Revolutionizing agricultural residue burning behavior with virtual training: Exploring the Transtheoretical Model

Document Type : Research Paper

Authors

Department of Agricultural Extension and Education, Faculty of Agriculture, Razi University, Kermanshah, I. R. Iran

Abstract

Most of the research conducted on the Transtheoretical Model (TTM) of Change has focused on health and psychological issues, with limited application in the context of agricultural and environmental behavior change. However, in this innovative study, the effectiveness of interventionist virtual education in changing the behavior of burning crop residues was examined using the behavior change theory. The research employed an experimental design and a quasi-experimental pre-test/post-test design with a control group. The statistical population consisted of 400 wheat farmers, and a sample of 120 participants was selected using purposive sampling. Data were collected through a researcher-made questionnaire and analyzed using SPSS software. The questionnaire comprised four constructs: self-efficacy, the process of change, decisional balance, and stages of behavior change. The findings of this study demonstrate that virtual education based on the TTM can pave the way for effectively managing agricultural residues by enhancing self-efficacy, decision balance, and stages of behavior change. Moreover, the results highlight the broader applicability of the TTM beyond the domains of health and psychological pathology. It can be effectively utilized to address environmental behaviors, such as agricultural residue management. Consequently, it is recommended that researchers and planners incorporate the TTM in behavior change programs, transform the traditional perspective on agricultural education, and leverage virtual education as a complementary approach to formal education.

Keywords

Main Subjects

Article Title [Persian]

تغییر رفتار آتش زدن بقایای زراعی با استفاده از آموزش مجازی: بررسی مدل فراتئوری تغییر

Authors [Persian]

  • ناصر ناصری
  • شهپر گراوندی
  • فرحناز رستمی
گروه ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه رازی، کرمانشاه، ج. ا. ایران
Abstract [Persian]

اکثر تحقیقات مربوط به مدل فراتئوری تغییر (TTM) به حوزه های مرتبط با سلامت و آسیب شناسی روانی مربوط می شود اما تا به حال این مدل در حوزه تغییر رفتار های کشاورزی و محیط زیستی به کار گرفته نشده است. یکی از مهم ترین رفتارهای پر خطر و مخرب آتش زدن بقایای زراعی می باشد. از این رو در تحقیق نوآورانه پیش رو سعی شد که با استفاده از تئوری مهم تغییر رفتار به بررسی نقش مداخله گرانه آموزش مجازی بر تغییر رفتار آتش زدن بقایای زراعی پرداخته شود. برای این منظور از روش تحقیق آزمایشی و طرح شبه آزمایشی پیش آزمون پس آزمون با گروه کنترل استفاده شد. جامعه آماری، 400 نفر از بهره برداران گندم کار بودند تعداد 120 نفر از آنها از طریق نمونه گیری تصادفی ساده با استفاده از اعداد تصادفی انتخاب شدند. ابزار گردآوری داده ها پرسشنامه محقق ساخته بود که با نرم افزار SPSS مورد تجزیه و تحلیل قرار گرفت. لازم به ذکر است که پرسشنامه مذکور از چهار سازه خودکارآمدی، فرآیند رفتاری و شناختی، تعادل تصمیم گیری و مراحل تغییر رفتار تشکیل شده بود. یافته ها نشان داد که مداخله گری از طریق آموزش های مجازی در زمینه مدیریت بقایای زراعی توانسته است سطح خودکارآمدی، تعادل تصمیم و مراحل تغییر رفتار را در گروه آزمودنی ارتقا دهد. بررسی تفاوت ایجاد شده از لحاظ آماری نشان داد آموزش مجازی مدیریت بقایای زراعی می تواند تاثیر معناداری بر تعادل تصمیم و خودکارآمدی کشاورزان تاثیر بگذارد، اما بر فرآیند رفتاری و شناختی تاثیر معناداری ندارد. در مجموع تحقیق حاضر نشان داد آموزش مجازی بر مبنای مدل TTM می تواند مسیر جدیدی را در آموزش های از راه دور در زمینه تغییر سازه های رفتار در کشاورزی ایجاد نماید. نتایج این تحقیق کاربرد مدل TTM را توسعه داد و نشان داد که کاربرد این مدل منحصر به حوزه سلامت و آسیب شناسی روانی نمی باشد. بلکه با استفاده از این مدل می توان به تقویت رفتارهای زیست محیطی مانند مدیریت بقایای زراعی پرداخت. از این رو به محققان و برنامه ریزان توصیه می شود که در برنامه های تغییر رفتار به مدل TTM توجه نمایند. هم چنین نگاه سنتی به آموزش های کشاورزی باید تغییر یابد و آموزش های مجازی باید به عنوان یکی از آموزش های اثربخش به کار گرفته شود.

