farm
situations, farm practices adopted by the farmers, interact with the farmers to
identify the problems and suggest the appropriate measures to solve them
for improvement in the existing practices. Students also develop confidence
in applying the knowledge gained during the course of the studies and fine-
tune their skill with the experience and knowledge of host farmers. Under
this programme, RAWE Model-I has been adopted in the Vishwa Vidyalaya
with following objectives:
1. To provide an opportunity to students for practical skill learning in

agriculture through work experience.
2. To offer opportunity to students for understanding rural life and
problems prevalent in villages with special references to agriculture
through techno economic survey.
3. To make students understand farm technologies as adopted by
farmers and also to help farmers to prepare sound farm plans
matching to available resources.
4. To facilitate development of communication skills in students through
use of extension teaching methods for transfer of technology.
5. To acquaint the students with the on-going extension & rural
development programmes and to understand the activities of Krishi
Vigyan Kendra.
6. To enhance the communication skills of students required for
interaction with farmer and extension functionaries with reference to
transfer of technology.
4
7. To enhance the skill of the farmers for application of various
technological practices.
Need for the present study:
As RAWE itself is a new concept and a decade has been over after
starting of this programme at JNKVV. So far nearly 4000 students were
gained rural work experience under this programme. At this point, there is
need to take up a study to find out whether this programme is actually
fulfilling the needs of the students, whether the objectives of the programme
have been met or not? Also, it is necessary to know whether the students
who had undergone practical experience during RAWE are benefited or
whether there is evidence of considerable and widespread dissatisfaction
with the programme. Until now a couple of research works on the practical
knowledge gained by the students are done in the university. But they could
not study the programme in view of its implementation. This will be the
pioneer study in the College of Agriculture, Jabalpur. The present study
proposes to meet all these needs with special emphasis on feedback
mechanism from students in operating the programme.
Keeping the above aspects in view, this study in the field of RAWE
was undertaken with the title, “Perception of Agriculture students towards the
Rural Agricultural Work Experience (RAWE) programme”, with the following
objectives:
Specific objectives:
1. To find out profile of students

2. To know the utility of RAWE programme in terms of knowledge and
skill
3. To study the perception of students towards RAWE programme
4. To determine the relationship if any, between the independent and
dependent variables
5. To know the constraints experienced and suggestions offered by
students of RAWE programme
5
Scope of the study:
The results of the present investigation will be useful for the policy
makers and administrators in effective implementation of the RAWE
programme.
The findings will enable to know whether there is any need for re-
structuring RAWE to 'Rural Entrepreneurship and Awareness Development
Yojana' (READY) in the Vishwa Vidyalaya.
Limitations of the study:

Social Science research itself has certain limitations.
1. The study had limitation of time, finance, and resources available at
the disposal of the student researcher.
2. As the study is based on the information collected through
questionnaires it has some difficulties.
 There is every possibility for the subjects to be biased in
furnishing the information.

 Sometimes the framing of questions is such that the
investigator takes them to mean one thing and the subject
another.

 Usually the subject answers without an adequate amount of
thinking thus leaving possibility of mistakes.
3. For the purpose of calculating correlation the score '0' was
converted into 0.001.
Nevertheless, it is hoped that this study would be able to throw some

light on the perception of the students towards RAWE programme, besides
exposing the various constraints in implementation and to serve as a
means for streamlining the programme at every stage.
6
REVIEW OF LITERATURE
Literature is considered to be the whole body of the literary

composition of any language on a given subject. Literature helps to acquire
general background knowledge in the given field. It also helps to find out the
available information related to the objectives of proposed research and also
to find out the gaps in selecting topics for research, besides finding out
available techniques which can be used to measure the factors under study,
to compare the present results with those of the previous research, to
understand the weakness of the previous research and to avoid repetition of
similar mistakes.
In this chapter, an attempt was made to review briefly the available

literature in the light of the objectives of the study. Every effort has been put
forth to review the literature available. However, literature dealing with the
study of RAWE programme was very limited as very few works are done.
The related review of literature has been presented under the sub heads:
2.1 Profile of students

2.2 Utility of RAWE programme in terms of knowledge and skill
2.3 Perception of students towards RAWE programme
2.4 Relationship between the independent and dependent variables
2.5 Constraints experienced and suggestions offered by the students of
RAWE programme
Research findings:
2.1 Profile of students:
Sex
Hase and Deshmukh (2012) revealed that there were 72.50 per cent
boys and 27.50 per cent girls in the sample and gender could not show any
statistical significant relationship with perceived utility of graduate level
extension education courses by the undergraduate students.
Sanjeev and Gowda (2013) found that females dominated with

majority (62%) followed by males with 38 per cent of sample population.
7
Interestingly the ratio has increased over the period with the constant
increase of girl students at KAU.
Rural and Urban background

Ramanjaneyulu (1992) observed that there is no significant difference
between students from rural and urban settlements in experience gained
through RAWE Programme.
Sanjeev and Gowda (2013) found that majority (62%) of the students
belonged to urban background and remaining (32%) were from rural
background. Even the students coming from the rural background had
limited knowledge of rural settings. This demands the necessity of the
programme to provide better rural orientation in general and live situations.
Medium of instruction
Sanjeev and Gowda (2013) reported that medium of instruction had a
positive significant relation with perception. Since, those who studied in local
language could interact better with farmers during RAWE, they had positive
perception regarding objectives.
OGPA
Sanjeev and Gowda (2013) revealed that rural urban background,
aspiration level, OGPA and leadership quality had influenced perception of
students significantly.
2.2 Utility of RAWE programme in terms of knowledge and skill:

a. Utility in gaining communication skill
Borthakur and Bortamuly (2013) observed that there was almost
equal percentage of respondents (48.01% and 50.50%) who perceived
RAWEP as very useful and useful respectively in gaining and improving
communication skills.
b. Utility in gaining knowledge on farm resource management

Borthakur and Bortamuly (2013) analyzed that most of the
respondents (66.54%) considered RAWEP to be ‘useful’ for learning about
the marketing and management of various agricultural commodities and
other resources and 22.87% of them considered it to be ‘very much useful'.
8
c. Utility in gaining knowledge on socio-economic aspects
Borthakur and Bortamuly (2013) found that more than half of the
respondents (58.72%) perceived that the RAWEP was ‘useful’ in knowing
about the socio-economic conditions prevailing in rural areas and 35.58%
considered it to be ‘very much useful’.
d. Utility in gaining Knowledge related to diffusion of agricultural

technology
Bordoloi et al. (2013) found that the majority of the respondents
(60.93%) perceived the RAWE programme ‘useful’ in gaining knowledge on
the various aspects of diffusion of agricultural technology and about one
third (32.22 %) perceived it to be ‘very much useful’. Only 6.84% opined that
it was ‘not at all useful’.
e. Utility in gaining knowledge on rural development

Bordoloi et al. (2013) reported that majority of the respondents
(64.80%) perceived that the RAWE programme was ‘useful’ in gaining
knowledge about the various aspects of rural development, 19.65 percent
respondents felt it was ‘very much useful’ and 15.56 per cent respondents
opined that RAWEP was ‘not at all useful’ for learning about rural
development.
f. Utility in gaining Knowledge on extension programme planning

Bordoloi et al. (2013) analyzed that that majority of the respondents
(59.63%) opined that the RAWE programme was ‘useful’ in gaining
knowledge on extension programme planning, 34.72 per cent respondents
considered it was ‘very much useful’ and only 5.65 per cent respondents
opined that it was ‘not at all useful’.
g. Perceived utility in terms of RAWE contents

Hase and Deshmukh (2012) found that majority (76.33 per cent) of
the RAWE contents had ‘more useful’ perceived utility to respondent
students.
Knowledge and practical experience gained:

a. Knowledge gained
Bandyopadhyay and Kar (2002) stated that 100 per cent of the
students gained experience regarding practical knowledge of different
9
agricultural activities, many participatory approaches involved in PRA, about
farmers, farm women and children, their lifestyle and involvement in various
agricultural operations and experienced the difference between the
theoretical and practical knowledge.
Sanjeev and Gowda (2013) found that RAWE was weak in providing
practical experience in crop production at field and acquaintance with on-
going TOT programmes.
Kotte (2014) found that majority (69.76%) had medium, 30.24 per
cent had high gain in knowledge and skill during the programme.
b. Practical Experience
Reddy (1985) conducted a study on effectiveness of RAWEP in
APAU and found that the extent of experience gained by the students in
different activities was average.
Ramanjaneyulu (1992) found that majority of the students had

medium achievement motivation, which was positively correlated and highly
significant with the attitude towards RAWE Programme and the extent of
participation and knowledge and experience gained.
Ramanjaneyulu (1992) observed that there is no significant difference

between male and female students in experience gained through RAWE
programme.
Ramanjaneyulu (1992) found that extent of experience gained

through RAWE programme mainly depend on achievement motivation and
prior experience of the student in agricultural work.
Reiling et al. (2003) reported that as more students enter in animal

science programs with non agricultural backgrounds, it will become
necessary to re-emphasize basic animal handling skills and practical
applications through experiential learning activities.
Yadav et al. (2003) found that practical experience is imparted only

through RAWE Programme. Hence, it is very essential to strengthen the
RAWE programme for giving practical training to the students in real life
situations and increase their confidence.
10
Nanwal and Singh (2004) reveal that the Rural Work Experience
Programme (RAWE) is an important tool introduced to provide integrated
understanding of various disciplines and practical training to farm graduates
in agricultural sciences.
Oloruntoba (2008) found that farm practical year programme provided

students with ‘hands-on’ experience and opportunity to apply theory learnt in
classroom to a real-life -field situation.
Kumar and Sharma (2013) found that 93.33 per cent students
developed their ability of cooperation and team work, 92 per cent known to
establish good rapport with society and 90.67 per cent gained practical
experience by RAWE programme.
Skills gained:
Sanjeev and Gowda (2013) found that RAWE was highly successful
in improving the communication and leadership skills of students along with
providing opportunity to work in agri-based industries.
2.3 Perception of students towards RAWE programme:

Sanjeev and Gowda (2013) revealed that rural urban background,
aspiration level, OGPA and leadership quality had influenced perception of
students significantly.
Kotte (2014) reported more than 52.33 per cent of the RAWE
participants had high, 44.18 per cent had moderate, and 3.49 per cent had
low perception towards RAWE programme.
Kapri et al. (2016) reported that majority of students had high

perception about RAWE as it helped to develop self confidence, leadership
qualities.
2.4 Relationship between the independent and dependent variables:

