Type : Other Article

Leveraging Group Dynamics for Enhancing the Performance of Farmer Producer Organizations in West Bengal

Sudip Kumar Gorai, Monika Wason, R.N. Padaria, D.U.M. Rao, Sudipta Paul, Ranjit Kumar Paul


The present study aimed to examine the impact of online education on student performance and effectiveness compared to traditional classroom education. The research was conducted at Dr. Rajendra Prasad Central Agricultural University, Pusa, Samastipur, with a purposive sampling procedure used to select 50 second-year Postgraduate students from various departments of the College of Agriculture. The students were divided randomly into two groups: the Experiment Group (Online Group) and the Control Group (Offline Group). Standardized teaching material was developed, and a knowledge test comprising twenty standardized statements was administered to assess the students' understanding. The reliability values of the test were determined to be 0.79. Prior to the intervention, a pre-test was conducted and scores were recorded. Then, the teaching material was provided to both the control and experimental groups, followed by a post-test to measure the impact of the instruction. The data analysis employed a paired t-test, and the results revealed that classroom instruction had a significant effect on students' knowledge compared to online education. The 'Z' values of Wilcoxon Signed Ranks Test for the pre-test and post-test of the Control group (Classroom Instruction) were -4.389 and -4.392, respectively. Both the Control and Experimental groups demonstrated a significant knowledge gain at the one percent level. These findings suggest that the traditional classroom environment had a more significant influence on students' knowledge compared to online education.

Keyword: Effectiveness; Experimental study; Paired ‘t’ test; Teaching methods; Wilcoxon Signed Rank test.

Full Text