Keywords [Persian]

  • آموزش مجازی
  • سوزاندن بقایای زراعی
  • مدل فراتئوری تغییر (TTM)
  • مدیریت بقایای زراعی

References

Ahmadi, K., Abadzadeh, H., Mohammadnia Afrouzi, S., Taghavani, R. A., Abbasi, M., & Yari, S. (2020). Agricultural statistics yearbook 2018: Water and soil, machinery and agricultural tools, agricultural support services, pest and disease control (Vol. 2). Tehran: Ministry of Jihad Agriculture, Planning and Economic Deputy, Information Technology and Communication Center.) In Persian (
Ahmed, T., Ahmad, B., & Ahmad, W. (2015). Why do farmers burn rice residue? Examining farmers’ choices in Punjab, Pakistan. Land Use Policy, 47, 448-458. https://doi.org/10.1016/J.LANDUSEPOL.2015.05.004.
Bellhäuser, H., Lösch, T., Winter, C., & Schmitz, B. (2016). Applying a web-based training to foster self-regulated learning — Effects of an intervention for large numbers of participants. Internet and Higher Education, 31, 87-100. https://doi.org/10.15496/PUBLIKATION-27853.
Chen, J., Gong, Y., Wang, S., Guan, B., Balkovic, J., & Kraxner, F. (2019). To burn or retain crop residues on croplands? An integrated analysis of crop residue management in China. Science of The Total Environment, 662, 141-150.
https://doi.org/10.1016/j.scitotenv.2019.01.150
Conservation Agriculture Network in Iran. (2023). Conservation agriculture in Iran. Retrieved from: www. Irancan.org.
Harizan, S., Hilmi, M. F., & Atan, H. (2015). Distance education as an environmentally-friendly learning option. Journal of Global Business and Social Entrepreneurship, 1(2), 1-7. Retrieved from: www. gbse.com.my
Hesammi, E., Talebi, A. B., & Hesammi, A. (2014). A review on the burning of crop residue on the soil properties. WALIA Journal, 30(1), 192-194. Retrieved from: www.Waliaj.com
Hongsuchon, T., Emary, I., Hariguna, T., & Qhal, E. (2022). Assessing the impact of online-learning effectiveness and benefits in knowledge management, the antecedent of online-learning strategies and motivations: An empirical study. Sustainability. 14(5), 2570.
https://doi.org/10.3390/su14052570. 
Jerković, J., Komaromi, B., & Rakić, D. (2022). The effects of online English classes on students’ motivation to learn English language. Journal of Language and Literary Studies, XIII(39),335-352. http://dx.doi.org/10.31902/fll.39.2022.17.
Joshi, O., Chapagain, B., Kharel, G., Poudyal, N., Murray, B., & Mehmood, S. (2020). Benefits and challenges of online instruction in agriculture and natural resource education. Interactive Learning Environments, 30, 1402-1413.
http://dx.doi.org/10.1080/10494820.2020.1725896.
Kassam, A., Friedrich, T., & Derpsch, R. (2022). Successful experiences and lessons from conservation Agriculture Worldwide. Agronomy, 12(4), 769.
https://doi.org/10.3390/agronomy12040769
Kermanshah Agricultural Profile. Agricultural Organization of Kermanshah Province. )2016). Agricultural profile of Kermanshah province. 2016. Retrieved from: https://kermanshah.areeo.ac.ir/en-US/kermanshah.areeo.ac/36337/page/About-us
Krishna, V., & Mkondiwa, M. (2023). Economics of crop residue management. Annual Review of Resource Economics, 15, 19-39.
https://doi.org/10.1146/annurev-resource-101422-090019.
Kumar, N., Kakraliya, S. K., Kumar, R., & Singh, M. (2017). Smart residue management: From waste to wealth as innovative approaches for rich-wheat cropping system in Western IGP. Innovative Farming, 2(1), 66-71.