Hase and Deshmukh (2012) reported that, the family education
background, academic performance, self confidence, rural-urban
background and aspiration were positively and significantly related with the
perceived utility and the variables like gender, caste, parental occupation,
family income, self study, participation in co-curricular and extracurricular
activities and preparation for competitive exams could not show any
11
statistical significant relationship with perceived utility of graduate level
extension education courses (including RAWE) by the undergraduate
students.
Sanjeev and Gowda (2013) analyzed that rural-urban background,

medium of instruction, achievement motivation, leadership qualities and
mass media use had positive significance while education level of parents,
annual income of family and self confidence had negatively significant
relationship with perception.
Leadership quality
Kumar and Sharma (2013) reported that six month stay in village
situation helped to developed personal attributes of students like confidence,
village resource management, leadership quality, communication skill and
rural livelihood security.
Sanjeev and Gowda (2013) analyzed that regression analysis

revealed that rural urban background, aspiration level, OGPA and leadership
quality had influenced perception of students significantly.
Antwal et al. (2016) reported that sense of familiarity and

understanding of rural life, increased self esteem, leadership development
and decision making power among the students was the gains perceived by
students during RHWE programme.
Mass media use

Sanjeev and Gowda (2013) observed that mass media use shows
positive significance with perception, this is due to increase in mass media
use makes students more exposed to the present situation in agriculture and
this made them more active in RAWE.
Monitoring and Evaluation

Ramanjaneyulu (1992) reported that Maximum percent of the
students have expressed satisfaction with the present system of evaluation.
A meager percent of students showed their dissatisfaction due to heavy load
of the record submission at the end of the programme and grade allotment
not in tune with the work done by them and wide discrimination from station
to station.
12
Kumar and Sharma (2013) found that the proper evaluation, time of
programme and proper facilities of lodging, boarding and transportation also
were found equally important for the success of programme.
Kotte (2014) reported that credit load and monitoring and evaluation
were found non-significant with the perception towards RAWE.
Students Evaluation
Sujatha (2001) observed that majority (55%) of students had
unfavorable attitude, while 33.33% of them had favorable attitude followed
by few (11.67%) of them had moderately favorable attitude about evaluation
pattern.
Aspiration level
Hase and Deshmukh (2012) reported that Majority (83.33 %) of the
respondent students had aspired to earn income more than Rs.
20,000/month and more than the half (56.67%) of the respondent aspired to
develop own family followed by 55.00 per cent respondent that are aspired
to work for development of farmers.
Dhakre (2014) observed that aspiration of the students towards

agriculture enterprise was positively and significantly associated with father
education, father occupation, family size and aim of joining.
Self confidence
Hase and Deshmukh (2012) found that Majority (65.00 %) of the
respondents showed medium level of self confidence.
Sanjeev and Gowda (2013) reported that self confidence showed a

negative relationship with perception.
Achievement motivation
Ramanjaneyulu (1992) found that majority of the students had
medium achievement motivation, which was positively correlated and highly
significant with the attitude towards RAWE Programme and the extent of
participation and knowledge and experience gained.
13
Sanjeev and Gowda (2013) analyzed that students with high
achievement motivation concentrated well on RAWE and had a positive
perception regarding RAWE objectives.
Extent of supervision and guidance:

Reddy (1985) reported that majority of the students rated the
guidance provided to them by the advisory committee as average.
Ramanjaneyulu (1992) observed that majority of the students

expressed medium satisfaction with course curriculum, extent of guidance
and supervision by advisory committee.
Facilities available in the allotted villages:

Reddy (1985) reported that facilities available for the students were
average.
Ramanjaneyulu (1992) reported that boy students were facing

problems with respect to getting accommodation, from castism, getting
cooperation from host farmer and other farmers.
Extent of participation:
Ramanjaneyulu (1992) critically evaluated RAWEP under Agriculture
college, Bapatla found that extent of participation in extension activities was
significantly related to the extent of communication skills gained by the
student and feedback operating in the programme.
Ramanjaneyulu (1992) the extent of students participation was rated

as medium by the advisory committee members, host farmers and other
farmers.
Inter and intra group relation:

Sujatha (2001) stated that majority (61.67%) of the students had
unfavorable attitude towards inter and intra group relationships.
Prior exposure to rural life:

Ramanjaneyulu (1992) reported that majority of the students had
medium agricultural work experience before going to RAWE Programme.
14
Impact of the programme:
Shareef and Rambabu (1999) reported that 66.67 per cent of the
respondents expressed satisfaction for the cooperation received from their
host farmer.
Chauhan (2004) found different impacts on students after this

programme like learning new experiences, managing relationship, observe
problems, art of negotiation, understand the real life, time management,
practicing method, develop team work, feedback, developing art of creative
thinking, art of listening, conflict management, understanding recommended
technology, understanding real world, money management, working style of
local institutions, working with local organizations/leaders and confidence
building.
Mahadik et al. (2011) reported that it is useful programme for students

in getting exposure to rural conditions.
Singh and Tyagi (2012) observed that RAWEP in the villages gives
significant impact on the farmers basically on enhancement of knowledge of
crops and enterprises and also on skill development in value added product.
Singh and Tyagi (2012) found that 59.09 per cent contact farmers
said that the RAWEP is useful followed by 27.27 per cent, 10.91 per cent as
more useful and useful to some extent respectively.
Borthakur and Bortamuly (2013) observed that there was almost

equal percentage of respondents (48.01%and 50.50%) who perceived
RAWEP as very useful and useful respectively in gaining and improving
communication skills.
Borthakur and Bortamuly (2013) observed that there is improvement

in the interaction skills of the respondents, developing right attitude towards
the farming community and are adapting towards rural situations.
Kapri et al. (2016) reported RAWE programme helps in diffusion of

technologies among rural people.
15
2.5 Problems and suggestions:
a. Problems faced
Reddy (1985) found that the students in RAWE Programme were
facing problems like lack of minimum facilities in the selected villages,
stipulated guidelines not followed in the selection of host farmers, insufficient
stipend etc. he also reported that the advisory committee faced problems
due to lack of conveyance facilities and lack of co-operation in the village.
Ramanjaneyulu (1992) found that in stations where Agricultural

Extension Scientists are not available, the students suffered from poor
guidance and supervision.
Ramanjaneyulu (1992) reported that major drawbacks of the

programme as perceived by the respondents were insufficient orientation,
late commencement of the programme, absence of the students due to
backlog examinations and participation in sports and cultural meets during
the programme period.
Gogoi (2001) reported that most serious problem faced by students

undergoing RAWEP was problem regarding extension literature and print
materials followed by problems in organizing training programmes and
problem related to supervision.
Mahadik et al. (2011) reported that constraints faced by students were

less stipend, selected host farmers didn’t have the desired components and
heavy load of report writing.
Borthakur and Bortamuly (2013) reported that as the students are

making family budgets themselves and still not learning much about it, there
might be some serious lacunas in the process of guidance and supervision.
Kumar and Sharma (2013) found that students expressed financial

difficulty during programme.
Kapri et al. (2016) reported that 85 per cent of the student faced
communication problem problems due to unaware of language used in the
villages and less response of villagers as they are involved in agriculture
work during day time.
16
b. Suggestions
Reddy (1985) suggested that villages with adequate facilities and
farmers who are more cooperative must be selected for the programme.
Conveyance facilities may be provided for the advisory committee members
and incentives may be given for the host farmers. The students should not
be allowed to take backlog examinations during the programme period.
Ramanjaneyulu (1992) suggested that advisory committee should be

impartial and record submission may be done periodically during cent of
students wanted entrusting of teachers with genuine interest, give
opportunities to all the students equally and time convenience of farmers to
be taken care.
Mahadik et al. (2011) reported major suggestions given by the

students of RWEP was that 'host farmer should have all the components as
per need of the subject' (71.02 per cent), adequate stipend should be given
at proper time' (64.48 per cent), Report writing should be optimum to save
the time and money' (46.73 per cent) and 'time of programme should be
such that it will cover all operations of all major crops' (42.99 per cent).
Bordol et al. (2013) suggested that in order to improve the RAWE

programme of the college, the programme should be recommended only
after a session of orientation of the students on the mandated activities of
the programme that the students are going to undertake.
Sanjeev and Gowda (2013) said that most of the students suggested
that time for each module in the RAWE should be increased, RAWE should
be for one entire cropping season rather than for one semester, a mini
RAWE of 1-2 weeks to be done before actual RAWE to understand farmers’
problems and plan for the original RAWE.
17
MATERIAL AND METHODS
This chapter deals with the methods and procedures used for
planning and conducting the present study. It consists of the following sub-
parts:
3.1 Location of the study
3.2 Research design
3.3 Sampling techniques used
3.4 Variables, their operationalization and measurement
3.5 Instruments of data collection
3.6 Validity and reliability of instrument
3.7 Statistical tests applied
3.8 Derivation of hypothesis
3.1 Location of the study:

The study was conducted at College of Agriculture, Jawaharlal Nehru
Krishi Vishwa Vidyalaya, Jabalpur.
Agriculture college, Jabalpur was purposively selected because:

(i) This campus has maximum number of students under RAWE
programme 2016-2017 as compared to other campus of the
university.
(ii) College of Agriculture, Jawaharlal Nehru Krishi Vishwa Vidyalaya,
Jabalpur, is the main campus and the programme for the university is
designed here.
(iii) In addition to above, time and other resources were also considered
for the study.
3.2 Research design:

The design of research is the most important and crucial aspect of the
research methodology, as it enables the investigator to answer research
questions with objectivity and accuracy i.e., it is the entire process of
planning and carrying out the research, to seek the answer of the research
question.
18
An ex-post-facto research design is employed as RAWE was already
implemented and data was collected from students based on their
experience.
3.3 Sampling technique used:

a. Selection of respondents: All 118 students (52 girls and 66 boys) of
B.Sc. (Ag.) fourth year registered under RAWE programme 2016-17
are placed at ZARS/KVKs were selected as respondent for the study.
Detail of placed students is as under the table:
Table 3.1 Detail of placed student in different KVKs/ZARS
S. Name of ZARS/KVK No. of Students
No. Girls Boys
1. Betul 14 -
2. Chhindwara 21 -
3. Seoni 17 -
4. Katni - 23
5. Dindori - 20
6. Narsinghpur - 23
Total 118
3.4 Variables, operationalization and their measurement:

Table 3.2 Variables and their measurement
Variables Measurement
A. Independent variables (X)
1. Sex (X1) Self scoring
2. Family background (X2) Self scoring
3. Medium of instruction (X3) Self scoring
4. OGPA(X4) Self scoring
5. Leadership quality(X5) Self scoring
6. Mass media use (X6) Self scoring
7. Monitoring and evaluation (X7) Self scoring
8. Aspiration level (X8) Self scoring
9. Self confidence (X9) Self scoring
10. Achievement motivation (X10) Self scoring
11. Utility of RAWE in terms of knowledge and skill Self scoring
(X11)
B. Dependent variable (Y)
1. Perception of students towards RAWE Index was developed
programme
19
Operationalization of variables:
a. Independent variables:
1. Sex:
It refers to physical or physiological differences between males and
females, including both primary sex characteristics and secondary
characteristics such as height and muscularity. The categories of sex were
formulated as follows:
S. No. Categories Score

1. Male 1
2. Female 2
2. Family background:
It refers to the information of individual respondent family area to
which they belong, which may be rural or urban. The categories of family
background were formulated as follows:

1. Rural 1
2. Urban 2
3. Medium of instruction:
The medium of instruction refers to the language that is used in
teaching. It may or may not be official language. The categories of medium
of instruction were formulated as follows:

1. English 1
2. Hindi 2
4. OGPA:
It refers to overall grade point average; it is representing the average
value of the accumulated final grades earned in courses over the time by the
student. The categories of medium of instruction were formulated as follows:
20
1. Low 1
2. Medium 2
3. High 3
5. Leadership quality:
It refers to the quality of respondent that shows degree to which an
individual initiates or motivates the action of followers. For this, a self-scoring
questionnaire containing 17 statements was developed. The responses of
the students were obtained on 5 point continuum i.e., strongly agree, agree,
un decided, disagree, strongly disagree and were given 5, 4, 3, 2 and 1
scores, respectively for positive statements. The respondent can obtain a
minimum of 17 score and a maximum of 85. On the basis of range of scores,
following categories were formulated.

