UNIVERSITY OF HOHENHEIM

Institute for Social Science of the Agricultural Sector Department of Rural Communication and Extension

Master Thesis related to the module

Knowledge and Innovation Management

Prof. Dr. Volker Hoffmann

Development of Visual Extension Material: A case of potato

IPM in Kavre District, Nepal

Submitted by

Praseed Thapa

Hohenheim, December 2012

This work was financially supported by the

Centro Internacional de la Papa / International Potato Center, Peru

ii

Acknowledgements

It gives me immense pleasure to thank all those who helped me directly or indirectly to

complete my study.

I would like to thank my first supervisor Prof. Dr. Volker Hoffmann for providing me the

opportunity to conduct this thesis under his direct supervision. In addition to this, his

continuous advice and support during my entire work of thesis is highly appreciable.

I also want to thank Dr. Jürgen Kroschel, my second supervisor, from CIP for his valuable

guidance and support in the beginning phase of the thesis. Also, I would like to thank Dr.

Marc Sporledor, country director of CIP, Nepal, for the guidance and logistic support

during my stay in Nepal. I owe much appreciation to CIP, Peru for funding me to conduct

this study.

Deep appreciation goes to all the farmers from Kavre and Lalitpur District who actively

took part and provided me their valuable time to conduct this work.

My special thanks go to Mr. Diwakar Rupakheti, Ms. Bandana Bista Rupakheti for their

special care during my stay in Nepal. Also, the co-operation from the driver Mr. Dipak

K.C. is appreciated.

I would also like to take this opportunity to thank University of Hohenheim, Stuttgart,

Germany for providing me platform to accomplish my master degree.

Lastly, my sincere thanks goes to my mother Ms. Sita Devi Thapa Chhetri and father Mr.

Ashok Thapa, entire family members and all the friends and coordinators from University

of Hohenheim for their support during my study period in Germany. Also special thanks to

my wife, Ms. Anju Adhikari for her comments, suggestions, support, love and care in

helping me to complete this study.

Thank you all.

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Declaration

I, Praseed Thapa Born on 12th of April 1985, Matriculation Number 514567, hereby

declare on my honor that the attached declaration, Master Thesis, has been independently

prepared, solely with the support of the listed literature references, and that no information

has been presented that has not been officially acknowledged.

Supervisor: Prof. Dr. Volker Hoffmann

Thesis topic: Development of Visual Extension Material: A case of potato IPM in Kavre

District, Nepal

Semester: 5

I declare, here within, that I have transferred the final digital text document (in the format

doc, docx, odt, pdf, or rtf) to my mentoring supervisor and that the content and wording is

entirely my own work. I am aware that the digital version of my document can and/or will

be checked for plagiarism with the help of an analysis software program.

Stuttgart, Date, Signature

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Table of contents

Acknowledgements ii

Declaration iii

Table of contents iv

List of abbreviations vi

List of figures vi

List of tables vii

List of boxes viii

List of annexes viii

1 Introduction 1

1.1 General Background 1

1.2 Statement of the problem 2

1.2.1 Need of visuals as extension materials 2

1.2.2 Importance of visual aids/material 3

1.3 Objectives 4

1.4 Organization of the work 4

2 Literature Review 5

2.1 Definition of Illiteracy and its types 5

2.2 Visual aids and their importance 6

2.2.1 Dale’s Cone of Experience 6

2.3 Defining Visual Literacy and Its Importance 8

2.4 Picture Materials as a Means of Communication for Illiterates or

Low-Literates 10

2.5 Factors of Comprehensibility and Role of Pictures 12

2.5.1 Superiority of picture materials over other visual media 13

3 Methodology 16

3.1 Site description 16

3.2 Selection of Painter 17

3.3 Selection of extension worker 18

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3.4 Selection of the visuals 18

3.5 Selection of respondents 19

3.6 Data Collection and Analysis 19

3.6.1 Primary Data 19

3.6.1.1 Pre-testing of pictures 19

3.6.1.1.1 First pre-test 20

3.6.1.1.2 Second pre-test 20

3.6.1.2 An illustration on modification of pictures 21

3.6.1.3 Gender, education level and age of participating respondents 24

3.6.2 Secondary data 25

3.7 Data analysis, reliability and validity 26

4 Results and Discussion 29

4.1 Economic feasibility analysis 29

4.1.1 Difference in production level 29

4.1.2 Labor time saving 29

4.1.3 Cost effectiveness of materials 30

4.2 Mobile yellow sticky trap as a technology 30

4.3 Technical feasibility analysis of mobile yellow sticky trap 31

4.4 Developing visual extension materials 33

4.4.1 Process of developing visual extension material 33

4.5 Results observed under picture validation 36

4.6 Extension system in Nepal 42

4.6.1 Top down approach 42

4.6.2 Major obstacles of extension system observed in Nepalese context 43

4.6.3 Extension workers 44

5 Summary and Conclusions 45

6 Recommendations 48

7 References 49

8 Annexes 53

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List of Abbreviations

@ at the rate

ASC Agriculture Service Center

CIP Centro Internacional de la Papa / International Potato Center

DADO District Agriculture Development Office

$ Dollar

FGD Focus Group Discussion

gm gram

INGO International Non-governmental organization

IPM Integrated Pest Management

JTA Junior Technical Assistant

km Kilometer

LMF Leaf Miner Fly

m meter

masl meter above sea level

mm millimeter

MYST Mobile Yellow Sticky Trap

NARC National Agriculture Research Council

NGO Non-governmental organization

Rs. Rupees

sq square

UN United Nations

VDC Village Development Committee

List of Figures

Figure 1: Comparison of Adult Literacy Rate 5

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Figure 2: Dale's Cone of Experience 7

Figure 3: Location of the study area 17

Figure 4: Overview of the picture validation process 21

Figure 5a: First draft of handling technique of MYST 22

Figure 5b: First modification of figure 5a 22

Figure 5c: Second modification of figure 5a 23

Figure 6: Overview of the data analysis process 27

Figure 7: Handling of MYST to capture LMF 31

Figure 8: Picture attracting farmer's attention 36

Figure 9: Picture making farmers to go for discussion and

stimulate thinking 37

Figure 10: Difficulty in understanding picture of life cycle of LMF 38

Figure 11: Easily understood picture of spider 38

Figure 12: Comparison of various climatic conditions favorable

for the multiplication of LMF 38

Figure 13: An adult LMF 39

Figure 14: Yellow flex print 39

Figure 15: Use of conventional signals to convey the information 40

Figure 16: Comparison of harvest between MYST adopted field and

non-MYST adopted field 41

List of Tables

Table 1: Education level of participating farmers in Nala, Kavre District 24

Table 2: Education level of participating farmers in Tukucha,

Lalitpur District 24

Table 3: Overview of activities of study, concerned stakeholders,

methods and location 25

Table 4: Results obtained after three weeks 34

Table 5: Results obtained after six weeks 35

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List of Boxes

Box 1: Response from the farmer from Nala, Kavre District 32

Box 2: Response from the chief of Loktantrik IPM group 41

Box 3: Response from the extension worker of ASC, Banepa 44

List of Annexes

Annex 1: Comparison of production level between mobile yellow sticky

trap and control field 53

Annex 2: Comparison of labor time saving between mobile yellow sticky

trap and control field 54

Annex 3: Comparison of cost effectiveness of materials required between

mobile yellow sticky trap and control field 56

Annex 4: List of participants used for the discussions with farmers,

extension worker and painter 57

Annex 5: List of questions asked to differentiate the perceiving capacity

of key messages between picture shown and verbal group 58

Annex 6: Series of final pictures drawn to prepare teaching guide for the

illiterate and/or low-literates to control Leaf Miner Fly (LMF)

using Mobile Yellow Sticky Trap (MYST) 60

1

1 Introduction

This study was done in collaboration with International Potato Center (CIP), Peru and the

Department of Rural Communication and Extension of University of Hohenheim,

Germany, as a part of the project “Sustainable Potato Cultivation in Hindu Kush Region”

from March to May, 2012. The project was jointly conducted by CIP and the National

Agricultural Research Center (NARC) in Nala of Kavre District, Nepal since 2008 till

2012.

1.1 General Background

Nepal, a country of Himalayas, is landlocked between two populous countries, India and

China. It has a total area of 147,181 sq. km and a total population of 26.62 million

(POPULATION CENSUS, 2011). Ecologically, the country is divided into three regions viz;

Mountain, Hills and Terai which covers 41, 42 and 17% of its total area respectively.

Nepal, with an annual per capita income of around US$ 200, is one of the poorest

countries in the world (WORLD BANK, 1997). Agriculture is the mainstay of the Nepalese

economy, providing employment opportunities to 66% of the population and contributes

about 39% share in Gross Domestic Products with 13% of the total foreign trade of the

country (DOA, 2012). Likewise, major portion of household income comes from

agriculture sector. Thus, the agriculture sector is pivotal to alleviate poverty and to uplift

the living standard of the people in Nepal.

Potato (Solanum tuberosum L.), is one of the important crops in Nepal. It ranks on the

fourth position in total production and first in productivity compared with the main staple

crops rice, maize, wheat and millet (APSD, 2009). It is used as a major vegetable in Terai

and mid-hills and as a staple food in the high hills and mountains with per capita

consumption of 30kg/year (CIP, 1998) being higher that the world average of 28kg/year.

So, it is considered as an important crop for both producers and consumers (SHRESTHA

and KHATRI, 2000). Despite the fact of higher per capita consumption than the world

average, the production of potato in Nepal is below its potential and still among the

lowest in the world. Various factors such as diseases, insects and pests are contributing

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for the low production of potato. Diseases like late blight (Phytophthora infestans) and

bacterial wilt (Ralstonia solanacearum) are the most devastating ones (HIDALGO, 1998)

and insect pests like leaf miner fly (L. huidobrensis) and potato tuber moths (Phthorimaea

operculella) are also major constraints for potato cultivation. However, a large number of

technologies have already been developed to control such insect pests. The grim reality is

that such technologies are still unfamiliar among the majority of farmers worldwide and if

familiar too, they are not in a position to grab the information that are printed in the

extension materials which are supposed to communicate information to target farmers as

they are not able to read and write.