https://www.researchgate.net/publication/320224446
Latifi, S., Raheli, H., Yadavari, H., & Saadi, H. (2016). Analysis of barriers to development of conservation agriculture in Iran. Journal of Agricultural Science and Sustainable Production, 26(4), 167-184. http//doi.org/10.22059/ijbse.2024.364316.665523 (In Persian)
Leary, J., & Berge, Z. (2006). Trends and challenges of e-learning in national and international agricultural development. International Journal of Education and Development using ICT, 2(2), 51-59.
https://doi.org/10.13016/M2HYTE-YBCW
Liu, K. T., Kueh, Y. C., Arifin, W. N., Ismail Ibrahim, M., Shafei, M. N., & Kuan, G. (2020). Psychometric properties of the decisional balance scale: A confirmatory study on Malaysian University students. International Journal of Environmental Research and Public Health, 17(8), 2748.
https://doi.org/10.3390/ijerph17082748
Liu, L., & Duan, Z. (2022). Influences of environmental perception on individual cognitive engagement in online learning: The mediating effect of self-efficacy. Int. J. Emerg. Technol. Learn, 17, 66-78. https://doi.org/10.3991/ijet.v17i04.29221.
McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2009). Planning, implementing, and evaluating health promotion programs: A primer. San Francisco, CA: Pearson/Benjamin Cummings.
McLellan, H. (1998). The internet as a virtual learning community.
Journal of Computing in Higher Education, 9, 92-112. https://doi.org/10.1007/BF02954768
Myint, M., Kanth, R., Bahar, F., Mehdi, S., Saad, A., & Ahngar, T. (2021). Crop residues management under changing climate scenario. Current Journal of Applied Science and Technology, 40(36), 21-28. https://doi.org/10.9734/cjast/2021/v40i3631578
Naseri, N., Geravandi, S., & Rostami, F. (2024). Trans-Theoretical Assessment of the Impact of In-Person and Virtual Training on Farm Waste Management for Wheat Farmers in Ravansar. Agricultural Education Administration Research, 16(68), 5-21.
https://doi.org/10.22092/jaear.2024.364339.1985
Pitcher, B., Ravid, D., Mancarella, P., & Behrend, T. (2022). Social learning dynamics influence performance and career self-efficacy in career-oriented educational virtual environments. PLoS ONE, 17(9), 1-22.
https://doi.org/10.1371/journal.pone.0273788
Prochaska, J. O., & Velicer, W. F. (1997). The transtheoretical model of health behavior change. American Journal of Health Promotion, 12(1), 38-48. https://doi.org/10.4278/0890-1171-12.1.38
Raza, M., Abid, M., Yan, T., Naqvi, S., Akhtar, S., & Faisal, M. (2019). Understanding farmers’ intentions to adopt sustainable crop residue management practices: A structural equation modeling approach. Journal of Cleaner Production. 227, 613-623. https://doi.org/10.1016/J.JCLEPRO.2019.04.244.
Reddy, S., & Chhabra, V. (2022). Crop residue burning: Is it a boon or a bane? Communications in Soil Science and Plant Analysis, 53(48), 2353-2364. https://doi.org/10.1080/00103624.2022.2071927
Robelia, B., Greenhow, C., & Burton, L. (2011). Environmental learning in online social networks: Adopting environmentally responsible behaviors. Environmental Education Research, 17(4), 553-575. https://doi.org/10.1080/13504622.2011.565118