1. Low 17 to 40
2. Medium 41 to 63
3. High Above 63
6. Mass media use:

It refers to the extent to which the students are exposed to the
different message or information from various mass media like radio,
television, newspaper, internet and other reading materials. In the present
study six mass media sources was considered. The responses of the
student were obtained on 4 point continuum i.e., most often, often, some
time, never and were given 3, 2, 1 and 0 scores, respectively for positive
statement. The respondent can obtained a minimum of 0 scores and
maximum of 18. On the basis of range of scores, following categories were
formulated.
21
1. Low Up to 6
2. Moderate 7 to 12
3. High Above 12
7. Monitoring and Evaluation System:

It refers to the guiding, monitoring and evaluating the students by the
committee members during their entire course period till the completion of
the programme. For this, a self-scoring questionnaire with 5 statements was
developed. The responses of the students were obtained on 2 point
continuum i.e., yes or no and were given 1 and 0 scores, respectively for
positive statement. The respondent can obtain a minimum of 0 score and a
maximum of 5. On the basis of range of scores, following categories were
formulated.

1. Low Up to 1.5
2. Medium 1.6 to 3.2
3. High Above 3.2
8. Aspiration level:
It refers to as the orientation towards the goal concerning the future
level of achievement of respondents. For this, a self-scoring questionnaire
with 1 statement was developed and measured by considering one ladder
that has 12 steps, upper steps shows higher aspiration level and lower
shows low aspiration level. The respondent can obtain a minimum of 0 score
and a maximum of 12. On the basis of range of scores, following categories
were formulated.

1. Low Up to 4
2. Medium 5 to 8
3. High Above 8
22
9. Self confidence:
It refers to the feelings or respondent‟s ability, initiatives and zeal to
achieve the goal or aim. For this, a self-scoring questionnaire with 10
statements was developed. The responses of the students were obtained on
2 point continuum i.e., yes or no and were given 1 and 0 scores, respectively
for positive statement. Reverse scoring was used in computation of
statement which was considered to be negative direction. The respondent
can obtained a minimum of 0 scores and maximum of 10. On the basis of
range of scores, following categories were formulated.

1. Low Up to 3
2. Medium 4 to 6
3. High Above 6
10. Achievement motivation:

It refers to striving to do good work to achieve standard of excellence,
which may be related to self task or other aspects. For this, a self-scoring
questionnaire with 6 statements was developed. The responses of the
students were obtained on 5 point continuum i.e., strongly agree, agree,
undecided, disagree, strongly disagree and were given 5, 4, 3, 2 and 1
scores, respectively for positive statements. The respondent can obtain a
minimum of 6 score and a maximum of 30. On the basis of range of scores,
following categories were formulated.

1. Low Up to 14
2. Medium 15 to 23
3. High Above 23
23
11. Utility of RAWE programme:
(a). utility in terms of ‘communication skill’:
It refers to the utility of RAWE programme in terms of communication
skill gained by the participant in conducting group discussion, meetings,
demonstration, in the preparation and use of Audio-visual aids during entire
period of RAWE programme. For this, a self-scoring questionnaire with 7
3 point continuum i.e., very much useful, useful, not at all useful and were
given 2, 1 and 0 scores, respectively for positive statement. The respondent
can obtain a minimum of 0 score and a maximum of 14. On the basis of

1. Low Up to 4
2. Moderate 5 to 9
3. High Above 9
(b). Utility in terms of ‘crop production and protection practices’:

It refers to the usefulness of the RAWE programme in terms of
knowledge and skills gained by participant in crop production and crop
protection practices during entire period of RAWE programme. For this, a
self scoring questionnaire with 16 statements was developed. The
responses of the student were obtained on 3 point continuum i.e., very much
useful, useful, not at all useful and were given 2, 1 and 0 scores, respectively
for positive statement. The respondent can obtained a minimum of 0 scores
and maximum of 32. On the basis of range of scores, following categories
were formulated.

1. Low Up to 10
2. Moderate 11 to 21
3. High Above 21
24
(c) Utility in terms of ‘socio economic aspects’:
gaining knowledge on various socio economic aspects during entire period
of RAWE programme. For this, a self-scoring questionnaire with 11
3 point continuum i.e., very much useful, useful, not at all useful and were
given 2, 1 and 0 scores, respectively for positive statement. The respondent
can obtain a minimum of 0 score and a maximum of 22. On the basis of

1. Low Up to 7
2. Moderate 8 to 15
3. High Above 15
(d) Utility in terms of ‘Agriculture extension activity’:

knowledge and skills gained by participants in different extension activities
conducted by KVK/research station during entire period of RAWE
programme. For this, a self scoring questionnaire with 15 statements was
developed. The responses of the student were obtained on 3 point
continuum i.e., very much useful, useful, not at all useful and were given 2, 1
and 0 scores, respectively for positive statement. The respondent can
obtained a minimum of 0 scores and maximum of 30. On the basis of range
of scores, following categories were formulated.

1. Low Up to 10
3. High Above 21
25
(e) Overall utility of RAWE programme:
knowledge and skills gained by participants in all activities perform during
entire period of RAWE programme. For this, a self-scoring questionnaire
with 49 statements was developed. The responses of the students were
obtained on 3 point continuum i.e., very much useful, useful, not at all useful
and were given 2, 1 and 0 scores, respectively for positive statement. The
respondent can obtain a minimum of 0 score and a maximum of 98. On the
basis of range of scores, following categories were formulated.

1. Low Up to 32
3. High Above 65
b. Dependent Variable:
Perception towards RAWE:
It refers to the impression and interpretation of the students based on
their practical and personal experience during RAWE programme. For this, a
self-scoring questionnaire with 14 statements was developed. The
responses of the students were obtained on 3 point continuum i.e., fully
agree, somewhat agree, not agree and were given 2, 1 and 0 scores,
respectively for positive statement.
The respondent can obtain a minimum of 0 score and a maximum of

22. On the basis of range of scores, following categories were formulated.

1. Low Up to 9
3. High Above 19
26
3.5 Instruments of data collection:
A well structured questionnaire was used as an instrument of data
collection, which was developed incorporating all the items, keeping the
objectives and variables in view. It comprises of 2 parts.
1. First part consisted of personal data and indicators of the independent
variables.
2. Second part included indicators on perception towards RAWE.
The purpose and objectives of the study were explained to the

respondents to record the answers in the questionnaire given to them.
The needed secondary data was collected from the research journals,
thesis, reports of State Agricultural Universities and Indian Council of
Agricultural Research.
3.6 Validity and reliability of instrument

Validity means truthfulness. According to Lindquist (1951) validity of a
test as the accuracy with which it measures that is intended to measure. The
validity of the questionnaire for this study was maximized by taking the
following steps.
The questionnaire was thoroughly discussed with the members of the

authority, advisory committee and their suggestions were incorporated.
I. Pre-testing of the questionnaire was done on 10 per cent of the

sample size i.e., on 12 students for improving the instrument.
II. The relevance of each question in terms of the objectives was
checked carefully.
Reliability of an instrument refers to the precision or accuracy of the

measurement or score. It has been observed properly that the questionnaire
had reliability before it was used as a data collection instrument.
3.7 Statistical tests applied:

Data collected were qualitative as well as quantitative. The
quantitative data were tabulated on the basis of approved categorization
27
method as described earlier. The following statistical techniques were used
in the study.
1. Percentage
2. Mean
3. Rank order
4. Chi –square test
5. Correlation coefficient
1. Percentage
The term „Percentage‟ means a fraction whose denominator is 100
and the numerator of the fraction is called percentage.
X
P = -------------- x 100
N
Where,
P = Percentage
X = Frequency of respondents
N = Total number of respondents
2. Mean
Mean was obtained by dividing the sum of the scores by the total
number of cases involved according to formula.
n
X i
X i 1
( 1, 2, 3.........n)
N
where,
X = Mean
∑Xi = Sum of all the scores in a distribution
n = Number of respondents
N = Total number of respondents.
3. Chi Square test

To test the association between dependent and independent variable,
Chi Square test was applied:-
(O-E) 2
2=Σ E
With d.f. (r-1) x(c-1)
28
Where,
2 = Chi Square
O = Observed frequency of cell
E = Expected frequency of cell
Σ = Summation
c = no. of columns
r = no. of rows
Expected frequency in a cell
Ri Ci
Ei = ------------------
N
Where,
E = Expected frequency of any one cell
R = Total no. of frequency in row one
C = Total no. of frequency in column one
N = Total no. of frequency (either row or column)
Note - In case of 2X3 or more than 2X2 contingency table, if any cell
frequency was less than 5, then that row or column has been merged
with subsidiary row or column maintaining degree of freedom one or
more than one, then the calculated value of chi square was compared
with table value at 0.05 level of probability to know the significance.
4. Correlation coefficient:
In order to ascertain the association between two variables, Inter-
correlation was applied. This test is widely used in social science, genetics,
medical sciences and many other situations where the investigator wishes to
test whether there is any correlation exists between the independent
variables and dependent variable.
When an increase or decrease in one variate is accompanied by an

increase or decrease in the other variate, the two are said to be correlated
and the phenomenon is called correlation. Correlation coefficient is denoted
29
by “r” and is a measure of relationship between two variables. The range of
correlation coefficient is between -1 to +1. It means that if the values are
negative the variables are negatively correlated and if values are positive,
they are positively correlated.
Correlation-coefficient, „r‟ is computed by the formula
N  xy  ( x)( y)
r
[ N  x 2  ( x) 2 [ N  y 2  ( y ) 2 ]
Where,
N = number of pairs of scores
 xy = sum of the products of paired scores
x = sum of x scores
y = sum of y scores
 x2 = sum of squared x scores
 y2 = sum of squared y score
When more than two variables are there, their correlation with each
other may be drawn using correlation coefficient formula and their correlation
with each other may be conveniently arranged in the form of a matrix known
as correlation matrix.
3.8 Derivation of hypothesis:

This is the step to propose the research inquiry in the form of a
testable proposition. It is otherwise called as hypothesis. Hypothesis is a
proposition or principle which is assumed in order to draw its logical or
empirical consequences.
Relevant hypothesis were formulated on the basis of the study and

were tested in the null form.
Null hypothesis:
There is no significant relationship between the selected independent
variables and perception of respondents towards RAWE programme.
30
RESULTS
This chapter deals with the analysis and interpretation of the collected
data. The data was processed and analyzed in line with the objectives of the
study.
This chapter is presented under the following sections.
1. To find out the profile of students

2. To know the utility of RAWE programme in terms of knowledge and skill
dependent variables
5. To know the constraints, experienced and suggestions offered by the
Independent variables
The variables selected and studied as independent variables were
sex, family background, medium of instruction, OGPA, leadership quality,
mass media use, monitoring and evaluation, aspiration level, self confidence,
achievement motivation, utility of RAWE in terms of knowledge and skill.
1. Profile of the students
Sex:
Table 4.1 Distribution of RAWE participants according to their sex
S. No. Categories Frequency Percentage

1. Male 66 55.93
2. Female 52 44.07
3 Total 118 100.00
The data of the table 4.1 showed the distribution of RAWE

participants according to sex. The data revealed that 55.93 per cent are
male and 44.07 per cent are female students. Therefore, it can be concluded
that more than half (55.93%) of the respondents are male followed by 44.07
per cent female respondent in the RAWE programme 2016-2017.
31
Family background
Table 4.2 Distribution of RAWE participants according to their family
background

1. Rural 78 66.10
2. Urban 40 33.90
Total 118 100.00

participants according to their family background. The data revealed that
66.10 per cent participants belong to rural background and remaining 33.90
per cent belongs to urban background. Therefore, it can be concluded that
majority (66.10%) of the participants belongs to rural background in the
RAWE programme 2016-2017.
Medium of instruction
Table 4.3 Distribution of RAWE participants according to their

medium of instruction

1. English 39 33.05
2. Hindi 79 66.95
Total 118 100.00

participants according to their medium of instruction. The data revealed that
33.05 per cent participants having English as a medium of instruction and
66.95 per cent having Hindi as a medium of instruction up to higher
secondary school. Therefore, it can be concluded that majority (66.95%) of
RAWE participants having Hindi as a medium of instruction up to higher
secondary school.
32
OGPA
OGPA
1. Low 62 52.54
2. Medium 54 45.76
3. High 02 01.70
Total 118 100.00
It is observed from the table 4.4 that maximum number of students i.e.
52.54 per cent, obtained low OGPA followed by medium (45.76%). It is
noticeable that only 1.70 per cent of students obtained high OGPA during
their graduation.
Leadership quality

leadership quality

1. Low 11 09.32
2. Medium 32 27.12
3. High 75 63.56
Total 118 100.00

participants according to their leadership quality. The data revealed that 9.32
per cent of the students had low leadership quality, 27.12 per cent had
medium and 63.56 per cent had high leadership quality during the RAWE
programme. Therefore, it can be concluded that majority (63.56%) of the
students had high leadership quality during the RAWE programme.
33
Mass media use
Table 4.6 Distribution of RAWE participants according to their mass

media use

1. Low 30 25.42
2. Moderate 72 61.02
3. High 16 13.56
Total 118 100.00
It is cleared from the table 4.6 that maximum number of students i.e.
61.02 per cent had moderate use of mass media followed by 25.42 per cent
low and only 13.56 per cent had high mass media use respectively.

monitoring and evaluation

1. Low 03 02.54
2. Medium 62 52.54
3. High 53 44.92
Total 118 100.00
The data of the table 4.7 showed that 52.54 per cent participants had
medium satisfaction from present system of monitoring and evaluation,
followed by 44.92 per cent had high and only 2.54 per cent had low
satisfaction from the present system of monitoring and evaluation of the
RAWE programme. It is concluded that more than half (52.54%) of the
respondents had medium satisfaction from the present system of monitoring
and evaluation.
34
aspiration level

1. Low 08 06.78
2. Medium 68 57.62
3. High 42 35.60
Total 118 100.00
The data of the table 4.8 indicated that 6.78 per cent participants had
low aspiration level, 57.62 per cent had medium level of aspiration and 35.60
per cent of participants had high aspiration level. Thus, it is cleared that
more than half (57.62%) of the participants of RAWE programme had
medium level of aspiration.
Self confidence
Table 4.9 Distribution of RAWE participants according to their self
confidence

1. Low 13 11.02
2. Medium 51 43.22
3. High 54 45.76
Total 118 100.00

participants, according to their self confidence during RAWE programme.
The data revealed that only 11.02 per cent participants had low, 43.22 per
cent had medium and 45.76 per cent of participants had high self confidence
during the RAWE programme. It can be concluded that almost equal (43.22
and 45.76) percentage of participants had medium to high level of self
confidence respectively, during the RAWE programme.
35
Achievement motivation

achievement motivation

1. Low 04 03.39
2. Medium 52 44.07
3. High 62 52.54
Total 118 100.00
It is observed from the table 4.10 that only 3.39 per cent participants
had low achievement motivation, whereas 44.07 per cent had medium and
52.54 per cent of students had high level of achievement motivation. Thus, it
can be concluded that more than half (52.54%) of the respondents had
medium level of achievement motivation during the RAWE programme.
2. Utility of RAWE programme in terms of knowledge and skill

a. Utility in terms of ‘communication skill’.
Table 4.11.a Distribution of participants according to perceive utility of
RAWE in terms of communication skill

1. Low 00 00.00
2. Moderate 104 88.14
3. High 14 11.86
Total 118 100.00
The data of the table 4.11.a showed the distribution of RAWE

participants, according to utility of RAWE programme in terms of
communication skill. The data revealed that none of the participants
perceived low utility of RAWE in terms of communication skill, 88.14 per cent
had moderate utility and only 11.86 per cent participants had high utility in
terms of communication skill. Therefore, it can be concluded that majority
(88.14%) of the participants perceived moderate utility of RAWE in terms of
communication skill.
36
b. Utility in terms of ‘crop production and protection practices’.
Table 4.11.b Distribution of participants according to perceive utility of
RAWE in terms of ‘crop production and protection
practices’

1. Low 00 00.00
3. High 39 33.05
Total 118 100.00
The data of the table 4.11.b showed the distribution of RAWE

participants, according to perceived utility of RAWE in terms of crop
production and protection practices. The data revealed that none of the
participants had perceived low utility of RAWE programme in terms of crop
production and protection practices, 66.95 per cent perceived moderate and
33.05 per cent of participants perceived high utility. Therefore, it can be
concluded that majority (66.95%) of the participants perceived moderate
utility of the RAWE programme in terms of crop production and protection
practices.
c. Utility in terms of ‘socio economic aspects’.
Table 4.11.c Distribution of participants according to perceive utility of
RAWE in terms of socio economic aspects

1. Low 00 00.00
3. High 34 28.81
Total 118 100.00
The data of the table 4.11.c showed the distribution of RAWE

participants, according to perceived utility of RAWE programme in terms of
socio economic aspects. The data revealed that none of the participants
perceived low utility, 71.19 per cent perceived moderate and 28.81 per cent
37
of participants perceived high utility of RAWE programme. Therefore, it can
be concluded that majority (71.19%) of the participants perceived moderate
utility of the RAWE programme in terms of socio economic aspects.
d. Utility in terms of ‘Agricultural extension activity’.

Table 4.11.d Distribution of participants according to perceive utility of
RAWE programme in terms of agricultural extension
activity

1. Low 00 00.00
3. High 61 51.69
Total 118 100.00
The data of the table 4.11.d showed the distribution of RAWE

participants, according to perceived utility of RAWE programme in terms of
agricultural extension activity. The data revealed that none of the participants
had perceived low utility, while 48.31 per cent had moderate and 51.69 per
cent of participants perceived high utility of the programme. Therefore, it can
be concluded that just more than half (51.69%) of the respondents perceived
high utility of RAWE programme in terms of agricultural extension activity.
e. Overall utility of programme.

Table 4.11.e Distribution of participants according to perceive utility of
RAWE programme

1. Low 00 00.00
3. High 45 38.14
Total 118 100.00
The data of the table 4.11.e showed the distribution of RAWE

participants, according to overall utility of RAWE programme. The data
38
revealed that none of the participants perceived low utility, 61.86 per cent
had moderate and 38.14 per cent of participants perceived high utility. Thus,
it can be concluded that majority (61.86%) of the participants perceived
moderate utility of RAWE programme in terms of knowledge and skill gained
by them in performing all the activity during entire period of RAWE
programme.
3. Perception of students towards the RAWE programme

perception

1. Low 00 00.00
3. High 86 72.88
Total 118 100.00

participants, on perception towards the RAWE programme. The data
revealed that none of the participants had low perception towards the
programme. It is noticeable that a huge percentage (72.88%) of participants
had high perception towards the RAWE programme, followed by moderate
(27.12%).
Perception of participants towards the RAWE programme is

measured through statements which were framed after the interpretation of
their views. Index for perception is prepared by calculating mean for each
statements and giving rank to them.
39
Table 4.13 Perception of participants towards the RAWE programme
INDEX
S. No. Role of RAWE programme Mean Rank
score
1. To get familiar with rural life 1.94 I
2. To understand village situations 1.88 II
3. To understand rural institutions 1.78 III
4. To understand the socio economic condition 1.50 X
of farmers
5. To understand cropping pattern of 1.66 VI
community
6. To understand adoption pattern and 1.61 VIII
adoption gap
7. To improve diagnostic skills 1.65 VII
8. To provide practical training in crop 1.71 IV
production
9. It improves communication skill 1.69 V
10. It provides opportunities to meet role model 1.46 XI
in agriculture to increase confidence
11. It has improved leadership qualities 1.54 IX
12. It provided opportunity to work with various 1.44 XII
agriculture institutions
13. To get acquainted with ongoing TOT 1.37 XIV
programme of agriculture
14. It developed confidence and professional 1.40 XIII
competence to solve field problem
Table 4.13 indicates that, the rank first was allotted to get familiar with
rural people and mean score was recorded as high as 1.94 indicating that
most of the participants got familiar with rural people through RAWE
programme. Rank II was allotted to understand village situations with mean
score 1.88 subsequently rank III was allotted to understand rural institutions
with mean score of 1.78. Rank IV was allotted to provide practical training in
crop production with mean score as 1.71. Rank V was allotted to improve
communication skills with mean score of 1.69. Rank VI was allotted to
understand cropping pattern of community with mean score 1.66.
Rank VII was allotted to improve diagnostic skills as mean score was
1.65. Rank VIII was allotted to understand adoption pattern and adoption
40
gap with mean score 1.61. To improve leadership qualities was given rank IX
as mean score was 1.54. Rank X was allotted to understand the socio
economic conditions of farmers with mean score 1.50. RAWE provides
opportunities to meet role model in agriculture to increase confidence given
rank XI as mean score was 1.46. It provides opportunity to work with various
agriculture institutions, it developed confidence and professional
competence to solve field problems and to get acquaint with ongoing TOT
programme of agriculture gained ranks XII, XIII and XIV, respectively with
the respective mean scores of 1.44, 1.40, and 1.37.
4. Relationship between independent and dependent variables
Table 4.14 Relation between sex of respondents and their perception