1.2 Statement of the problem

1.2.1 Need of visuals as extension materials

The majority of Nepalese population (66%) relies on agriculture and 64% of the total

population is illiterate of which 67% reside in the rural area (PRENNUSHI, 1999). Thus, a

conclusion can be derived that the large population of farmers are illiterate. In Nepal,

varieties of extension materials are in use to transfer information to farmers. Despite the

availability of numerous extension materials, most of the printed materials are written at a

too high level for the low-literate or illiterate farmers to understand. A similar case was

reported by DOAK et al. (1998); DOLLAHITE et al. (1996); MAYER and RUSHTON (2002)

where most printed materials are written at reading levels that are higher than the literacy

level of many of the people for whom the materials were intended. As a result, such

farmers may not recognize messages from the materials even though they are extremely

useful and therefore, we have to create such materials that are more accessible and easy

for the intended people to understand. On the other side, lack of such extension material

also creates difficulty for the extension workers who are working closely with illiterate

farmers. This results the bad fit between extension worker and farmers. So, a need of

effective communication to make illiterate farmers adopt the appropriate technology is

imperative if agricultural production is to be increased. This calls for an approach of

developing appropriate visual aids/material especially in developing countries like Nepal.

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1.2.2 Importance of visual aids/materials

The fact that illiterates cannot understand the information within the extension materials

does not necessarily mean that there are no other options for them to learn new issues on

their own. One possible option, as reported by FOESENEK (2006) could be direct contact

between the extension persons and target groups or between researchers and target groups

directly. He continues to add on that, though this could be a very effective method but

also is equally expensive and time consuming. Several other studies on visual aids have

shown to be effective to communicate with non-literate people in their understanding

(DOAK et al. 1985; WILEMAN, 1993). According to HARFORD and BAIRD (1997), visual

aids help people learn and remember information which are also more important where

linguistic literacy is a barrier in the dissemination of innovation. Studies on visual aids

like video (TENDER et al. 2001, KELLY et al. 2003); radio (de SILVA and GARFORTH, 1997);

drama (KLEPP et al. 1997; HARVEY et al. 2000; MITCHELL et al. 2001) and posters

(OLADEPO et al. 1996) showed the success of a number of different media for knowledge

dissemination. In the Nepalese context, however, most of the farmers don’t own

television, reside in rural areas where there are no good roads or sometimes even no

roadways at all to reach them, and more than that, unavailability of electric power

completely or if available, power cut off of almost half a day makes it impossible to reach

them through electronic media. In this perspective, picture communication is the only

possibility to relay information as pictures are easy to transport and handle and are

independent of electricity (FEIL; HUMMLER; KACHELRIESS, 1997). It is one of the

recommended media channels that can be used for people with low reading skills

(KALICHMAN et al. 1999).

The pictures or images now-a-days no longer exist primarily to entertain and illustrate but

are becoming central means to communication and meaning-making (FELTEN, 2008).

They are frequently considered to be part of a universal language and it is often assumed

that they can be recognized with ease by all and can convey meaning with little or no

dependence on language or cultural background (HARDIE et al. 1979; WORK, 1990; REED

and HOFFMAN, 1986). The pictures not only increase the success of the messages

(KALICHMAN et al. 1999; DOAK et al. 1998; FINAN, 2002) but also due to the

omnipresence of pictorial communication in industrialized countries, it is assumed that

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such media provide a “language-independent and supra-cultural means of

communication”, which can be used for rural development programs and for reaching

illiterate people (HOFFMANN, 2000), but testing shows that it is a rather complicated

process to create pictures that are correctly interpreted by illiterates.

1.3 Objectives

Analyzing the technical feasibility of the Mobile Yellow Sticky Trap

Analyzing the economic feasibility of the Mobile Yellow Sticky Trap

Developing visual extension material for the control of Leaf Miner Fly in potato

using Mobile Yellow Sticky Trap

1.4 Organization of the work

The research report is divided into six main parts. The first part introduces about the

general background to the topic, the statement of the problem and the objectives of this

research. The second part describes the research site, methodologies used and procedure

followed for the data collection and the way of data processing. In the third part, the

theoretical background on definition of illiteracy, visual literacy and their importance,

picture materials as a means of communication, superiority of picture over words and

processing of visual information among low-literates are presented. The results of own

development of pictorial visual aids are presented and discussed in part four of this report

and in part five, summary and conclusions are presented. Last but not the least, the thesis

report is finalized in part six where recommendations are presented.

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2 Literature Review

2.1 Definition of Illiteracy and its types

Illiteracy is defined as “a) the quality or state of being literate, esp. the ability to read and

write. b) possession of education” (STEIN, 1966, 836). According to the Oxford English

Dictionary online, illiteracy is defined as “the inability to read and write”. SIMPSON and

WEINER (1989, Vol. 9, p. 656) define illiteracy as “the quality or state of being literate;

knowledge of letters; condition in respect to education, esp. an error due to want of

learning”. LAUBACH LITERACY INTERNATIONAL (1989) argues the definition of illiteracy

is not only as a deficiency of reading ability but also as the lack of basic listening,

speaking, reading, writing, or mathematical skills that an adult needs in his/her daily life

to solve the problems faced and to participate fully in their society. According to MYRES

(1926), there are at least two distinct types of illiteracy as follows:

(a) Pre-literacy, i.e. the illiteracy of an entire society, and

(b) The illiteracy of a subgroup within a literate society.

Figure 1: Comparison of Adult Literacy Rate

Source: UN data (2012)

0

20

40

60

80

100

120

Developing

Countries

Industrialized

Countries

Nepal World

% of people aged 15+ (2005-2010)

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2.2 Visual aids and their importance

The natural or man-made symbols or objects that are used to educate or sensitize a target

audience on visible actions in a creative way which can be followed in getting things done

suitably are visual aids (KRESS, 2003). Visual education material is very common for

education, especially in developing countries where illiteracy often is a serious problem.

They prove more important in the dissemination of innovation where linguistic literacy is

a barrier. KRESS (2003) also notes that visual aids/visual literacy become crucial to life as

technology continues to develop at an exceptional rate in this age of information. DOAK

et. al. (1996) further emphasize that the visual or graphic messages are recalled more

effectively than a heard or read one which is also favored by the memory system in brain

as shown by research. They further stated that visual materials are more critical for

conveying the message for low literates. Also, HARFORD and BAIRD (1997) support this

fact saying, to learn and remember information, visual aids is indispensable. Similarly,

LESTER (2006) emphasize that the messages acquired from visual aids have an immense

power to inform, educate and persuade an individual and a culture if they are remembered

properly. Furthermore, pictograms, one type of visual aids, stimulate the imagination and

offer an alternative means of recalling instructions without involving the written word.

2.2.1 Dale’s Cone of Experience

Edgar Dale introduced a “Cone of Experience” which highlights the importance of visual

images over words. Dale’s Cone of Experience is compatible with Piaget’s theory base

(DALE, 1969). According to ARENDALE (1993), cone of experience conveys some of

Piaget’s ideas on learning in a graphic form.

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Figure 2: Dale’s Cone of Experience

Source: Adapted and modified from DALE (1946)

Note: A: Symbolic experience; B: Iconic experience; C: Direct experience

The “Cone of Experience” is a visual device that is meant to summarize Dale’s

classification system for the varied types of mediated learning experiences. The

organizing principle of the cone is a series from most concrete experiences (at the bottom

of the cone) to most abstract (at the top). The arrangement of three classes of experience

in cone formation implies that each builds upon the previous one in the sequence stated

(HOFFMANN, 2000). It maintains that iconic experiences (images, visiting site, and

demonstrations) are more effective than symbolic experiences (spoken or written words).

The image retains 30% of what we see but retains only 10% and 20% when we read and

hear respectively. The symbolism can act as a short-term memory, unless it is converted

into images in the mind of the learner, or applied through a concrete experience. To take

abstract ideas to reality, visual aids and hands-on exercise help significantly. Only then,

visual aids have a chance to be stored in a memory for a long time (improved retention

and recall). However, Dale places direct experience (participating in hands-on workshop,

design collaborative lessons etc.) as the most important for greater learning and retention.

According to Dale, one can retain 70% of what they say and write and 90% of what they

say as they do a thing.

A

B

C

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However, the formal education level of target audience is to be taken into account to

know if they are visually literate or not when considering the visual aids (LINNEY, 1995).

The same fact was observed by MANGAN (1978). He said that a degree of visual literacy is

required for the accurate interpretation of any pictorial material. It refers to the ability to

understand, create and use visual symbols for thinking, learning and communicating, and

also to learn the conventions on how to represent three-dimensional reality into two-

dimensional surface. The visual images prove meaningless to communicate a message

from one person to another if any of these learning processes are absent.

2.3 Defining Visual Literacy and Its Importance

John Debes in 1969 coined the term visual literacy for the first time (WILLIAMS and

DEBES, 1970). In the history of visual literacy, John Debes is one of the most important

figures (FRANSECKY and DEBES, 1972). Debes suggested that visual literacy was

significantly important in study areas like linguistics, psychology, art and media education

(JOHNSON 1978, 11). The definition of visual literacy that Debes gave is as follows:

“Visual literacy refers to a group of vision competencies a human being can develop by

seeing and at the same time having and integrating other sensory experiences. The

development of these competencies is fundamental to normal human learning. When

developed, they enable a visually literate person to discriminate and interpret visual

actions, objects, and symbols, natural and manmade, that he encounters in the

environment. Through creative use of these competencies, he is able to comprehend and

enjoy the masterworks of visual communication.”(FRANSECKY and DEBES, 1972, 7)

However, there exist numerous definitions about visual literacy today. Thus, in this

context, BURBANK and PETT (1983, 1) described that “Defining visual literacy is

comparable to the problem the six blind men faced when describing an elephant. The man

who felt just the side of the elephant described the animal as being like a wall while the

man who felt the tusk said the elephant was like a spear. The men who felt just the trunk

or tail or ear or leg were certain the elephant was like a snake, a rope, a fan or a tree.