Sarkar, S., Skalický, M., Hossain, A., Brestič, M., Saha, S., Garai, S., Ray, K., & Brahmachari, K. (2020). Management of crop residues for improving input use efficiency and agricultural sustainability. Sustainability, 12(23), 9808.
https://doi.org/10.3390/su12239808.
Shi, J., Zhang, J., Luan, Z., Lu, Q., & Li, J. (2023). Research and design of professional farmer learning service platform based on cloud. IEEE 6th Information Technology, Networking, Electronic and Automation Control Conference. Chongqing, China.
Singh, R., & Upadhyay, S. K. (2018). Ecofriendly management of paddy crop residues for sustainable environment and development. Bio Science Research Bulletin-Biological Sciences, 34(2), 59-72.
https://doi.org/10.5958/2320-3161.2018.00009.3
Sun, J., Peng, H., Chen, J., Wang, X., Wei, M., Li, W., Yang, L., Zhang, Q., Wang, W., & Mellouki, A. (2016). An estimation of CO2 emission via agricultural crop residue open field burning in China from 1996 to 2013. Journal of Cleaner Production, 112, 2625-2631.
https://doi.org/10.1016/j.jclepro.2015.09.112
Vaida, S. (2023). Steps TOWARDS change designing personalized message based on the transtheoretical model. Journal Plus Education, 34(2), 171-143. https://doi.org/10.24250/jpe/2/2023/sv/.
Venkatramanan, V., Shah, S., Rai, A., & Prasad, R. (2021). Nexus between crop residue burning, bio economy and sustainable development goals over North-Western India. Frontier in Energy Research, 8, 614212.
https://doi.org/10.3389/fenrg.2020.614212.
Vickberg, S. (1999). The transtheoretical model of behavior change: Measuring our success one stage at a time. Pub Med, 4(3), 1-2.Retrieved from: https://pubmed.ncbi.nlm.nih.gov/12349389/
Victor, D. G., Zaelke, D., & Ramanathan, V. (2015). Soot and short-lived pollutants provide political opportunity. Nature Climate Change, 5(9), 796-798. https://doi.org/10.1038/nclimate2703
Yalçınkaya-Alkar, Ö., & A. Nuray Karanci, A. N. (2007). What are the differences in decisional balance and self-efficacy between Turkish smokers in different stages of change?. Addictive Behaviors, 32(4), 836-849. https://doi.org/10.1016/j.addbeh.2006.06.023.
Zallaghi, F. )2014(. The new approach of the Ministry of Agriculture Jihad is conservation agricultural development. Mehr News Agency. Retrieved from: http://www.mehrnews.com/news/2443284. (In Persian).            
Zhang, Q., Yang, Z., & Wu, W. (2008). Role of crop residue management in sustainable agricultural development in the North China Plain. Journal of Sustainable Agriculture, 32(1), 137-148. https://doi.org/10.1080/10440040802121502
Zhang, Y. (2022). The Effect of Educational Technology on EFL Learners’ Self-Efficacy. Frontiers in Psychology, 13, 1-8.
http://dx.doi.org/10.3389/fpsyg.2022.881301
Zhao, H., Zhang, X., Zhang, S., Chen, W., Tong, D. Q., & Xiu, A. (2017). Effects of agricultural biomass burning on regional haze in China: A review. Atmosphere, 8(5), 88. https://doi.org/10.3390/atmos8050088
Zhao, X., Liu, B., Liu, S., Qi, J., Wang, X., Pu, C., Li, S., Zhang, X., Yang, X., Lal, R., Chen, F., & Zhang, H. (2020). Sustaining crop production in China's cropland by crop residue retention: A meta‐analysis. Land Degradation & Development, 31, 694-709. https://doi.org/10.1002/ldr.3492.
Iran Agricultural Research
Volume 43, Issue 1
December 2024
Pages 80-90

Files

Share

How to cite

Statistics