Perception of students
Sex Low Medium High Total
(up to 9) (10 to 19) (above 19)
f % f % f %
Male 00 00 20 16.95 46 38.98 66
Female 00 00 12 10.17 40 33.90 52
Total 00 00 32 27.12 86 72.88 118
The data of table 4.14 showed that out of the total male respondent,
none of the male respondent had low perception, 16.95 per cent had
medium perception and 38.98 per cent had high perception towards the
RAWE programme.
Similarly, out of total female respondent, none of the female

respondent had low perception, 10.17 per cent had medium perception and
33.90 per cent of female respondent had high perception towards RAWE
programme.
Therefore, it can be concluded that the highest (38.98) per cent of

respondents are male that shows high perception towards the RAWE
programme.
41
Since, some of the cell frequency was less than five, therefore the
data were merged to satisfy the criteria of chi square distribution. The
merged data is as follows:-
Sex Low + medium High Total
f f
Male 20 46 66
Female 12 40 52
Total 32 86 118
2cal = 0.768, non significant at 5% level with 1d.f, table value = 3.84
The value of chi Square is found to be non significant at 5% level of

significance. Hence, the null hypothesis is accepted and it can be concluded
that there was no significant association between sex of respondents and
their perception towards the RAWE programme.
Table 4.15 Relation between family background of respondents and

their perception towards the RAWE programme
Family Perception of students

background
Low Medium High Total
(up to 9) (10 to 19) (above 19)
f % f % f %
Rural 00 00 26 22.03 52 44.07 78
Urban 00 00 06 05.09 34 28.81 40
Total 00 00 32 27.12 86 72.88 118
The data of table 4.15 showed that, out of the total respondent having
rural background, none of the respondent had low perception, while 22.03
per cent had medium and 44.07 per cent had high perception towards the
RAWE programme.
Similarly, out of the total respondent having urban background, none

of the respondent had low perception, only 5.09 per cent had medium
42
perception and 28.81 per cent had high perception towards the RAWE
programme.

respondent were related to rural background and shows high perception
towards the RAWE programme.
Family Low + medium High Total
background
f f
Rural 26 52 78
Urban 06 34 40
Total 32 86 118
2cal = 4.496, significant at 5% level with 1d.f, table value = 3.84
The value of chi Square is found to be significant at 5% level of

significance. Hence, the null hypothesis is rejected and it can be concluded
that there was significant association between rural/urban background of
respondents and their perception towards the RAWE programme.
Table 4.16 Relation between medium of instruction of respondents

and their perception towards the RAWE programme
Medium of
instruction Low Medium High Total
(up to 9) (10 to 19) (above 19)
f % f % f %
English 00 00 05 04.24 34 28.81 39
Hindi 00 00 27 22.88 52 44.07 79
Total 00 00 32 27.12 86 72.88 118
43
The data of table 4.16 showed that out of the total English medium
respondent, none of the respondent had low perception, only 4.24 per cent
respondents had medium perception and 28.81 per cent had high perception
towards the RAWE programme.
Similarly, out of total Hindi medium respondent, none of the

respondent had low perception, 22.88 per cent had medium perception and
44.07 per cent of respondents had high perception towards the RAWE
programme.
Thus, it can be inferred that the highest (44.07) per cent of

respondents having Hindi as medium of instruction and shows high
perception towards the RAWE programme.
Medium of Perception of student

instruction
Low + medium High Total
f f
English 05 34 39
Hindi 27 52 79
Total 32 86 118

that there was significant association between medium of instruction of
respondents and their perception towards the RAWE programme.
44
Table 4.17 Relation between respondents OGPA and their perception
OGPA
Category Low Medium High Total
(up to 9) (10 to 19) (above 19)
f % f % f %
Low (6.0-7.4) 00 00 12 10.17 50 42.37 62
Medium (7.5-8.4) 00 00 20 16.95 34 28.81 54
High (Above 8.4) 00 00 00 00.00 02 01.70 02
Total 00 00 32 27.12 86 72.88 118
The data of table 4.17 showed that, out of the total respondent who
obtained OGPA under low category, none of the respondent had low
perception, only 10.17 per cent had medium and 42.37 per cent respondents
had high perception towards the RAWE programme.
Similarly, out of the total respondents who obtained OGPA under

medium category, none of the respondent had low perception, 16.95 per
cent respondents had medium and 28.81 per cent of respondents had high
perception towards RAWE programme.
Further, in case of respondents who obtained OGPA of high category,

none of the respondent had low or medium perception; only 1.70 per cent of
respondents had high perception towards the RAWE programme.

respondents who obtained OGPA under low category, shows high
45
OGPA Perception of student
Category Low + High Total
medium
f f
Low (6.0-7.4) 12 50 62
Medium (7.5-8.4) + High (above 8.4) 20 36 56
Total 32 86 118

that there was significant association between OGPA of respondents and
their perception towards the RAWE programme
Table 4.18 The correlation of independent variables with perception

towards the RAWE as perceived by all the respondents
(N=118)
S. No Variables ‘r’ value

**
1. Leadership quality (x5) 0.570
2. Mass media use (x6) 0.503**
3. Monitoring and evaluation (x7) 0.239**
4. Aspiration level (x8) 0.693**
5. Self confidence (x9) 0.515**
6. Achievement motivation (x10) 0.277**
7. a. Utility in terms of communication skill (x11) 0.249**
b. Utility in terms of crop production and crop
0.388**
protection practices
c. Utility in terms of socio economic aspects 0.276**
d. Utility in terms of agricultural extension activity 0.410**
e. Overall utility of RAWE programme 0.254**
(**) means Correlation is significant at 0.01 level of significance.
From the table 4.18 it is inferred that perception towards RAWE

programme is positively significant with leadership quality, mass media use,
monitoring and evaluation, aspiration level, self confidence, achievement
motivation, utility of RAWE programme (in terms of communication skill, crop
46
production and protection practices, socio economic aspects, agricultural
extension activity and overall utility of RAWE programme).
Table 4.19 Constraints experienced by the respondents

S. No. Constraints Frequency Percentage Rank
1. Improper orientation at 75 63.56 II
KVK/Research stations.
2. Lack of interest by some of the 57 48.31 V
host farmers.
3. Problems in getting secondary 68 57.62 III
data of village required for socio
economic survey.
4. Problems in conducting 64 54.24 IV
participatory rural appraisal (PRA)
in village.
5. Unable to cover all the activities in 81 68.64 I
given time due to lack of expert
advice in villages.
6. Unsatisfactory accommodation 64 54.24 IV
facility.
7. Problem in understanding the 52 44.07 VI
specific reasons for gap in
adoption of recommended
practices.
8. Don’t know what to do and how to 75 63.56 II
do in the initial days of RAWE
programme.
9. Unable to build rapport with 44 37.29 VIII
farmers initially.
10. More than 80 per cent attendance 47 39.83 VII
is essential, however some
students are sincere and some
are not about the attendance
during the programme.
11. Problems in organizing social 44 37.29 VIII
awareness camp in the village
Form the table 4.19, it is inferred that one of the problem that is
ranked first is, unable to cover all the activities in given time due to lack of
expert advice in villages. Rank II was allotted to improper orientation at
KVK/Research station and don’t know what to do and how to do in the initial
days of RAWE programme, rank III was allotted to problems in getting
secondary data of village required for socio-economic survey. Rank IV was
allotted commonly to the problem in conducting participatory rural appraisal
(PRA) in village and unsatisfactory accommodation facility.
47
Rank V is allotted to the problem that lack of interest by some of the
host farmer. Rank VI was allotted to the problem in understanding specific
reasons for the gap in adoption of recommended practices by the farmers.
Rank VII was allotted to the problem that more than 80 per cent attendance
is required, only some students are sincerely attend the programme. Finally
rank VIII was allotted to both the problem unable to build rapport with
farmers initially and unable to organize social awareness camp in village.
Table 4.20 Suggestions offered by the respondents
S. No. Suggestions offered by respondent Frequency Rank

Orientation should be done properly at
1. 75 II
respective KVK/Research station
RAWE staff should always be available for
2. 82 I
continuous guidance
There should be more frequent monitoring
3. and evaluation for smooth running of the 72 III
programme
A trial or mini RAWE programme of 1-2
weeks to be done before commencement of IV
4. 68
actual RAWE to understand farmers
problems and planning of original RAWE
More exposure is required for transfer of
5. 56 V
technology programme.
Table 4.20 showed a few suggestions that were given by the students to
be included in the RAWE schedule. They were,
1. RAWE staff should always be available for continuous guidance.
2. Orientation should be done properly at respective KVK/Research
station.
3. There should be more frequent monitoring and evaluation for smooth
running of the programme.
4. A trial or mini RAWE programme of 1-2 weeks to be done before
commencement of actual RAWE to understand farmers’ problems
and planning of original RAWE.
5. More exposure is required for transfer of technology programme.
48
DISCUSSION
In this chapter, the contents of the previous chapters were used as

raw material for discussion to arrive at meaningful conclusions. The findings
are examined with the support of literature and presented under the
following sub-heads:
1. Profile of the RAWE students
4. Relationship between the independent and dependent variables
5. Constraints experienced and suggestions offered by the students of

RAWE programme
5.1 Profile of the RAWE student
5.1.1 Sex
It is revealed that more than half (55.93%) of the respondents are
male followed by 44.07 per cent female respondents in the RAWE
programme 2016-2017. It is evident that number of boys students was more
than the girls students in 2016-2017 RAWE programme. The results are
similar with the results of Hase and Deshmukh (2012).
5.1.2 Family background

It is reported that majority (66.10%) of participants belongs to rural
background and 33.90 per cent belongs to urban background. This showed
that majority of the participants of RAWE programme 2016-2017 belongs to
rural family background.
5.1.3 Medium of instruction

It is observed that 33.05 per cent participants had English as a
medium of instruction and 66.95 per cent had Hindi as a medium of
instruction up to higher secondary school. Thus, it can be concluded that
majority (66.95%) of respondents have Hindi as a medium of instruction.
49
5.1.4 OGPA
Maximum number of students i.e., 52.54 per cent obtained low OGPA
followed by medium (45.76%) and only 1.70 per cent obtained high OGPA
during their graduation. It is clear that maximum number of respondents
obtained low OGPA.
5.1.5 Leadership quality