Their description depended on the part they were examining. Visual literacy is also a

different thing depending on one’s viewpoint.”

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DOWSE and EHLERS (2004) mentioned that visual literacy is acquired informally through

constant exposure to pictorial material and to the mass media and is a skill that is often

neglected in the formal curriculum. They further add that, to acquire visual literacy skills

at an early age, the pictures are to be read to a young child and their meanings should be

explained frequently. However, for this informal educational process to occur, book is a

rare commodity. There is a restricted opportunity resulting in a reduced ability to interpret

visual media for many people in this world.

The visual literacy is the ability to read, understand and interpret the information that is

presented in pictorial or graphic images (WILEMAN, 1993, 114). A similar definition is

“the learned ability to interpret visual messages accurately and to create such messages”

(HEINICH et. al. 1999, 64). Likewise, visual literacy relates to the ability of a person to

understand and interpret an image accurately when presented to them (LINNEY, 1995).

According to AUSBURN and AUSBURN (1978b, 291), “Visual literacy can be defined as a

group of skills which enable an individual to understand and use visuals for intentionally

communicating with others.” Also HORTIN (1983, 99) defined as “Visual literacy is the

ability to understand (read) and use (write) images and to think and learn in terms of

images i.e. to think visually”. In the view of SINATRA (1986, 5) visual literacy is an active

reconstruction of past experiences with incoming visual information to obtain meaning.

We live in an image-rich world (SMELIK et al. 1999). But, FELTEN (2008) opposes that

being in an image-rich world does not naturally mean that we have sophisticated skills on

visual literacy. Instead visual literacy involves the ability to understand, produce, and use

culturally significant images, objects and visible actions (FELTEN, 2008). According to

ZIMMER and ZIMMER (1978), visual literacy is the ability to comprehend the visual

language used within a particular culture or cultures at a conscious level. The ability to

recognize, interpret, and employ the distinct syntax and semantics of different visual

forms is visual literacy as described by FELTEN (2008) and MATHUR (2006). Similarly,

visual literacy is also about making judgments of accuracy, validity and worth of images

(MATHUR, 2006). Visual literacy is explored in terms of two constant components – first,

the ability to understand visual images, and the next, the ability to create or use images as

means of expression and communication (MESSARIS and MORIARTY, 2005, 482). Finally,

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DONDIS (1974) says that a major part of what you know is what you see and visual

literacy can help us to see what we see and know what we know. That is why DONDIS

(1974) further says that, we know more, if we see more and we can see more, if we know

more and this would be an ideal situation within the visual literacy theories.

A person with visual literacy has the following visual abilities as stated by JOHNSON

(1978, 12).

See the difference between light and dark

Recognize differences in brightness

See similarities and differences in shapes

Distinguish color from grey

Recognize differences and similarities in colors

See distance, height and depth

See movement

Recognize a whole shape when parts are covered or hidden

Understand simple body language

Recognize groups of objects that are commonly seen together (e.g. knife fork and

spoon)

Sequence objects that are not commonly seen together into some kind of meaning.

For a visually literate person, to make meaning from what they see, the above are the list

of skills. However, according to ZIMMER and ZIMMER (1978), visuals are based on

mistaken ideas so they frequently do a poor job in communication for development.

2.4 Picture Materials as a Means of Communication for Illiterates or

Low-Literates

“If a picture can save you a thousand words, then the same picture can save you another

ten thousand words if it is in a document that will be translated into ten other languages”.

(VOGT, 1986, 330)

The above statement clearly shows the superiority of a picture over words. This

superiority have been emphasized by many scholars like PAIVIO (1986); SINATRA (1986);

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MAYER and GALLINNI (1990); WILEMAN (1993); MAYER and SIMS (1994); MAYER (1999).

They elucidated that pictures attract attention, stimulating motivation, increase the speed

of message transfer and thus recalls information more effectively than a heard or a read

one.

The printed materials are common for farmers in developing countries to communicate

any kind of information related to agriculture. These common printed materials include

leaflets, brochures, manual etc. Despite the availability of such materials, majority of

them are written at too high level for low-literate and/or illiterate farmers to comprehend

key points. Mostly many of the printed materials are written in a complex way that makes

many targeted people unable to read and understand the information (DOAK et al. 1998;

DOLLAHITE et al. 1996; and MAYER and RUSHTON, 2002). Consequently, the farmers

whom the materials were intended may not benefit from such printed materials due to

their inadequate literacy. Thus, it is a common phenomenon to have a mismatch between

the printed materials and the literacy level of the targeted people. So, we have to create

such materials that are more accessible and easy for the intended people to understand. In

this perspective, for the people with low reading skills, pictorial guides or visual

education material is one of the recommended media channels (KALICHMAN et al. 1999).

Furthermore, success of messages can be improved by using pictures which is also

supported by KALICHMAN et al. (1999); DOAK et al. (1998) and FINAN (2002).

A number of success studies have been recorded for the transformation of information to

the target groups in which texts were accompanied by pictures. This is further exemplified

and supported by ALESANDRINI (1984); LEVIE and LENTZ (1982); SCHALLERT (1980);

WILLOWS and HOUGHTON (1987). Most of these studies revealed that illustrations

improved that retention of the text content. Also, a learner might be motivated to study the

supplementary text because of pictures; these illustrations might focus to gain attention or

induce more detailed processing of text information, the text content that is difficult to

understand is clarified and interpreted through pictures, or these pictures help in

establishing non-verbal codes with verbal ones and consequently, retrieval potential for

the illustrated text content increases (cf. KULHAVY; LEE and CATERINO, 1985; PAIVIO,

1986).

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The inclusion of pictures in the form of photographs in the printing materials provides an

abundant opportunity for low literate target people to visualize their ideas and thus, be

more accurate. It seems obvious and thus, Family Health International (FHI) and the

program for Appropriate Technology in Health (FHI/PATH 2002, 67) summed up that if

we place the illustrations throughout the text, it makes the material more attractive and

helps the reader to absorb the information presented. Furthermore, STEFANO (2004) stated

that pictures are good and easy to understand and if there are pictures, he became

interested in the story and reads about it. MAES and SCHILPEROORD (2002, 158) also

reported that our eyes are attracted towards pictures during reading and thus increase

interest and motivation. BRODY (1982) also mentions that pictures explain difficult

concepts and expand the written narrative and, thus excite the learner. The pictures also

affect intellectual skills and processes in addition to helping in the gaining of information

(PEECK, 1993). Also, pictures decrease the probability of interference and/or decay in

memory of the material concerned by promoting greater distinctiveness at encoding and

facilitate subsequent retrieval (RUSTED, 1984). Thus, to convey the message for illiterate

and low-literate viewers, illustrations are crucial and are targeted at educationally

deprived or illiterate audiences and support, strengthen or illustrate meaning in text. In

this regard, HOFFMANN (2000, iv) argues that, because of the omnipresence of pictorial

communication in industrialized countries, it is assumed that such media provide a

‘language-independent and supra-cultural means of communication’, which can be used

for rural development programs and for reaching illiterate people.

2.5 Factors of Comprehensibility and Role of Pictures

As mentioned by CARSTENS and SNYMAN (2003), comprehensibility consists of four

factors: attention, understanding, remembering and being motivated to change behavior.

They all can improve when pictures are involved as supported by following literatures.

1. The use of pictures attracts the attention (HOFFMANN, 2000; WALKER, 1979).

Moreover, MAES and SCHILPEROORD (2002, 158) reported that the interest and

motivation during reading is increased if images are used.

2. A mental modal is built by the help of images and while reading a text, information

from the text and visual integrates that makes it easier to decode and understand

13

the information (GLENBERG and LANGSTON, 1992; DOAK et. al. 1996, MAES and

SCHILPEROORD, 2002).

3. The likelihood of better remembrance of information is improved if it is processed

using a mental modal. The storage capacity and access routes of brain are more for

pictorial images than for words (DOAK et. al. 1996, 92).

4. According to DOAK et. al. (1996), the convincing power of visual presentations has

been shown to be 43 percent more than unaided presentations. They also help to

form opinions and change behavior (MAES and SCHILPEROORD, 2002).

Similarly, to communicate with low literate people, print materials prove to be much

beneficial, especially in the field of health promotion and agricultural extension

(ZIMMERMAN and PERKIN, 1982; PATH 2002, 5; MORRIS and STILWELL, 2003, 72).

Production and delivery: inexpensive production and distribution, easy storage,

repeated use, transfer to others, tailored to specific geographical, linguistic and

cultural needs.

Information transfer: awareness creation, instruction, persuasion (behavior

change), reinforcement, and accurate and uniform transmission of factual and

technical information.

Literacy promotion: enrichment of visual and verbal reading skills.

HOFFMANN (2000, 137) strongly supported that the illiterates can be communicated in a

best way through pictures and he further mentions that illiterates do not face any kind of

difficulties in recognizing objects presented to them if these are known and represented in

a reasonable and realistic manner. Thus, he assures that a picture serves in a better way of

communication to the illiterates.

2.5.1 Superiority of picture materials over other visual media

According to HOFFMANN (2000, 298), the important criteria for picture material

production is that it should be simple and economically reproducible. These two criteria

can determine a centralized or decentralized pattern of picture use. For example, the film

with only one copy or only one projection unit has the centralized use as a sole option. In

14

this case, the individual showing must be followed one after the other and it creates a

difficulty of either transporting the target groups to the film or the film to the target

groups. Beside this, the desirable training effects for field staff are lost as the field staffs

are no longer involved and thus at the field level, there is a limited integration of the

communication process within the general assistance program. On the other hand, if we

can produce at least one copy of these picture materials for every field extension workers,

decentralized manner can be followed. An individual communication specialists or a

centralized department is of no use now whose task is only to manage the picture material

use, instead this tasks can be done by field staffs as one task among many. This helps the

field staffs in gaining both substantive and methodological knowledge and thus can

integrate this communication work within the rule of their other tasks and activities.

