الفهرس 
الباب الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Rural development is considered as one of the main
objectives of developing countries to raise the standard of living
of its communities. Agriculture plays a main role in economical
and social development through the different institutions
includes Agricultural Extension. Agricultural Extension is
responsible of transferring research results to beneficiaries and
feeding back application problems to research to be solved. This
role necessitates developing training programs for extension staff
to qualify them to convey innovations to farmers using a variety
of communication methods, audio visual aids and training
techniques in order to change their knowledge or skills related to
mental or physical abilities, Motives, tendencies, attitudes or
values aiming to raise their performance in extension work and
its efficiency and effectiveness. this study aims to:
1- Determine the differences between the average degree of
Extension Training Experts Outside the Training Center
(ETEOTC) preference regarding each of the nine studied
combinations of Training Methods, Aids and Techniques
(TMAT) when they select it to change trainees
knowledge, and these combinations are: (1) lecture, (2)
lecture and discussion, (3) lecture, discussion and photos,
(4) lecture, discussion and video films, (5) lecture,
discussion and slides of an overhead projector, (6) lecture,
discussion and result, (7) demonstration, lecture, and
discussion, (8) method demonstration, lecture and
discussion, and (9) workshop, lecture and discussion.
2- Determine the differences between the average degree of
ETEOTC preference regarding each the of nine studied
TMA T combinations when they select it to change
trainees knowledge.
3- Determine the differences between the average degree of
Extension Training Experts Working in the Training
Center (ETEWTC) preference regarding each of the nine
studied TMAT combinations when they select it to
change trainees attitudes.
4- Determine the differences between the average degree of
ETEWTC preference regarding each of the nine studied
TMAT when they select it to change trainees attitudes.
5- Determine the differences between the average degree of
ETEOTC opinion regarding the effect of each of the nine
studied TMA T combinations on changing trainees
knowledge.
6- Determine the differences between the average degree of
ETEOTC opinion regarding the effect of each of the nine
studied TMA T combinations on changing trainees
knowledge.
7- Determine the differences between the average degree of
ETEWTC opinion regarding the effect of each of the nine
studied TMA T combinations on changing trainees
attitudes.
8- Determine the differences between the average degree of
ETEWTC opinion regarding the effect of each of the nine
studied TMA T combinations on changing trainees
attitudes.
Eight theoretical hypothesis were formulated to measure
these objectives as well as another eight null hypothesis to test
them.
Two samples were drawn from the study population to
collect the needed data as follows:
a- Population and the sample of ETEWTC: All training
experts working in extension training in the Central
Administration of Agricultural Training were identified
whether working in planing, implementation or evaluation
of agricultural and extension training whom have at least
15 years of training experience. The population amounted
to 275 experts from which a random sample was drawn of
40 experts rated to 14% of the population.
.b..= Population and the sample ofETEOTC : All researchers
having a professor and associate professor degree in the
Egyptian universities were denitrified and so were the
researchers having chief researcher and senior researcher
working in the Agricultural Extension and Rural
Development Research Institute and the Scientific
Association for Agricultural Extension. The population
amounted to 175 researcher from which a random sample
was drawn of30 researchers rating to 17.14% of the
population.
Data were collected by personal interview using a
questionnaire prepared for this purpose. The questionnaire
composed of two parts, the first included the respondents of
TMAT combinations preference to change trainees knowledge
and attitudes in its changing stages. The second part the
questionnaire included respondents opinion regarding the effect
of each of the nine studied combinations of TMAT on changing
trainees knowledge and attitudes in its changing stages.
Data were tabulated and analyzed statistically using
averages, Standard Deviation for respondents preference and
opinions. (F) test was used to determine the difference between
these average degrees. LSD was used to determine the
significant difference between each pair of averages.
The results of the study revealed the following:-
1- The most preferable TMAT by the respondents of the two
samples to change trainees knowledge and attitudes
included in general: beside lecture and discussion, either
of the two kinds of demonstration, a video film, a
workshop or slides of an . overhead proj ector as they
indicated that it is the most effective to change trainees
knowledge and attitudes. These TMAT were followed by
photos, lecture and discussion, and lecture only as seen by
them to have the least effect on changing trainees
knowledge and attitudes.
2- The differences between the average degrees of ETEOTC
preference for each of the TMA T combinations when
selecting it to change trainees knowledge were significant
at 0.01 level. Also, the differences between their opinions
about these combinations effect on changing trainees
knowledge were significant at 0.01 level
3- ’the differences between the average degree ofETEWTC
preference of each of TMAT combinations when
selecting it to change trainees knowledge were significant
at 0.01 level, and the differences between their opinion
about these combinations effect on changing trainees
knowledge were significant at 0.01level.
4- The differences between the average degree of ETEOTC
preference of each of TMA T combinations when
selecting it to change trainees attitude were significant at
0.01 level, and the differences between their opinion
about these combinations effect on changing trainees
attitudes were significant at 0.01level.
5- The differences between the average degree ofETEWTC
preference of each of TMA T combinations when
selecting it to change trainees attitude were significant at
0.01 level, and the differences between their opinion
about these combinations effect on changing trainees
attitudes were significant at 0.01level.
The applicable results of the study that might help
improving extension training program in the future can be
articulated as follows:
It is important for the staff in charge of extension and
training courses aiming to change trainees knowledge and
attitudes that these programs would depend on the TMAT that
this study indicated its effect on acknowledge of extension
trainees for various types of information, and that were effective
in various stages of attitude chance, as these TMAT has an
integrated effect especially those TMA T that give the trainees
the chance to participate in training activities, discussion, result
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demonstration or method demonstration and include the usage of
video films, slides of overhead projectors, photos, and lessens
their dependency on lectures alone which the study revealed that
it has a lower effect on changing training knowledge and
attitudes.
In addition, decision makers responsible for plans, policy
and agricultural research programs whether in research centers,
institutes or universities should consider investigating the
preference and opinions of experts about the effect of TMAT
that were not tested in this study while developing their research
plans and programs and especially the areas that were not
covered in this study, and to experiment their results on active
use of TMAT in a real training situation with trainees.