It is reported that only 9.32 per cent respondents had low leadership
quality, where as 27.12 per cent had medium and 63.56 per cent had high
leadership quality during the RAWE programme. It is inferred that the RAWE
programme having sufficient scope in developing leadership qualities of
respondents. The results are in harmony with the results of Sanjeev and
Gowda (2013).
5.1.6 Mass media use

It is analyzed that maximum number of students i.e. 61.02 per cent
had moderate use of mass media followed by 25.42 per cent low and 13.56
per cent had high mass media use. It is concluded that majority of
respondents have moderate use of mass media to get more exposed to
present situation in agriculture and up to date their knowledge. The results
are in agreement with Sanjeev and Gowda (2013).
5.1.7 Monitoring and evaluation

The present study revealed that only 2.54 per cent participants had
low satisfaction followed by 44.92 per cent had high and 52.54 per cent had
medium satisfaction from the present system of monitoring and evaluation.
It is indicating that present system of monitoring and evaluation has
sufficient scope for smooth running of the RAWE programme. The findings
are in conformity with Kotte (2014).
5.1.8 Aspiration level

More than half (57.62%) of the respondents had medium level of
aspiration, 35.60 per cent had high and only 6.78 per cent had low
aspiration. This implied that majority of the respondents having medium to
50
high aspiration level for goal concerning to future level of achievement. The
findings are quite similar to as Sanjeev and Gowda (2013).
5.1.9 Self confidence

It is found that only 11.02 per cent participants had low self
confidence, 43.22 per cent had medium and 45.76 per cent of participants
had high level of self confidence during RAWE programme. Present study
depicted that RAWE programme has sufficient scope to increase the self
confidence of the respondents. The results are in agreement with Sanjeev
and Gowda (2013).
5.1.10 Achievement motivation

It is noticeable that only 3.39 per cent participants had low
achievement motivation, whereas 44.07 per cent had medium and 52.54 per
cent had high achievement motivation. This shows that RAWE programme
having sufficient scope for performance improvement required to fulfill future
achievement based on B.Sc. (Ag.) degree.
5.2 Utility of RAWE programme in terms of knowledge and skill.

5.2.1 Utility in terms of communication skills.
The majority (88.14%) of the respondents perceived moderate utility
of RAWE programme in terms of communication skill. It is indicating that the
RAWE programme is useful in improving interaction skills, gaining
knowledge and skills in conducting group discussions, meetings, in the
preparation and use of AV aids during the RAWE programme. The results
are in agreement with Borthakur and Bortamuly (2013).
5.2.2 Utility in terms of crop production and protection practices.

The study revealed that none of the respondents had perceived low
utility, majority (66.05%) of respondents’ perceived moderate and 33.05 per
cent had perceived high utility in terms of crop production and protection
practices. Results shows that RAWE programme is useful in gaining
knowledge and skills on crop production and protection practices during
51
entire period of RAWE programme. The results are similar with the results of
Bordoloi et al. (2013), Sanjeev and Gowda (2013), and Kotte (2014).
5.2.3 Utility in terms of socio economic aspects

It is inferred that majority (71.19%) of the respondents perceived
moderate utility followed by 28.81 per cent had high and none of the
respondents perceived low utility of RAWE programme in terms of socio
economic aspects. This finding depicted that RAWE programme is
moderately useful in terms of gaining knowledge on socio economic aspects
during entire period of RAWE programme. The results are in conformity with
Borthakur and Bortamuly (2013), Bordoloi et al. (2013).
5.2.4 Utility in terms of agricultural extension activity

It is found that almost equal percentage (48.31% and 51.69%) of the
respondent had perceived moderate to high utility of RAWE programme
respectively, in terms of agricultural extension activities. It can be concluded
that RAWE programme is moderate to highly useful in terms of knowledge
and skill gained by the participants in different extension activities conducted
by KVK/research station during entire period of RAWE programme. The
results are in proximity with the results of Bandyopadhyay and Kar (2002),
Bordoloi et al. (2013).
5.3 Perception of students towards the RAWE programme based on

index developed
The majority (72.88%) of the participants had high perception, 27.12
per cent had moderate and none of the participants had low perception
towards the RAWE programme. This shows that the emphasis given on all
the modules of the RAWE curriculum is facilitating the learning of the
students and designed RAWE programme had met almost all the needs of
the students. The findings of Sanjeev and Gowda (2013) and Kotte (2014)
supported the present work.
5.4 Relationship between the independent and dependent variables

The study attempts to determine the relationship between
independent variable and dependent variable.
52
(i) The results indicated that there was no significant association
between sex of respondents and their perception towards RAWE
programme. The findings are in conformity with Hase and Deshmukh
(2012) and Sanjeev and Gowda (2013).
(ii) Family background of respondents had significant association with

perception of students towards the RAWE. It is indicating that the
students from rural background had knowledge regarding rural
setting, their culture, priorities and problems of rural area and they
had positive perception towards the programme. The results are in
favour of Sanjeev and Gowda.
(iii) Medium of instruction of respondents had significant association with

the perception of student towards the RAWE programme. This shows
that those students, who studied in local language, could interact
better with farmers during RAWE programme and they had positive
perception regarding RAWE objectives. The findings are quite similar
to as Sanjeev and Gowda (2013).
(iv) The study shows that there was significant association between
OGPA of respondents and their perception towards RAWE
programme. The findings of Sanjeev and Gowda (2013) supported
the present work.
(v) The study point out that leadership quality of respondents was found
to be positively significant with perception towards the RAWE
programme. This is due to the fact that those students, who showed
more leadership qualities, naturally lead their group in all activities of
RAWE. This created a positive perception in them towards the RAWE
programme. The finding finds support with the work of Kumar and
Sharma (2013), Sanjeev and Gowda (2013) and Antwal et al. (2016).
(vi) Mass media use shows a positive significant relation with the
perception of respondents. It is indicating that an increase in mass
media use makes students more exposed to the present situation in
agriculture and made them more active in RAWE, which can help
53
them in checking the ground realities on their own. The results are in
close proximation to that of Sanjeev and Gowda (2013).
(vii) Monitoring and evaluation showed a positive significant relationship

with the perception of agriculture students towards the RAWE
programme. It is indicating that regular monitoring and timely
evaluation is required for proper guidance of students and they
concentrated well on their performance during RAWE. This created a
positive perception towards the RAWE programme. The results are in
agreement of Ramanjaneyulu (1992) and Kumar and Sharma (2013)
but differed from Kotte (2014).
(viii) Aspiration level of students found to be positively significant with the

perception towards the RAWE programme. Finding shows that
students with high aspiration for goal concerning to future
achievement, performing well in RAWE programme and they had
positive perception towards objectives. The results are in propinquity
with Hase and deshmukh (2012) and Dhakre (2014).
(ix) Self confidence had positively significant relationship with the

perception of students. The results are in proximity with the results of
Hase and Deshmukh (2012) but differed from Sanjeev and Gowda
(2013).
(x) Achievement motivation shows a positive significant relation with

perception towards RAWE. It is revealed that students viewed that
their future achievements are based on B.Sc. (Ag.) degree and
performance in RAWE affects their overall B.Sc. (Ag.) performance.
So students with high achievement motivation concentrated well on
RAWE and had a positive perception regarding RAWE. The findings
are in agreement with the results of Sanjeev and Gowda (2013).
(xi) Utility of RAWE programme in terms of knowledge and skill gained

had a positive significant relationship with the perception of students.
This may be due to the fact that RAWE programme is useful in
improving communication skill, provides knowledge and skills
regarding crop production and plant protection practices, socio
54
economic aspects and in performing different agricultural extension
activities. So due to diverse utility of RAWE programme, students had
a positive perception. This study finds the support from the work of
Borthakur and Bortamuly (2013), Bordoloi et al. (2013) and Kotte
(2014).
5.5 Constraints experienced and suggestions offered by the

students of the RAWE programme
In the present study the major constraint reported by the students
was ‘unable to cover all the activities in given time due to lack of expert
advice in villages’, followed by improper orientation at KVK/Research
station, problems in getting secondary data of village required for socio-
economic survey, problems in conducting PRA in village, unsatisfactory
accommodation facility, lack of interest by some of host farmers, problem in
understanding the specific reasons for gap in adoption of recommended
practices and others constraints, respectively. The results are supported
with the findings of Ramanjaneyulu (1992), Gogoi (2001), Mahadik et al.
(2011), Borthakur and Bortamuly (2013), Kumar and Sharma (2013) and
Kapri et al. (2016).
Major suggestions from the students of RAWE programme were

‘RAWE staff should always be available for continuous guidance’,
‘orientation should be done properly at KVK/Research station’, ‘there should
be more frequent monitoring and evaluation for smooth running of the
programme’, ‘ a trial of RAWE or mini RAWE of 1-2 weeks to be done
before commencement of actual RAWE to understand farmers problems
and planning of original RAWE’ and ‘more exposure is required for transfer
of technology programme’. The work of Ramanjaneyulu (1992), Mahadik et
al. (2011), Bordol et al. (2013) and Sanjeev and Gowda (2013) supported
the suggestions of the present study.
55
SUMMARY, CONCLUSIONS AND SUGGESTIONS FOR
FURTHER WORK
6.1 Summary:
The linkage of agricultural education with the actual farming situations

was brought up with the introduction of Rural Agricultural Work Experience
programme at Jawaharlal Nehru Krishi Vishwa Vidyalaya in academic year
2003-04, for the under graduate students.
Fourteen years have been passed since the inception of the

programme. So far nearly 4000 students were gained rural work experience.
At this juncture there is a need to study whether the objectives of the
programme have been met or not. Also, it is necessary to know whether
there is evidence of considerable and widespread dissatisfaction with the
programme. This is the pioneer study at the College of Agriculture, Jabalpur.
The present study was proposed to meet the need of the programme in view
of its implementation. The present study was conducted with the following
objectives.
1. To find out profile of students
2. To know the utility of RAWE programme in terms of knowledge and

skill

dependent variables
5. To know the constraints experienced and suggestions offered by the

To study the impact of the RAWE programme an ex post-facto design

was employed as RAWE was already implemented for current session.
College of Agriculture, Jabalpur was purposively selected because this
campus has maximum number of students under RAWE programme 2016-
17. All the students who registered under RAWE programme 2016-17 were
56
selected as respondents for the study. There were 118 students including 52
girls and 66 boys’ students. The dependent variable studied is perception of
students towards RAWE programme. Whereas the variables like sex, family
background, medium of instruction, OGPA, leadership quality, mass media
use, monitoring and evaluation, aspiration level, self confidence,
achievement motivation and utility of RAWE in terms of knowledge and skill
as independent variables.
The measurement was carried out with the help of well structured and
pre-tested questionnaire. The students were supplied with the
questionnaires and requested to respond. The data thus obtained was
processed with the help of frequencies, percentage, mean, rank order, chi-
square test and correlation coefficient.
6.2 Conclusions:
The conclusions of the present study are presented here on the basis
of objective:
1. Profile of RAWE students:

As regards the profile of RAWE students are concerned; the finding of
the study can be summarized.
1. More than half (55.93%) of the respondents are male followed by