Similarly, HOFFMANN (2000, 298) continues to add on that the other forms of visual

media not only incurs a high cost of production, but also have cost on transportation. They

also have costs upon multipliabilty and decentralized use. For example, slide series can be

reproduced at relatively low cost, but there is difficulty in transportation of the projector

and the energy source. Conversely, these problems are not associated with the drawn

pictures. They are easy to handle, to transport and work without electricity. These special

characteristics of drawn pictures contribute greatly to communicate with farmers in the

remote areas without roads and electricity as stated by (FEIL; HUMMLER; KACHELRIESS,

1997).

The next important benefit, as described by HOFFMANN (2000, 298), of drawing materials

is its independency of events. For example, we need long waiting times and a long

distance travel in order to capture the crop pest on the image after locating it first. It is

generally impossible to simulate this event for biological process and unacceptably

expensive for social processes as historical films within the context of development

communication. In this regard, drawings are superior to any other visual materials as we

can represent the events at any desired point of time. All available photographic records

can be utilized at any point of time. The entire context of the pictures can be adapted and

used according to our will and the requirements. In some cases, the problem of

photographic images can also be solved by photographing or reproducing an existing

15

photo or drawing. This has been possible because of the recent development of scanners,

printers and image processing software. Similar is the case with film where we can exploit

its downward compatibility by introducing a series of pictures in the form of animated

film by filming still images or by using simple still drawings.

16

3 Methodology

The field study was undertaken for three months from March to May 2012. The six

experienced farmers of Nala, Kavre district were selected purposively as key respondents

as they were the farmers directly involved in the research conducted by CIP/NARC,

Nepal since 2008. Since the aim of this study was to develop visual extension materials

(picture materials) for the control of LMF in potato using MYST technology and to

analyze its economic and technical feasibility, ‘Focus Group (FG) Discussion’ method

was conducted. To analyze the economic feasibility of the technology, three different

simple, clear and less time consuming calculus formats were developed to compare the

production level (Annex 1), labor time saving (Annex 2) and cost effectiveness of

materials required between MYST adopted field and non-MYST adopted field or control

field (Annex 3). This format was given to the selected three farmers who were, at least,

able to do simple mathematical calculations.

3.1 Site description

The study site for conducting first pre-test of images, Nala, is located about 45 Km North-

East from the capital city of Nepal, Kathmandu. It is a small village in Kavre district of

Bagmati zone. The place is at a height of approximately 1,500 masl. The geographical

distribution of Nepal categorizes this village as the mid-hill which is very popular for

potato cultivation. The study was mainly focused with the farmers of ‘Dulal Gaon’ within

Nala of Kavre. Similarly, the second pre-test of the pictures was conducted in Tukucha,

Lalitpur district which is about 12 km from the capital city.

17

Figure 3: Location of the study area

Source: http://www.mapsofworld.com/nepal/nepal-district-map.html (Accessed: 08.12.2012)

The study in Nala was conducted in Nepali language. However, in Tukucha, a need of

translator was mandatory to translate Newari language, a local dialect, into Nepali

language. The need of translator was obligatory as the researcher could not understand the

accent of their Nepali language though he is from Nepal.

The following section describes how the selection of a painter, extension worker,

respondents, pictures and pre-testing of the materials was done.

3.2 Selection of Painter

The first step towards the development of visual extension material was initiated with the

selection of a painter. The following different criteria were followed in order to select a

painter.

Agriculture background

Handicraft person, not a pure artist

Understand and show main characteristics of the picture (focus should be only on

key information)

Familiar with the local conditions, cultures, traditions etc.

Polite and have a tendency to listen to others

Kavre District

Lalitpur District

18

Not hesitate to modify the pictures unless the key information is perceived

For this study, a painter was chosen by the joint decision of CIP, Nepal and researcher on

the basis of above mentioned criteria who was already available working as a research

assistant in the Entomology division of NARC, Khumaltar, Nepal.

3.3 Selection of extension worker

A meeting with two agricultural officers, five extension workers, a painter and researcher

was conducted on 03/04/2012 at DADO, Kavre to select the extension worker. In addition

to this, the objectives of the study were also to be highlighted during the meeting. After

some hours of discussion, finally one extension worker from Agriculture Service Center

(ASC), Banepa was appointed to assist the work. The selection was done on the basis of

knowledge in IPM, familiarity with the study site, farmer’s local condition, knowledge

etc., the motivation to work and that he was also familiar with the problem of LMF to

some extent.

3.4 Selection of the visuals

For selection of the pictures, an initial group discussion was conducted between

researcher, painter and the extension worker. The discussion concluded to include pictures

under the following topic. However, there was not any restriction on the number of

pictures to be drawn initially.

Biology of LMF

Symptoms and nature of damage of LMF

Causes of LMF infestation

Identifying the beneficial insects

Control Measures (Biological and Chemical)

Effect of chemical on environment, human health and beneficial insects

Materials required for MYST technology

Preparation and implementing technique of MYST in the field

Difference in harvest between MYST and non-MYST adopted field

19

For the selection of initial reference of the drawing pictures, the discussion decided to

draw most pictures from the photographs which were taken in the field and some from the

internet source. It was then provided to the painter as a reference for drawing. The

pictures were drawn on A4 size paper with the use of pencil only. Altogether, 29 pencil

drawn pictures (Annex 6) were drawn as research materials to be tested and finalized.

3.5 Selection of respondents

The recruitment of the respondents was done in two different places for carrying out two

pre-tests of the pictures viz; first pre-test and the second pre-test in Nala of Kavre District

and Tukucha of Lalitpur District respectively.

For the first pre-test, six out of twenty farmers were selected from Nala of Kavre district

purposively. The main reason was that these farmers were directly involved in the

research conducted for LMF control conducted by CIP/NARC since 2008. However,

other remaining fourteen farmers were selected by the joint decision of researcher and six

farmers under the following criteria.

Trivial knowledge about the technology

Neighborhood of selected six farmers

Motivation to learn and contribute for the development of visual materials.

For the second pre-test, farmers from the Loktantrik IPM group of Tukucha, Lalitpur

district was selected purposively. This site was selected on the basis of the severity of

LMF infestation. A brief meeting with the chief of this IPM group was made before by

the researcher who was informed about the objectives of the study in detail. Remaining all

the selection of nineteen farmers was done by the chief of the IPM group who was also

present each time during the pre-testing of pictures.

3.6 Data Collection and Analysis

3.6.1 Primary Data

The primary data obtained for this study is explained below.

3.6.1.1 Pre-testing of pictures

20

The pre-testing of the pictures was conducted in two different places. The following

section gives the detail explanation of the processes.

3.6.1.1.1 First pre-test

As said above, the first pre-test of the pictures was done with the farmers of Nala, Kavre

District who were familiar and experienced with the MSYT technology. The objective

was to know whether the content of the pictures represented their experience or not and

also to be sure that if the key elements are represented in the pictures. For this, a copy of

the initial draft of the pictures was made and the lines of the copied images were further

highlighted with black felt tip pen (2mm size) to ensure the clear visibility. The pictures

were then showed one at a time by fastening on the white board with the help of paper

tape while maintaining a distance of 2-3m between farmers and pictures. They were

allowed enough time to interpret the pictures. The pictures were modified repeatedly and

the above process was repeated unless the pictures represented their experience and the

key elements. The old version of the pictures was retained for reference purposes. Each

FG discussion was facilitated by an extension worker and the presence of the painter was

also made imperative to avoid information loss through partial or distorted transmission.

3.6.1.1.2 Second pre-test

The second pre-test of the pictures was conducted with the ten farmers of the Loktantrik

IPM groups from Tukucha; Lalitpur district following a similar procedure above and

Tukucha is one hour drive from Nala. The reason for the selection of these farmers was

that they were also facing the problem of LMF and had not any prior knowledge about the

MYST technology. The objective of the second pre-test was to verify the key messages in

the pictures without having experience of the technology. The pictures which were not

easily perceived in the second pre-test group were taken back to the first pre-test group

and modified where necessary, to make it more simple and clear for better insight. This

process was repeated until the second pre-test group clearly obtained the key information

of the pictures.

21

Figure 4: Overview of the picture validation process

Selection of the Painter

Selection of the Extension Worker

Selection of Pictures to be drawn

Validation

First pre-test Second pre-test

Final pictures

Source: Own illustration, 2012

3.6.1.2 An illustration on modification of pictures

Figure 5a below shows the first draft prepared by the painter. The essence of information

from the first draft was not understood in a clear and simple way by the farmers. The

reason behind this was unused yellow color in the flex print. So the first modification was

done to make it more clearly by coloring the flex print with yellow color keeping every

other information as it is which is shown in figure 5b. During the next validation, farmers

were seen to stick in the house, hills, eye glass piece (shown to magnify the LMF attached

in flex) rather than the handling technique of MYST which was the main information to

be understood. Also, the picture of farmers was a little bit too small to understand it

clearly. Furthermore, in principle, the flex print containing bamboo attached in the lower

end should gently touch the upper part of the plants so that LMF fly and sticks in glue

22

which was not the case in figure 5b. So, further modification of the same picture was done

and finally ended up with the figure 5c. This figure represented well the objectives and

was finalized as the validated one.

Figure 5a: First draft of handling technique of MYST

Source: Own picture, 2012

Figure 5b: First modification of figure 5a

Source: Own picture, 2012

23

Figure 5c: Second modification of figure 5a

Source: Own picture, 2012

A separate group of ten farmers from the same IPM group was selected randomly to

compare the effectiveness of the pictures over words. The same key information which

was supposed to be communicated through the drawn picture was delivered to them

verbally without showing the pictures. Both groups were tested at two different slots; one

after three weeks and the other after six weeks of pre-test asking ten random questions

(Annex 5). The objective of this test was to examine the differences in the level of

perception and understanding of key information between the picture shown group and

the verbal group.