44.07 per cent female respondents in RAWE programme 2016-17.
2. Majority (66.10%) of the respondents belongs to rural background in

the RAWE programme 2016-2017.
3. Majority (66.95%) of the respondents have Hindi as a medium of

instruction up to higher secondary school.
4. More than half (52.54%) of the respondent obtained low category

OGPA during their graduation.
5. Majority (63.56%) of the respondents had high leadership quality

during the RAWE programme
6. Majority (61.02%) of the respondents had moderate use of mass

media during the RAWE programme.
57
7. More than half (52.54%) of the respondent had medium satisfaction
from the present system of monitoring and evaluation of the RAWE
programme.
8. More than half (57.62%) of the respondent of the RAWE programme

had medium aspiration level.
9. Almost equal percentage of respondents had medium to high level of

self confidence during the RAWE programme.
10. More than half (52.54%) of the respondents had high level of
achievement motivation.

a. Utility in terms of communication skill
Majority (88.14%) of the respondents had perceived moderate
utility of RAWE in terms of communication skill.
b. Utility in terms of crop production and protection practices
Majority (66.95%) of the respondents had perceived moderate
utility of the programme in terms of knowledge and skill gained
on crop production and protection practices.
c. Utility in terms of socio economic aspects
Majority (71.19%) of the respondents perceived moderate
utility in terms of socio economic aspects.
d. Utility in terms of agricultural extension activity
Almost equal (48.31 and 51.69) per cent of respondents had
perceived moderate to high utility of programme respectively,
in terms of agricultural extension activity.
e. Overall utility of programme
Majority (61.86%) of respondents perceived moderate utility of
RAWE programme in terms of knowledge and skill gained by
respondents in performing all activities during entire period of
RAWE programme.
58
Majority of the respondents had high perception towards the RAWE
programme. Hence, it can be concluded that the designed RAWE
programme had met almost all the needs of the students.
4. Relationship between independent and dependent variables

1. There was no significant association between sex of respondents and
their perception.
2. Rural/Urban background of respondents had significant association
with the perception of students.
3. Medium of instruction of respondents had significant association with
the perception of students.
4. There was significant association between OGPA obtained by
respondents and their perception.
5. Leadership quality of respondents was found to be positively
significant with the perception.
6. Use of mass media showed a positive significant relation with the
perception of respondents.
7. Monitoring and evaluation showed a positive significant relationship
with the perception of students.
8. Aspiration level of students found to be positively significant with the
9. Self confidence had positively significant relationship with the
perception of students.
10. Achievement motivation showed a positive significant relation with the
perception towards RAWE.
11. Utility of RAWE programme in terms of knowledge and skill gained
had a positive significant relationship with the perception of students.
5. Constraints experienced and suggestions offered by the

Majority of the respondents felt at the end of the programme that
they were unable to cover all the activities in the given time due to lack of
expert advice in villages, improper orientation, problems in getting
secondary data of village required for socio-economic survey, problems in
59
conducting PRA in village, unsatisfactory accommodation facility, lack of
interest by some of host farmers, problem in understanding the specific
reasons for gap in adoption of recommended practices are some of the
major constraints.
Suggestions offered by students to make RAWE programme more

effective
Some important suggestions from the students of RAWE programme
were: RAWE staff should be available for continuous guidance, orientation
should be done properly at KVK/Research station, there should be more
frequent monitoring and evaluation for smooth running of the programme, a
trial of RAWE or mini RAWE of 1-2 weeks has to be done before
commencement of actual RAWE to understand farmers problems and
planning of original RAWE and more exposure is required for transfer of
technology programme.
6.3 Suggestions for further research work

1. Future researchers may take up a study exclusively on the extent of
communication skills developed and feedback mechanism operating
in the programme.
2. A comparative study of similar programmes in various universities

may be beneficial to know which activities we are missing out.
3. A study on effectiveness of the student READY (Rural

Entrepreneurship and Awareness Development Yojana) programme
which was recently introduced by fifth Dean’s committee
recommendation in the University under Graduation curriculum.
60
BIBILOGRAPHY
Anonymous. 1928. The Report of the Royal Commission on Agriculture in India,

New Delhi: GOI.
Anonymous. 1948. The report of University Education commission, Vol. I,
Ministry of Education and Culture, New Delhi: GOI.
Anonymous. 1966. The Report of University Education Commission, New Delhi:
GOI.
Anonymous. 1978. The Report of Review Committee on Agricultural
Universities, New Delhi: ICAR.
Anonymous. 1989. An evaluation of Rural Agricultural Work Experience
(RAWE): A report of Department of Extension Education, College of
Agriculture, Dapoli, Ratnagiri (M. S.).
Anonymous. 1995a. The Report of the World Bank on Agricultural Education,
Washington: World Bank.
Anonymous. 1995b. The Report of the Third Dean’s committee on Agriculture
Education in India, New Delhi: ICAR.
Anonymous. 1999. Rural Agricultural Work Experience Programme. Manual
Acharya N G Ranga Agricultural University, Rajendranagar, Hyderabad.
Antwal PN, Bhosale PB and Bellurkar CM. 2008. RHWE: Home Science
Students at Community Service. Journal of Dairying, Foods & Home
Science 27 (2): 151 – 153.
Bandyopadhyay AK and Kar S. 2002. Teachers’ and students’ perception about
RAWE programme. Research Journal of Extension Education 2: 38-43.
Borodoloi R, Borthakur S and Singha AK. 2013. Analysis of utility status of
college in Assam Agricultural University under Rural Agricultural Work
Experience Programme (RAWE). Journal of Human Ecology 42(3): 295-
302.
Borthakur S and Bortamuly D. 2013. Perceived Utility of RAWEP in Gaining
Knowledge on Communication skill, Farm Resource Management and
socio-economic Aspects under AAU. Journal of Academia and Industrial
Research (JAIR) 2: 382-385.
Chauhan NB. 2004. RAWE Programme: An appropriate model to create high
quality human resources for sustainable extension services. National
workshop on Communication support for sustaining extension services.
17-18 february, 2004, Banaras Hindu University, Varanasi. (India).
Dhakre DS. 2014. Aspiration of Agriculture Students towards Agriculture
Enterprise in West Bengal: A Case Study. Indian Research Journal of
Extension Education 14 (1): 64-67.
Gogoi D. 2001. Problems faced by the students of College of Agriculture, AAU,
Jorhat, during (RAWE) programme. M. Sc. Thesis, college of Home
science, Assam Agricultural University, Jorhat.
61
Hase RS and Deshmukh PR. 2012. Utility perception about extension education
courses by the undergraduates studies. Agriculture Update 7(3 & 4):
410-413.
Kapri Anju, Kurbetta NC and Hiremath US. 2016. Perception of RAWE
Programme by students of UAS, Dharwad (Karnataka). Journal of
Agroecology and Natural Resource Management 3(1): 121-124.
Khare NK and Pyasi VK. 2013. Manual for Rural Agricultural Work Experience.
DFA/JNKVV/Manual RAWE/UG/2013/24. Jawaharlal Nehru krishi Vishwa
Vidyalaya, Jabalpur, 55p.
Kumar S and Sharma RC. 2013. Outlook of Agriculture Undergraduates of
JNKVV towards RAWE programme. Technoframe-A Journal of
Multidisciplinary Advance Research 2 (1): 40-43.
Kotte S. 2014. A study on perception among participants of RAWE programme
at J.N.K.V.V., Jabalpur. M.Sc. Unpublished thesis, JNKVV, Jabalpur.
49p.
Mahadik RP, Mehta PG and Sawant PA. 2011. Attitude of Students towards
Rural Work Experience Programme (RWEP). Rajasthan Journal of
Extension Education 19: 148-151.
Nanwal RK and Singh KP. 2004. On-farm studies under Rural Agriculture Work
Experience (RAWE) Education Programme in India – some results. CCS
Haryana Agricultural University, Hisar.
Oloruntoba Abayomi. 2008. Agricultural Students’ Perceptions of Farm Practical
Year Programme at University of Agriculture, Abeokuta, Nigeria.
Agriculturae Conspectus Scientificus 7 ( 4 ): 245-252.
Ramanjaneyulu. 1992. A critical evaluation of Rural Agriculture Work Experience
Programme (RAWEP) under Agriculture College, Bapatla. M.Sc. (Ag.)
unpublished thesis, APAU.
Reddy DS. 1985. A study on effectiveness of Rural Agricultural Work
Experience Programme of Andhra Pradesh Agricultural University. M. Sc.
(Ag.) Unpublished Thesis, ANGRAU, Rajendranagar, Hyderabad.
Reiling BA, Marshall TT, Brendemuhl JH, McQuagge JA, and Umphrey JE.
2003. Experiential learning in the animal sciences: Development of a
multispecies large-animal management and production practicum Journal
of Animal Science 2003 81: 3202–3210
Sanjeev MV and Gowda KN. 2013. Perceptions on Experiential Learning: A
Study of Agricultural Students. Indian Research Journal of Extension
Education 13(1): 48-55.
Singh RK and Tyagi SK. 2012. Observation of Contact Farmers on Rural
Agricultural Work Experience Programme.Indian Research Journal of
Extension Education 12(3): 136-139.
Shareef SM and Rambabu P. 1999. Reactions of students towards RAWE
programme. Maharashtra journal of Extension Education 18: 279-282.
Sujatha 2001. Students perception about academic environment in Home
Science Faculty of Acharya N G Ranga Agricultural University, Andhra
Pradesh. M. Sc. Thesis Unpublished, ANGRAU, Hyderabad.
Wankhade Abhay and Verma VK. 2007. Opinion of students towards Rural
Agricultural Work Experience (RAWE) Programme. JNKVV Research
journal 41 (1): 147-150.
62
World Bank Report. 1995. Document of the World Bank Report No. 13517- IN
staff Appraisal Report of India, AHRD, March 9, 1995. South Asia Deptt.
Of Agriculture Operations Division.
Yadav VV, Ganvir BN and Shaikh AM. 2003. A study of practical experience
gained by RAWE students. Journal of Maharashtra Agricultural
Universities 28: 66-69.
63
JAWAHARLAL NEHRU KRISHI VISHWA VIDYALAYA
COLLEGE OF AGRICULTURE, JABALPUR (M.P.)
DEPARTMENT OF EXTENSION EDUCATION
Interview schedule
Title of Research Problem: Perception of Agriculture Students towards Rural

Agriculture Work Experience (RAWE) Programme
Major Advisor Researcher
Dr. (Smt) Seema Naberia Madhuri Verma
Assistant Professor M.Sc. (Ag.)
Dept. of Extension Education Dept. of Extension Education
Research year: 2016-2017