An economic feasibility analysis of the MYST was also performed with the three farmers

of Nala who were selected purposively on the basis of their ability to do simple

calculations. To perform this analysis, three different simple, clear and less time

consuming calculus formats were developed to compare the production level (Annex 1),

labor time saving (Annex 2) and cost effectiveness of materials (Annex 3) between

MYST adopted field and non-MYST adopted field or control field or chemical applied

field.

24

3.6.1.3 Gender, education level and age of participating respondents

Since the objective of this study is to develop visual extension materials to transfer

technology to the low literate or illiterate target groups, the education level of all the

participating farmers was recorded.

Table 1: Education level of participating farmers in Nala, Kavre District

S.N. Education Level No. of farmers

1. Nil 6

2. Primary school education (less than 5 years of

education)

10

3. Secondary level education (ten years of education) 3

4. Higher secondary education level (12 years of

education)

1

Total 20

Out of these 20 respondents, only one was female who showed up only once on the first

day of the study. The age of the respondents varied from eighteen to sixty seven years

with the mean age of thirty eight.

Table 2: Education level of participating farmers in Tukucha, Lalitpur District

S.N. Education Level No. of farmers

1. Nil 9

2. Primary school education (less than 5 years of

education)

5

3. Secondary level education (ten years of education) 3

4. Higher secondary education level (12 years of

education)

3

Total 20

Out of these 20 respondents, all of them were male. However, the target in both these

groups was to balance the gender. In the second pre-test group, the age of the respondents

varied from sixteen to fifty eight years with the mean age of thirty four.

25

Out of the forty participating respondents, the majority was involved in agricultural

activities only and had no any other things to do. However, one of the respondents was a

retired policeman, two had a small grocery shop and eight were students.

While showing the pictures to the respondents, the entry question asked by the extension

worker was “what do you see in this picture?” followed by “what do you think are we

going to discuss with this picture?”. The end question was “what does this picture want

to communicate to you?”. However, several other questions were also asked in between

concerning the main information of the pictures.

3.6.2 Secondary data

The study used a variety of secondary sources. To illustrate, reports from the project

“Sustainable Potato Cultivation in Hindu Kush Region” was obtained and analyzed that

helped to be familiar with the project activities. In addition, other secondary sources was

also used to define illiteracy and its types, define visual literacy, picture materials as a

means of communication, superiority of pictures over words etc. These sources include

various scientific publications.

Table 3: Overview of activities of study, concerned stakeholders, methods and location

Date Activities Stakeholders Methods Location Number

of

events

14/03/2012 Meeting with

representatives

of CIP, Nepal

and NARC,

Nepal

Dr. Marc Sporledor

(CIP), Mr. Yagya

Prasad Giri (NARC),

Mr. Sunil Paudel

(NARC)

Group

Discussions

Entomology

Division,

Khumaltar,

Kathmandu

1

16/03/2012

to

20/03/2012

Visiting other

NGOs, INGOs

in Kathmandu

Staff personals of

NGOs and INGOs

Discussions At respective

offices

3

25/03/2012

to

29/03/2012

Attended

review

workshop of

CIP, Nepal

Representatives from

CIP (Peru), project

partners from NARC

(Nepal), CABI

(Pakistan), Bhutan

Group

discussions

Dhulikhel Resort,

Dhulikhel

1

30/03/2012 Field visit to

identify the

first farmers

Specific first farmers

group

Discussions Nala, Kavre 1

26

group

01/04/2012 Selection of

Painter

Researcher and NARC

officers

Research

Conversation

Entomology

Division,

Khumaltar,

Kathmandu

1

03/04/2012 Meeting with

DADO, Kavre

officers and

JTAs for

selection of

extension

worker

Researcher, DADO

officers, JTAs

Group

discussions

DADO, Kavre 1

03/04/2012 Meeting to

select pictures

for validation

Researcher, extension

worker and painter

Discussions DADO, Kavre 1

08/04/2012

to

10/06/2012

Picture

validation with

first group

Specific first farmers

group

Focus Group

Discussions

Nala, Kavre 20

13/04/2012 Field visit to

identify second

farmers group

and meeting

with chief of

Loktantrik

IPM group

Specific second

farmers group and

chief of IPM group

Conversation

and

discussions

Tukucha, Lalitpur 1

20/04/2012

to

10/04/2012

Picture

validation with

second group

Specific second

farmers group

Focus Group

Discussions

Tukucha, Lalitpur 8

3.7 Data analysis, reliability and validity

The analysis of the data collected was performed following the steps suggested by

CRESWELL (2009, 185). The raw data collected from the field such as pictures, field notes etc.

were organized and prepared for analysis. After this step, all of the data were perused which

enabled to obtain better understanding of the information in a general sense and to reflect on its

overall meaning. This step is followed by coding which is “the process of organizing the

material into chunks or segments of text before bringing meaning to information” (ROSSMAN

and RALLIS, 1998, 171). The coding process was gathered during data collection by taking

pictures, categorizing them into different parts and labeling them by a term in a participant’s

actual language to make it easy to comprehend. The main themes/descriptions were analyzed

27

and elaborated in detail after they were indicated by differentiating codes. The conclusions were

derived by interpreting the meaning of the themes or descriptions.

Figure 6: Overview of the data analysis process

Source: Adapted and modified from CRESWELL (2009, 185)

“The use of reliability and validity are common in quantitative research and now it is

reconsidered in the qualitative research paradigm" (GOLAFSHANI, 2003, 597). However,

the same connotations are not carried by validity in qualitative research as it does in

quantitative research, nor it is a companion of reliability (CRESWELL, 2009). According to

CRESWELL (2009, 190), the scholar gave the meaning of qualitative validity and

qualitative reliability based on GIBBS (2007) i.e. “Qualitative validity means that the

researcher checks for the accuracy of the findings by employing certain procedures, while

qualitative reliability indicates that the researcher’s approach is consistent across

different researchers and different projects”.

Interpreting the Meaning of

Themes/Descriptions

Interrelating

Themes/Description

Coding the data by hand

Reading through the

data

Organizing and preparing

data for analysis

Raw data (pictures, field

notes, transcripts)

Validating the

accuracy of the

information

28

Several strategies were followed to ensure the reliability of data and interpretation from

ethnic languages. Though the researcher is from Nepal and a native speaker of Nepalese

language, the researcher is unable to speak other dialects (Newari in this case when

collecting data from Tukucha, Lalitpur Districts where the research was conducted in

Newari community and majority of them enjoy speaking their own dialect, Newari).

Though they speak Nepali too, the accent was difficult to understand by the researcher.

So, a speaker of Newari dialect was appointed as the interpreter only in the Lalitpur

District. However in Kavre District, there was no any problem with this barrier.

Sometimes, to prevent the losses of data from forgetting implicit information, analysis of

data took place immediately after or during the discussions which maintained the

originality of information. In addition to this, exclusion of common errors by checking

transcripts and comparing data with codes in order to avoid shift in the meaning of the

codes during coding process was followed as suggested by CRESWELL (2009). The

validity of the study was also ensured by following some strategies recommended by

CRESWELL (2009) viz; triangulating the data by examining evidence from the sources,

spending more time in the field and providing sufficient description to convey the

findings.

29

4 Results and Discussion

This part of the thesis is divided into two categories viz; economic and technical

feasibility analysis and development of visual extension material.

4.1Economic feasibility analysis

An economic feasibility analysis for Mobile Yellow Sticky Trap (MYST) technology was

performed in Nala of Kavre District where three farmers were selected purposively. The

main motive of doing this analysis was that, if farmers realize the technology is cost

effective, the chances of adoption will be very high. It was performed with the selected

farmers from the group. Literacy level was the basis of selecting these three farmers

where all three had pre-secondary level education. The simple, clear and comprehensible

calculus format was developed to analyze the economic feasibility. It was filled by the

farmers themselves. The developed format had three different criteria viz; difference in

production level (Annex 1), labor time saving (Annex 2) and cost effectiveness of

materials (Annex 3) needed for technology adopted field and non-adopted field (control

field). The area of the field under research trial was 0.102 hectare (2 ropani) for

technology (MYST) adopted field and same area was allocated for non-adopted field

practiced by each of the six farmers. On the basis of the calculus format filled by the

selected farmers, the following results were obtained.

4.1.1 Difference in production level

The production level varied in MYST adopted field and non-adopted field. On an average,

production of potato was 7.5 quintals per ropani (i.e. 14.745 tons per hectare) for MYST

adopted field and 5.52 quintals per ropani (i.e. 10.85 tons per hectare) for non-adopted

field. This shows that 3.892 tons per hectare was produced more in technology adopted

field than in non-adopted field which is worth of Rs. 77,840/hectare more (local farm gate

price @ Rs. 20,000/ton).

4.1.2 Labor time saving

On an average, the saving of labor time was significantly more in MYST adopted field

than in non-adopted field. The result showed that the labor time for chemical application

30

to control LMF for two ropani was 1,295 minutes (21.58 hours) for seven applications

and labor time consumed was only 850 minutes (14.16 hours) for eight applications if

MYST technology is adopted. This indicates that the saving of labor time for two ropani

is 445 minutes (7.41 hours) or 222.5 minutes (3.70 hours) per ropani which is equivalent

to saving of Rs. 208.125 per ropani (labor cost @Rs. 450/day of eight working hours).

This is saving of Rs. 4,091.73/hectare (1 hectare = 19.66 ropani). In this study, the

frequency of application of chemicals and use of MYST technology was taken into

consideration only after 50 days of planting. However, the frequency can vary on the

basis of severity of LMF infestation on the potato field.

4.1.3 Cost effectiveness of the materials

On an average, the cost of materials for MYST technology was almost half of that of

materials needed for chemical application. The total cost of materials required for MYST

technology was Rs. 575 and that for chemical application was Rs. 998 which shows that it

is Rs. 423 cheaper if we follow MYST technology.

Overall, it was found out that it is cheaper to produce potato using MYST technology than

using chemicals which is a normal practice followed by farmers in Nepal. Furthermore,

the production of potato tubers is also more in MYST adopted field as compared to non-

adopted field. Thus, farmers are in great advantage if they follow this technology to get

control over LMF. Thus, it was seen that the total net profit for the farmers will be more

than Rs. 80,000/hectare if MYST technology is applied instead of chemicals.

4.2 Mobile yellow sticky trap as a technology

The MYST is the technology used to control the infestation of LMF in potato field of

Nala, Kavre District. As name signifies, it is a sticky trap which is yellow in color,

smeared with some adhesive glue and is mobile. The working principle is that the LMF

gets attached to the yellow greasy surface of the flex print. The upper and lower end of

the flex print is sewed holding appropriate size of bamboo stick. The two people lifting

the trap side by side should walk in the potato field in such a way that the lower portion

31

just touches the upper parts of the plants. This makes plants move gently and ultimately

makes the LMF to fly which consequently gets attached to the yellow sticky material

lifted vertically (Figure7). The idea behind using yellow color flex print is that most of the

insects are attracted towards yellow color as indicated by many studies.

Figure 7: Handling of MYST to capture LMF

Source: Own picture, 2012

4.3 Technical feasibility analysis of mobile yellow sticky trap

During the feedback session conducted at the end of study, the farmers evaluated and

ranked this technology as a best effective IPM option to restrict the population of LMF.

The farmers reported that about 50–80% of the LMF population was controlled and the

technology was promising. In addition to its effectiveness, they informed that it is easy to

understand, easy to hold during application and more than that, it can be implemented by

any members of the family. Likewise, it is also cost effective as most of the materials can

be used again (except sticky glue which should be smeared each time before application)

if kept appropriately. Furthermore, they mentioned that it can be prepared easily in home

even with unskilled hands.

32

Box 1: Response from the farmer from Nala, Kavre District

“When the officials from CIP and NARC came to our place and requested us to

implement the MYST technology as a research trial, we were skeptic about it and

could not decide what to do. Seeing our undecided situation, we were assured of

giving compensation if losses occur in potato production due to this technology and

then we finally agreed to adopt it. Eventually, we saw significant progress in

controlling LMF with this technology. Beside this, it is easy to understand and can be

made in home, easy to handle and easy to implement. This technology is amazing for

farmers. Now, almost after four years of field trial, we are in a situation of

recommending this technology to other farmers as well who are suffering from LMF

infestation in their field without any hesitation.”

However, they figured out some hindrances and obstacles to implement this technology

which is listed below.

Inappropriate plot size (since the implementation of MYST requires two people, it

is difficult to walk if the width of field is small. This was the problem seen in field

of some farmers where the cultivation of potato was done in small contour plot and

the movement of two people at a time holding MYST was difficult.

Long distance to buy the materials (from the field site, farmers should walk for

more than three hours to get into the market as there is no good road and public

transportation) which incurs high transaction costs.

The appropriate greasy material was also unavailable in the nearest market.

However, one of the farmers named Hiramani Dulal tried an alternate option. He

collected the glues from pine trees and smeared in the yellow flex print but didn’t

work out well as the glue was deposited at the lower end of flex and LMF could

not be captured efficiently.

This evidence shows that though the technology is popular among the farmers, there are

still some hindrances for the adoption of this technology which may differ from place to

place. In this study, unavailability of appropriate greasy material in the nearest market,

33

appropriate plot size and long distance to buy materials was observed as the major

obstacles. Nevertheless, this technology can be made familiar with farmers around the

world where they can benefit from it to cope with the problems of LMF in an eco-friendly

way i.e. IPM. But one should keep in mind the possible hindrances and transaction costs

that can be incurred.

4.4 Developing visual extension material

4.4.1 Process of developing visual extension material

The research carried out by CIP/NARC since 2008 shows that the MYST was an

appropriate IPM technology for the control of LMF. So, the main focus of this study is to

transform research results into appropriate visual extension materials. For this, the

following different processes were followed.

a) Selection of painter and extension worker

A painter and extension worker were selected following appropriate criteria as mentioned

in above section 2.2 and 2.3 respectively. An initial group discussion was conducted

between researcher, painter and extension worker for the selection of the pictures. The

group decided to take photographs from the internet sources and some from the

photographs taken from the field. For this, browsing the internet and collection of the

photographs was done.

b) Drawing of pencil pictures

The photographs collected served as the initial reference for drawing felt pictures for a

painter. The picture was drawn in A4 size paper and a copy of initial draft was made

which was further highlighted with black felt tip pen to ensure the clear visibility.

c) Validation of pictures

For the validation of pictures, pre-testing was done in two different places. The first pre-

test was done with the experienced farmers in the MSYT technology of Nala VDC of

Kavre district. The objective was to know if the content represented their experience and

to be sure that the key elements are represented. The images were showed by fastening on

the white board. Enough time was allocated to read, analyze and interpret them. If needed,

the images were modified repeatedly and the above process was repeated unless the

34

picture represented key information. The old version of the pictures was retained for the

purpose of reference. Each discussion was facilitated by an extension worker in the

presence of the painter during each field visit to avoid information loss through partial or

distorted transmission.

The second pre-test of the pictures was conducted following the similar procedure. For

this, ten farmers from the Loktantrik IPM group from Tukucha, Lalitpur district was

selected who were facing similar problem of LMF but had no knowledge about the

technology (MYST). The objective was to verify the key messages without having

experience of the technology. The pictures which were not easily perceived in the second

pre-test group was taken to the first pre-test group and modified where necessary, until the

second pre-test group clearly obtained the key information of the pictures.

In addition to this, other ten farmers from this IPM group were selected randomly to

compare the difference in the level of perception of key information between pictures

shown and verbal group. For this, the same key information which was drawn in the

pictures was delivered to them verbally. Both groups were examined in two different

slots; first after three weeks and second after six weeks of pre-test, asking ten questions

randomly (Annex 5). The following were the results obtained.

Table 4: Results obtained after three weeks

S.N. Variety of group Number of

questions asked

Correct

answers given

% of correct

answers

1. Picture shown group 10 6 60

2. Verbal group 10 3 30

This table show that the number of answers given correctly by the picture shown group

and verbal group was sixty percent and thirty percent respectively. Similar procedure was

repeated again after another three weeks with the same group where they were asked the

same questions. The result obtained is given in table 5.

35

Table 5: Results obtained after six weeks

S.N. Variety of group Number of

questions asked

Correct

answers given

% of correct

answers

1. Picture shown group 10 5 50

2. Verbal group 10 2 20

This table show that the number of answers given correctly by the picture shown group

and verbal group was fifty percent and twenty percent respectively. This confirms the fact

that those who were shown pictures remember more information that those who hear.

This fact is also supported by Edgar Dale in his famous “Cone of Experience” where he

mentioned that the remembering capacity of a people is more in seeing images than

hearing. However, his classification highlights that 20% is remembered by hearing and

30% is remembered by seeing images. Similar case was also reported by many scholars

like PAIVIO (1986); SINATRA (1986); MAYER and GALLINNI (1990); WILEMAN (1993);

MAYER and SIMS (1994); MAYER (1999). They explained that pictures attract attention,

stimulating motivation, increase the speed of message transfer and thus recalls

information more effectively than a heard or a read one. Likewise, BOWER (1972); PAIVIO

et al. (1968) and SAMPSON (1970) also highlighted that pictures are remembered better

than words because pictures are more likely to be encoded both as images and as verbal

traces. According to DOAK et. al. (1996), the graphic messages are recalled more

effectively than a heard or read one which is also favored by the memory system in brain.

However, the above table 4 and 5 also indicate that even if the picture is a better way for

transforming information, their capacity of holding information decreases if the

technology/innovation is not practiced. In the long run, there is a possibility of fading out

of the information from the memory permanently. This shows that the picture series only

creates awareness and basic information. However, it does not guarantee the process of

learning. But ‘learning by doing’ always helps better in perceiving information

permanently. This is also in line with Dale’s cone of experience where he mentions that

people can retain up to 90 % of what they say as they do a thing.

36

4.5 Results observed under picture validation

When the series of pictures were shown one at a time, all the farmers were attracted

towards each picture. The fact that pictures attract attention were also supported many

scholars like HOFFMANN (2000); WALKER (1979); PAIVIO (1986); SINATRA (1986);

MAYER and GALLINNI (1990); WILEMAN (1993); MAYER and SIMS (1994); MAYER (1999).

According to STEFANO (2004), pictures are good and easy to understand and if there are

pictures, he became interested in the story and read about it. They also stared pictures and

finally made them think for few minutes motivating to go for the discussion about what

the picture wants to communicate. This might be because the pictures make any person to

stimulate his/her thinking.

Figure 8: Picture attracting farmer’s attention

Source: Own photograph, 2012

37

Figure 9: Picture making farmers to go for discussion and stimulate thinking

Source: Own photograph, 2012

Though all the pictures attracted their attention and stimulated thinking, there were some

pictures in which they were struggling to identify the objects. The respondents informed

that they had never seen or experienced such objects before and had not any previous idea

about it. This fact is also supported by HOFFMANN (2000, 73) where he mentioned that

when we interpret the pictures, the interpretation is solely based on comparing perceived

elements of the pictures with the contents of memory. Thus, HOFFMANN (2000, 73)

concluded that, we must have previous cognitive knowledge of any objects in order to

recognize them in a picture. For instance, when the picture of life cycle of LMF was

shown, they identified only the adults as they were familiar and saw it before but were in

dilemma about the egg, larva and pupae which they never saw. The key message from this

picture was to deliver the information that an adult LMF comes from different phases via;

egg, larva and pupa. However, seeing a symbol arrow on it, only one farmer’s guess was

correct where he identified it as the life cycle of LMF and explained the phenomenon. On

the other hand, some other pictures were recognized without any hesitation. For example,

an adult of LMF is captured in the web of spider as shown in figure 11 next page.