GENERAL INFORMATION OF STUDENT:
a. Name of student
b. Day scholar / Hosteller
c. Prior exposure to rural life before RAWE: Yes / No
1. SEX: Male / Female
2. FAMILY BACKGROUND:
a. Rural
b. Urban
3. MEDIUM OF INSTRUCTION:
S.No. Medium of instruction English Hindi
1. Up to higher secondary school
4. OGPA:
S.No. OGPA Category
1. 6.0-7.4
2. 7.5-8.4
3. 8.5 – above
5. LEADERSHIP QUALITIES OF STUDENT DURING RAWE:

S.No. Statements SA A UD DA SDA
1. I was well adjusted to my group during RAWE
programme
2. I participate actively in all rural / social programme of
village during RAWE
3. I do not criticize members of my group in front of
others
4. I was helping hand to others during RAWE
5. I took other members of my group to confidence
during RAWE programme
6. I treated all members of my group as equals during
RAWE
7. I acted as leader in one situation and follower in some
other
8. I had knowledge of subject
9. I did show good temperament with maturity and
patience
I
10. I used to accept willingly any responsibility assign to
me by my leader
11. I used to address the members of my group
respectfully
12. I used to appreciate any member of my group who did
work
13. I used to act as link between my group members and
farmers
14. I used to take extra responsibility for my group
15. I encouraged all the group members to take up duties
and responsibilities without hesitation
16. I used to plan the daily activities in RAWE programme
on behalf of my group
17. I volunteered to solve farmer / farm women specific
problem
Code: 1.SA- Strongly Agree, 2.A-Agree, 3.UD- Un Decided, 4.DA –Disagree, 5.SDA-Strongly Disagree.
6. MASS MEDIA USE BY STUDENT DURING RAWE PROGRAMME:

S.No. Source Most often Often Some time Never
1. Radio
2. TV
3. News paper
4. Agriculture magazine
5. Internet
6. Others
7. MONITORING AND EVALUATION:

S. Statements Yes No
No.
1. Regular monitoring should be required for smooth running of RAWE
2. Present RAWE evaluation has sufficient scope for development of
analytical abilities among students
3. There should be a written examination in addition to present system of
evaluation at the end of RAWE to assess the student’s real
performance in term of capacity to understand and solve rural
problems
4. There should be monthly evaluation so that all the activities are given
equal importance
5. RAWE staff should be always available for continuous guidance
8. ASPIRATION LEVEL OF STUDENT:

Here, you see one ladder which has 12 steps, out of which upper 10 steps shows
happy and prosperous life and last 2 steps shows worst and unhappy life.
12
11
10
So, please tell 09
1. After completion of RAWE , what is your 08
aspiration to stand in nearby future? 07
06
05
04
03
02
01
00
II
9. SELF CONFIDENCE OF STUDENT DURING RAWE:
S.No. Statements Yes No
1. I adjusted readily to new situations during RAWE programme
2. I faced difficult situations during RAWE without worry
3. I was hesitant in taking decision during RAWE programme
4. I had fear of failing in anything during RAWE programme
5. I felt secure within myself during RAWE programme
6. I frequently felt unworthy of myself during RAWE programme
7. I normally felt discouraged when my opinions different from that of
others during RAWE programme
8. I have enough faith in myself to do any work during RAWE
programme
9. I gave up several times doing up a thing during RAWE programme
because I felt too little of my abilities
10. I found it easy to keep my mind on any task during RAWE
programme
10. ACHIEVEMENT MOTIVATION:

1. I enjoy work as much as play during RAWE
programme
2. I work like a slave at everything we undertake until,

I satisfied with result in RAWE programme
3. I have determination and deriving ambition to
achieve certain things
4. I give first preference to my work even if I cannot
get rest during RAWE programme
5. I set difficult goals for myself and try to reach them
6. I am succeeded in my work even if I neglected by
other member of group during RAWE programme
Code: 1.SA- Strongly Agree, 2.A-Agree, 3.UD- Un Decided, 4.DA –Disagree, 5.SDA-Strongly
Disagree.
11. UTILITY OF RAWE:
a. Utility of RAWE in terms of gaining knowledge on ‘communication skill’.

S.No. Utility areas Very much Useful Not at
useful all
useful
1. It provides right interaction skill

2. It helps in conducting group discussions,
meetings, demonstration, field day etc.
3. In understanding and using local proverbs
4. In preparation of Audio- visual aids
5. Helps in using Audio-visual aids
6. Helps in information processing and analysis
7. Helps to understand the credibility of
information sources of farmer
III
b. Utility of RAWE in terms of gaining knowledge and skill in ‘Crop production
and protection practices
S.No. Utility areas Very much Useful Not at all
useful useful
1. To understand critical stages of different crops
2. To understand reasons behind existing
practices
3. To understand systems of planting and
spacing
4. To know practiced irrigation methods of
farmers
5. To identify nutritional and physiological
disorders
6. To know the methods and doses of fertilizers
Used by farmers
7. To know the insect- pest infestation and their
control measures in different crops
8. To know the dosage calculations of fungicide
for seed treatment and insecticide for spraying
9. To know the weed control measures practiced
by farmers
10. To understand input supply agencies of
different agriculture inputs
11. Type of equipments used by farmer
12. Developed skill in handling of farm implements
and machinery
13. To observe symptoms of crop maturity
14. To understand harvesting and threshing
methods
15. To compare estimated yield with actual yield
16. To understand Cost calculations and labour
utilized
c. Utility of RAWE in terms of gaining knowledge on ‘socio economic aspects.

S.No. Utility areas Very much Useful Not at all
useful useful
1. In understanding population statistics of the
selected village
2. In understanding land utilization pattern of
village
3. In understanding adoptability pattern of rural
situations
4. In understanding farmer sentiments in
different socio-economic status group
5. In understanding economic condition of village
6. In understanding resource utilization pattern
of village
7. In understanding problems of labour and
employment in village
8. In understanding the livestock position of
farmers.
9. In understanding quantum of credit by different
agricultural agencies
10. In understanding time utilization pattern of
rural people
11. In understanding working of SHGs and other
such social institutions
IV
d. Utility of RAWE in terms of gaining knowledge and skill with respect to
‘Agricultural extension activity’
S.No. Utility areas Very much Useful Not at
useful all
useful
1. Identifying problems of farmers
2. Understanding the adoption of innovative /
improved / recommended farm technology
3. Understanding the gaps in adoption of the
practices
4. Understanding the reasons behind adoption
gaps
5. Developing extension strategies for the gap
observed
6. Organizing method / result demonstrations of
improved technology
7. Organizing farmers training camp, field visits
and agricultural exhibitions
8. Studying on-going central/state sponsored
rural programmes and extension work
9. In studying the role of village institutions in
extension work
10. To know the mandates and functions of KVK
11. Understanding the activities of KVK / Research
station
12. Visit to line departments viz. Agriculture,
Horticulture, Dairy, Poultry etc.
13. To know the concept of crop cafeteria
14. Teaching farmers regarding their village
resources, problems and solutions using PRA
15. Documentation of ITK used by farmers
PERCEPTION OF STUDENT TOWARDS RAWE PROGRAMME

S.No. Statements Fully agree Somewhat Not
agree agree
1. To get familiar with rural life

2. To understand village situations
3. To understand rural institutions
4. To understand the socio economic condition
of farmers
5. To understand cropping pattern of community
6. To understand adoption pattern and adoption
gaps
7. To improve diagnostic skills
8. To provide practical training in crop
production.
9. It improved communication skill
10. It provides opportunities to meet role model in
agriculture to increase confidence
11. It has improved leadership qualities
12. It provided opportunity to work with various
agriculture institutions
13. To get acquainted with ongoing TOT
programmes of agriculture
14. It developed confidence and professional
competence to solve field problems
V
Constraints experienced by student
S. Constraints Yes No
No.
1. Problems in getting secondary data of village required for socio
economic survey
2. Problems in conducting PRA in village
3. Problem in understanding the specific reasons for gap in
adoption of recommended practices
4. Mention other problems
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
------------------------------------------------------------------------------
Suggestions offered by student

--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
VI

RAWEP Thesis PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

RAWEP Thesis PDF

Uploaded by

Copyright:

Available Formats

Perception of Agriculture students

towards Rural Agricultural Work

Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur

Department of Extension Education

This is to certify that the thesis entitled “Perception of Agriculture

Place: Jabalpur Signature

THESIS APPROVED BY THE STUDENT’S ADVISORY COMMITTEE

Committee Name Signature

Chairman Dr. (Smt.) Seema Naberia

Member Dr. V.K. Pyasi

Member Dr. N.K. Raghuwanshi

(Dr. N.K. Khare)

This is to certify that the thesis entitled “Perception of Agriculture

Date: Dr. (Smt.) Seema Naberia

MEMBERS OF THE ADVISORY COMMITTEE

Committee Name Signature

Chairman Dr. (Smt.) Seema Naberia ……………………....

Member Dr. V.K. Pyasi ……………………….

Member Dr. N.K. Raghuwanshi ……………………….

Head of the Department Dr. N. K. Khare ……………………….

Director of Instruction Dr. D. Khare ………………………

I, undertake the complete responsibility that any act of

Date: (Madhuri Verma)

Jabalpur, Madhya Pradesh 2017

Copyright Transfer Certificate

Title of the Thesis : “Perception of Agriculture students

Name of the candidate : Madhuri Verma

Subject : Agriculture Extension

Department : Department of Extension Education

College : College of Agriculture, JNKVV, Jabalpur

Year of thesis submission : 2017

The undersigned Madhuri Verma assigns to the Jawaharlal Nehru

Dr. (Smt.) Seema Naberia Madhuri Verma

Date: (MADHURI VERMA)

The author of this thesis Miss Madhuri Verma D/o Shri

CHAPTER TITLE Page

3. MATERIAL AND METHODS 18 - 30

6. SUMMARY, CONCLUSIONS AND 56 - 60

Number Title Page

3.1 Details of placed students in different KVKs/ZARS 19

3.2 Variables and their measurement 19

4.1 Distribution of RAWE participants according to their sex 31

4.2 Distribution of RAWE participants according to their family 32

4.3 Distribution of RAWE participants according to their 32

4.4 Distribution of RAWE participants according to their 33

4.5 Distribution of RAWE participants according to their 33

4.6 Distribution of RAWE participants according to their mass 34

4.7 Distribution of RAWE participants according to their 34

4.8 Distribution of RAWE participants according to their 35

4.9 Distribution of RAWE participants according to their self 35

4.10 Distribution of RAWE participants according to their 36

4.11.a Distribution of participants according to perceive utility of 36

4.11.b Distribution of participants according to perceive utility of 37

4.11.c Distribution of participants according to perceive utility of 37

4.11.e Distribution of participants according to perceive utility of 38

4.13 Perception of participants towards the RAWE programme 40

4.14 Relation between sex of respondents and their perception 41

4.20 Suggestions offered by the respondents 48

Figure Title Pages

1. Distribution of RAWE participants according to 32-33

2. Distribution of RAWE participants according to 32-33

3. Distribution of RAWE participants according to 32-33

4. Distribution of RAWE participants according to 32-33