38

Figure 10: Difficulty in understanding picture Figure 11: Easily understood picture of spider

of life cycle of LMF

Source: Own picture, 2012 Source: Own picture, 2012

In some case, for the efficient relay of information, different parts of a single picture were

drawn in the single page. For instance, figure 12 was drawn as a validated one in which

the main idea was to give information about the idea of suitable temperature or main

cause that promotes the increase in number of LMF. The figure below shows that warm

and sunny day are favorable for the rapid multiplication of LMF (shown by many

numbers of adult LMF in circle in middle part of the picture) while its multiplication is

low (shown by highlighting only three adult LMF in circle in right hand side of the

picture) in cool temperature.

Figure 12: Comparison of climatic conditions favorable for the multiplication of LMF

Source: Own picture, 2012

39

It was also found out that the use of color was mandatory in some case. This indicates

that, though the felt pictures are cheap to produce without using color, the use of color at

some instance cannot be avoided. Many scholars have supported that color is one of the

important aspect of picture. According to KATZMAN and NYENHUIS (1972), to recall either

relevant or irrelevant objects, it is the color that improves the ability of learners.

Furthermore, WINN (1976) also highlight the importance of color to the meaning of

picture when it is a critical attribute of the picture object. Likewise, CARTER; PATTY;

VREDENBERG (1967) and PATTY and VREDENBERG (1970) came up with notion that color

helped to attract initial attention but that recognition was difficult if too many colors were

used. For example, figure 13 below was first shown to farmers without the yellow colors

where they recognized it as a housefly but when the color was added on the back of insect

and shown next time, they quickly identified it as an adult LMF. Furthermore, figure 14

was also only identified as a yellow flex when it was colored otherwise they identified it

as a white board.

Figure 13: An adult LMF Figure 14: Yellow flex print

Source: Own picture, 2012 Source: Own picture, 2012

In some pictures, the use of a conventional symbol, such as a cross or a tick was made in

order to express modality. The modality is clearly recognized if that symbol is

understood. For instance, figure 15 makes the use of conventional signals to recognize

the modality.

40

Figure 15: Use of conventional signals to convey the information

Source: Own picture, 2012

After showing this picture, a question “What do you think this picture wants to tell you?”

was asked to the farmers. Almost all of the respondents were able to identify the ticks and

crosses and answered the picture correctly that the cultivation of potato, maize and again

potato in same year (shown by month flag) is wrong but instead a rotation of wheat, maize

and potato is appropriate. But they only knew that following wheat, maize and potato

helps to minimize the population of LMF only when they were told that this picture

comes under the heading of some control measures of LMF. However, LINNEY (1995)

reported that in Nepal in 1976, the difficulty of understanding symbols like crosses, ticks

and arrows were common among respondents which were not the case with the

respondents of Nala.

The use of different facial expressions was also helpful to relay specific information about

the state of mind of human depicted in pictures. The following figure better illustrates this

point.

41

Figure 16: Comparison of harvest between MYST adopted field and non MYST adopted field

Source: Own picture, 2012

The objective of figure 16 was to give an idea that the MYST adopted farmer (right side

of the picture) was able to harvest big amount of potato tubers and is happy than the

farmer who did not adopt technology and is unhappy too (left side of the picture). The

comparison of harvest amount is indicated by difference in sack size and the happiness

and sadness is shown by cheerful face of farmer in the right side and sad face of other

farmer in the left side respectively.

Box 2: Response from the chief of Loktantrik IPM group

“I am more than forty-five years old and for the first time in my life; I found the

importance of picture and experienced some new and interesting way of learning.

Though the word “picture” is not new to me, now, I felt that it is a big way to

stimulate learning new things even to the people who are unable to read and write

like me. Thank you for all those who initiated this effort.”

Beside this, when the picture series were shown, some respondents did not recognize the

information from the pictures while some were quick, curious and answered correctly.

The variation in age and education was observed among such respondents. The

respondents whose age were above sixty and had no any education were completely

42

unable to identify the central messages of pictures while the respondents aged below forty

with at least some years of education recognized the information precisely. This might be

because of the fact that difference in age and level of education also play an important

role in the identification of picture messages.

It was also observed that none of the farmers who attended the discussion were females

exception being for one female respondents from Nala who showed up only once in the

beginning of the study. This might be because, in rural areas of developing countries,

females are not allowed to come in direct face to face contact with males except with the

males of their family members. In addition to this, it might also be because the shy nature

of rural female to talk with other male person. It was found out that none of the extension

workers working in the whole Kavre district were female. Thus, in this context, the

inclusion of female extension worker to reach such female farmers would be a better

solution. This was also supported by DUE et. al. (1997) in a research conducted in

Tanzania where the scholar concluded that inclusion of female as an extension worker

reached more number of female farmers as they preferred female extension workers than

male extension workers.

Sometimes, the discussion lasted for more than three hours and the effectiveness of

discussion was very low either. This might be because the farmers and extension worker

were fatigued. This is further supported by FEIL; HUMMLER; KACHELRIESS (1997) where

they said that the discussion session should not last for more than two hours because of

the tiredness of the farmers and facilitator.

4.6 Extension system in Nepal

4.6.1 Top down approach

A poor linkage between researcher, farmers and the extension workers was observed in

Nepal. The problems of farmers were not addressed accordingly; instead a trend of

imposing some innovations or findings directly to the farmers regardless of its long term

effects was noticed. The feedback of the farmers to any innovations was not reported back

to the concerned stakeholders. So, a top down approach of extension system was

43

prevalent. When this study was conducted, many farmers reported that this was the first

case in their life when a research was conducted in their field with their direct

involvement.

4.6.2 Major obstacles of extension system observed in Nepalese context

The extension system of Nepal was not seen to be effective as it should be. Lack of good

roads and transportations was a major hindrance for the extension workers to reach the

farmers and vice versa limiting the access of farmers to new information. This fact is also

supported by ADHIKARYA (1994) in which the scholar highlight that large number of

farmers living in remote areas and due to poor transportation facilities, the access to new

information is limited. In addition to this, the extension offices are located mostly in semi-

urban areas. For instance, the site where this research was conducted is approximately

thirteen km far from the nearest extension office and has no good road condition and

access to any public transportation. A farmer has to spend his whole day to visit the

extension office. Also, only two extension workers, one for agriculture and one for

veterinary service, are stationed in this extension office and are responsible to look after

the problems of farmers from five VDCs around. Thus, it is also seen as one of the major

obstacles for the efficient performance of extension services in Nepal. This is also

supported by scholar AGBAMU (1998) in a research conducted in Nigeria where poor

performance of extension services was noted due to low extension agent farmers’ ratio;

which is 1:2100 in Edo state, 1: 2131in Ogun state, 1:16917 in Oyo state, 1: 1496 in

Lagos state (ADEBOWALE et al. 2006). It was also seen that the extension worker

preferring to work with the farmers having at least some level of education rather than the

illiterate one. This might be because extension workers have to spend less time with those

farmers to convey the same information than to the illiterate farmers. A double

discrimination was seen to the illiterate farmers from both extension office and from

extension workers.

Box 3: Response from the extension worker of ASC, Banepa

“Here, we are only two extension workers stationed in this office; one for each

agriculture and veterinary service and I am the only agriculture related extension

worker responsible to look after five VDCs. I am unable to go to the farmers place

44

due to lack of time as I have to look after large area. Furthermore, my salary is not

enough to feed my family and send children to school. So, I have raised chicken as an

alternative income source. Thus, I sometimes cannot fully give attention to my main

job as an extension worker. This is my compulsion.”

4.6.3 Extension workers

Lack of motivation is the major problem with most of the extension workers in Nepal.

This might be because of low salary scale and a large working area. This low salary

compels them to have a side job or business to earn their livings except their regular duty

as an extension worker. Besides, it was also observed that the extension offices had very

little effort on the capacity building of these extension workers. They were updated very

little about the recent information they should possess at minimum as an extension

worker. Not only this, extension workers are also supposed to answer every question of

the farmers. This compels them to have information on every topic related to agriculture

leading them to ‘Jack of all, master of none’.

45

5 Summary and Conclusions

This study was done with a collaboration of International Potato Center (CIP), Peru and

the Department of Agricultural Extension and Communication of University of

Hohenheim, Germany, as a part of the project “Sustainable Potato Cultivation in Hindu

Kush Region” from March to May, 2012. The project was jointly conducted by CIP and

the National Agricultural Research Center (NARC) in Nala of Kavre District, Nepal since

2008 to end of 2012.

Mobile Yellow Sticky Trap (MYST) was selected as the recommended suitable

technology to control Leaf Miner Fly (LMF) by CIP. In this study, the technology was

analyzed economically, technically and finally developing a pictorial guide which consists

of the series of pencil drawn pictures that shows the detail information on symptoms,

nature of damage, biology and causes of LMF. The final part of the guide gives a clear

pictorial explanation of the materials required for MYST, its preparation and

implementation technique. The visual extension material i.e. picture guide is especially

designed for the low literate and/or illiterate target farmers.

Regarding economic feasibility analysis, the field where MSYT adopted technology

produced 3.892 tons/hectare more than the control field i.e. chemical applied field which

is worth of Rs. 77,840 more per hectare (local farm gate price @ 20,000/ton). Likewise,

the MYST adopted field saved twice the labor hours than control field which is worth of

saving of Rs. 4,091.73 per hectare. The technology was also seen to be twice effective

than the control field regarding the cost of materials needed. Overall, it was found that the

farmers can prevent a loss of more than Rs. 80, 000 per hectare if MYST technology is

adopted instead of control field with chemical treatment.

Similarly, technical feasibility of the MYST was also performed to know if the

technology is appropriate for the farmers. It was found that the technology was very

promising and preferred by the farmers. It was observed that the technology was effective

in controlling the population of LMF by 50-80%. Furthermore, the technology was easy

to understand and to prepare, easy to use and most important, it could be implemented by

46

any member of the family either skilled or unskilled. However, inappropriate plot size of

the field, difficulty in buying the materials and high transaction cost to buy materials were

some hindrances observed in the study site. These hindrances may differ from place to

place but the possibility of adoption of this technology is very high if one can overcome

such hindrances.

For the development of visual extension materials, a painter and extension worker were

selected and the pictures were drawn using pencil as such pictures are cheap to produce.

First, the pictures were validated among the group of farmers of Nala, Kavre District

selected purposively who were experiencing the technology in their field and then re-

validated with the other groups of farmers of Tukucha, Lalitpur District who were not

experiencing the technology but facing similar problems of LMF. Each of the validation

process was facilitated by the extension worker. To differentiate the perception level of

the key messages between pictures and words, the same message which is supposed to be

obtained from the pictures was relayed verbally to the second farmers group of Tukucha

asking ten questions to examine both of the picture shown group and verbal group at two

slots; first after three weeks and second after six weeks. The result observed is given

below.

After three weeks, the farmers who were shown pictures answered sixty percent of

the answers correctly and the verbal group answered only thirty percent of the

questions correctly.

After six weeks, the process was repeated where fifty percent of the correct

answers were obtained by the farmers who were shown pictures and only twenty

percent by the verbal group.

This shows that pictures are more effective than hearing. However, it also indicates that

even if the picture is a better way for transferring information, their capacity of holding

information decreases if the technology is not practiced. Thus, it can be concluded that the

picture series only creates awareness and basic information but does not guarantee the

process of learning. During the validation process, it was observed that the pictures

attracted attention of the farmers and stimulated their thinking. It was also observed that

the objects in some pictures were identified easily and some were not. Likewise, the use

47

of conventional signals like crosses, ticks and facial expressions were helpful in relaying

the information. Though the pencil drawn pictures i.e. black and white picture series are

cheap to produce, in some cases, the use of color was mandatory.

Overall, it was seen that the pictures were helpful in conveying the information

effectively among the illiterates and the farmers with low literacy level. Not only this,

such pictures are cheap to produce, easy to carry, independent of technical device and

electricity, can be shown in open air and can be easily modified, if needed, than compared

to movie or other forms of visual materials. Furthermore, the pictures can be enlarged and

modified in the computer according to our wish and be printed time and again. From this

simple image, other forms of extension materials like slide shows can be developed. Thus,

we can say that pencil drawn pictures are best entrance point for preparing most of the

communication materials.

Lastly, in addition to the feasibility analysis and developing visual extension materials,

the ineffectiveness of the extension system was also observed. A poor linkage between

researchers, farmers and extension workers was seen. Likewise, a top down approach of

extension system was observed. A lack of motivation was seen among extension workers

as they were paid low. Similarly, lack of access to extension service due to bad condition

of roads and unavailability of public transportations, extension offices being far from

farmers’ place, limited numbers of extension workers that results in much work load for

them and lack of sufficient capacity building trainings for extension workers were some

other reasons that were observed in determining the ineffectiveness of the extension

system of Nepal further.

48

6 Recommendations

This study has proved that the Mobile Yellow Sticky Trap (MYST) technology is

technically and economically sound in Kavre District of Nepal. Thus, it can be

recommended as a better eco-friendly option for potato growing farmers in other

parts of the world as well to control Leaf Miner Fly (LMF) unless they are able to

cope the hindrances that arise during its implementation.

The use of pictures to communicate with the low literates and/or illiterates was also

seen of much importance and equally beneficial. This way of transferring

information to such target groups could be equally beneficial not only in the

agricultural field but also in the field of veterinary service, health and sanitation,

forestry etc.

It is highly recommended that the use of any pictures that is to be included in

leaflets, brochures or any other extension materials should be validated prior with

those target groups for whom the materials are intended to.

Though the black and white pictures are easy and cheap to produce, sometime the

use of color in such pictures is highly recommended in order to disseminate the

right information from the pictures.

The extension service in any field should follow bottom up approach rather than

top down approach.

The extension service of Nepal and many other developing countries should

promote female extension workers to increase the participation of female farmers

as well as to increase the effectiveness of extension service.

The government should formulate effective policies for regular capacity building

of extension workers and also motivate them better and pay higher salaries.

49

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8 Annex

Annex 1: Comparison of production level between mobile yellow stick trap and control

field

Plot Size:

Ropani × 0.0508647 = hectare

Mobile Yellow Sticky Trap Control Field

Total production Kg Kg

Total value of potato Rs. Rs.

54

Annex 2: Comparison of labor time saving between mobile yellow stick trap and control

field

Plot Size : 0.050865 × ………......Ropani = hectare

A) Application of Insectides

i) Collection of water

min

ii) Preparation of insectide solution

min

iii) Spraying in the field

min

Total time

min

×

×

Number of applications

Total application time

min

B) Application of Mobile Yellow Sticky Trap (MYST)

i) Collection of materials

a min

ii) Preparation of MYST

-Cutting flex in applicable size

b min

-Sewing flex (top and bottom) for holding bamboo c min

-Grease application in flex print

min

iii) Application in the field

min

Total Time

min

×

×

Number of applications

y

x -{(y-1)

(a+b+c)}

Total application time

x min*

55

Total Labor Saving**

min

*After the first application, for other application, only grease application in flex

print and application in the field time should be included because the flex can be

re-used for other applications. So we carefully include time to avoid doubling.

** Difference between the total application time of insectides and mobile

yellow sticky trap.

56

Annex 3: Comparison of cost effectiveness of materials required between mobile yellow

stick trap and control field

Plot Size:

Ropani × 0.0508647 = hectare

Mobile Yellow Sticky Trap Control Field

Particulars Unit Rate Qty Cost Particulars Unit Rate Qty Cost

Materials required Materials required

Yellow Flex Print m Insectides (A)

Bamboo piece

Painting Brush piece 1st application gm

Sticky Grease kg 2nd

application gm

Needle piece 3rd

application gm

Thread roll 4th

application gm

Total (A)

Insectides (B)

1st application gm

2nd

application gm

3rd

application gm

4th

application gm

Total (B)

Spraying tank hour

Total (Rs.) Total (A +B) (Rs.)

57

Annex 4: List of participants used for the discussions with farmers, extension worker and

painter

Developing visual extension material and analyzing technical and economic feasibility

analysis of mobile yellow sticky trap

Location:

Date:

Researcher: Mr. Praseed Thapa

S.N. Name of the participants Address Occupation Signature Remarks

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

58

Annex 5: List of questions asked to differentiate the perceiving capacity of key messages

between picture shown and verbal group

List of questions with possible answer(s)

1) How do you identify if the potato plants are infested by Leaf Miner Fly (LMF) or

not?

Possible answer: Seeing the leaves with many small holes

2) How do you identify the LMF?

Possible answer: Small fly (like housefly but very tiny in size) with yellow spot on

the back

3) Which parts of the plants are infected most? Is it leaves, stem or tubers and where?

Possible answer: Lower leaves most

4) In which temperature condition do the LMF population gets multiply rapidly?

Possible answer: Warm and dry and sunny

5) Name some natural predators for the control of LMF?

Possible answers: Spider, Dragon fly, Hover fly, Lady Bird beetle (7 spotted)

6) What are the negative effects of chemical applications?

Possible answers: Impact on human health, death of natural predators, effect on

water creatures like fish, reptiles and also indirect effect on birds

that drink water from same reservoir

7) Can you name what technology did we talk about?

Possible answer: Mobile yellow sticky trap

8) What are the materials required for this technology?

Possible answers: Bamboo, yellow flex, sticky grease, painting brush, thread and

needle

9) What is the color of flex and why?

Possible answer: Yellow because most of the insects are attracted towards yellow

color

10) How should we implement this mobile yellow stick trap in the field?

59

Possible answer: Holding flex by two people and walking in the field in such a way

that the lower end just touches the upper part of the potato plants

60

Annex 6: Series of final pictures drawn to prepare teaching guide for the illiterate and/or

low-literates to control Leaf Miner Fly (LMF) using Mobile Yellow Sticky

Trap (MYST)

Cover Page

Page 1: Introduction to LMF and its biology

Adult Leaf Miner Fly

61

Page 2: Biology of LMF

Life Cycle of Leaf Miner Fly

Page 3: Symptoms and nature of damage

A) Leaf puncture (Ovipositor deposit) B) Tunneling

62

Page 4: Severity of LMF infestation in lower leaves

Leaves damages most in the lower part of potato plant

Page 5: Cause of LMF

Intensity of Leaf Miner Fly in different climatic conditions

63

Page 6: Identification of natural predators

Spider Lady Bird beetle

Parasitoids Hover Fly

Dragon Fly

64

Page 7: Control measures

Beans used as a trap crop

Page 8: Control Measures (Contd.)

Crop rotation

65

Page 9: Control Measures (Contd.)

Pa

Earthing up burying pupa of leaf miner fly

Page 10: Control Measures (Contd.)

Chemical spraying

66

Page 11: Negative effects of chemical application

Farmer being ill because of chemicals

Page 12: Negative effects of chemical application

Death of beneficial insects and resistance of leaf miner fly to chemicals

67

Page 13: Negative effects of chemical application (Contd.)

Death of fish, crabs birds because of chemicals

Page 14: Control of LMF using MYST technology

Materials Required

Yellow Flex Bamboo

68

Page 15: Materials Required (Contd.)

Painting brush Sticky grease

Page 16: Method of preparing MYST

Sewing the borders for holding the flex

69

Page 17: Method of preparing MYST

Inserting bamboo

Page 18: Method of preparing MYST (Contd.)

Smearing grease in flex

70

Page 19: Handling of MYST in the field

Handling of mobile yellow sticky trap in the field

Page 20: Handling of MYST in the field

Showing leaf miner flies sticked in flex

71

Page 21: Harvesting of potato tubers

Harvesting of potato

Page 22: Comparison of potato tubers between MYST adopted field and control field

(non-MYST adopted field)

Comparison between MYST adopted and non-adopted field