THEORETICAL FRAMEWORK

Review of Related Literature and Studies

The Rice Farming Situation

in Lanao Provinces

According to Masnar et al (2003), the Philippines has an advantage over other rice

producing countries due to the presence of the International Rice Research Institute in

Laguna. However, Lanao provinces lag behind its neighboring provinces in terms of rice

production. This is heavily due to slow technology transfer as evidenced by the

following: use of local varieties; unavailable certified seeds; over-aged transplant; no

straight row planting; improper fertilizer application; heavy rat damages; high tungro

incidence; high postharvest losses; single cropping cycle per year; rice monoculture;

highly asynchronous planting; poor yields and hectares of abandoned/uncultivated fields.

Masnar et al (2003) further stressed that the establishment of the Philippine Rice

Institute (PhilRice) and the creation of MSU-PhilRice triggered the advent of improved

technologies to the Lanao rice farms, yet production in these farms is still far from the

optimal production level based on the prevailing land use pattern. It is interesting to note

that in the 70’s when traditional practices were common elsewhere, Lanao province

supplied rice to as far as Butuan City. Nowadays, Muslim millers procure palay from the

provinces of Bukidnon, Butuan, Surigao, Davao, Cotabato and Zamboanga.

The Nature of the Meranao Farmer

 9

Masnar et al (2003) emphasized that the cultural features of the Meranaos have

aggravated the problem of slow technology transfer. They further enumerated the

following characteristics of the Meranao farmer: the most dominant Muslim tribe in the

Philippines; dweller in Lake Lanao; not a warrior or a violent-prone being but may die

for the sake of religion; a reliable friend but a dreaded enemy; reputed for being stubborn

to changes; claimed to have a royal blood which deserves to be respected at all times; has

feeling of superiority with deeply- rooted pride; shy but can be guided to open-up self if

given due respect and compliments; and a friend a listener who is hospitable, too.

The Economic Aspect of Muslim Culture

Traditional concepts. According to Ali (2003) as rational beings endowed with

wisdom and superior minds, the Muslims have transformed the primitive and nomadic

life-hunting and gathering into a more human, scientific and complicated system of

community life. Through trial and error method, they were able to create a system of

living that enables them to survive and develop themselves in all aspects of life. Through

apprenticeship system, observation and experimentation, they learned to plant crops and

domesticate animals for economic security. Whatever professions they engaged in, they

practice giving Zakat (alms) to the poor.

Islamic concepts. Ali (2003) disclosed that the economic life of Islam is also

based upon solid foundations and Divine Instructions. Earning one’s living through

decent labor is not only a duty but a great virtue as well. Dependence of any able
 10

effortless person on somebody else for a livelihood is a religious sin, a social stigma and

disgraceful humility. Abdulati as cited by Ali (2003) stressed that a Muslim is enjoined

by God to be self-supporting and to stay away from being a liability on anybody. Islam

respects all kinds of work for earning one’s livelihood so long as it is decent and proper

involvement.

Surah ‘Abasa 80: 24 – 32 from the Glorious Qur’an states that “Let man reflect at

his food, (and how we provide it); for that we pour forth water in abundance and we split

the earth in fragments and produce therein grains and grapes and green fodder and olives

and dates and enclosed gardens, dense with lofty trees and fruits and fodder – for use and

convenience to you and your cattle.

According to Dr. Masnar as quoted by Latip (2006), “if a man has sown evil, he

should reap evil also but if he is behaving well, everything in this world will be in

harmony”. Islam is not only a religion but a complete way of life, where every move

man makes is under the guidance of the Islamic faith. Latip (2006) further quoted that

there is one story from the religious traditions of Prophet Mohammad (Peace be Upon

Him) which relates to planting. The story goes this way: “A man went to Prophet

Mohammad (pbuh) on one occasion and he inquired a very meaningful question to all

farmers who have difficulties in finding time to pray. The man asked, Ya! Mohammad, if

I am a farmer who is destined to die tomorrow while having one seed on my hand, what

shall I do first? Shall I pray instead of planting this seed? The Prophet answered with no

hesitations, you will be blessed if you shall plant first then pray after, when you still have

time” (Islamic Hadiths).

 11

Muslim Culture: Challenge to Extension

The challenge of Muslim culture to extension may be heightened by a history

of poorly executed participatory processes. When executives call for employee

participation with no effective process of involvement, employees are quick to label such

activity as placation at best and manipulation at worst. From Drath's view, this history

builds a relationship that becomes a "social agreement" that takes time to change

(Gallagher 2002).

Participation, if it is to become part of extension, most clearly is interactive and

empowering. Any pretence to participation will result in little change. Allowing farmers

just to come to meetings or letting a few representatives sit on committees will be

insufficient (Roling et al1997).

Roling et al (1997) disclosed that a move from a teaching to a learning style has

profound implications for agricultural focus with less on what we learn, and more on how

we learn and with whom. Kingsley et al. as cited by Rolings et al (1997) explained the

following key principles of participation in Farmer Field Schools:

1. What is relevant and meaningful is decided by the learner and must be

discovered by the learner. Learning flourishes in a situation where teaching is seen as a

facilitating process that assists people to explore and discover the personal meaning of

events for themselves.

2. Learning is a consequence of experience. People become responsible

when they assumed responsibility and experienced success.

 12

3. Cooperative approaches are enabling. As people invest in collaborative

group approaches, they develop a better sense of their own worth.

4. Learning is an evolutionary process, and is characterized by free and open

communication, confrontation, acceptance, respect and the right to make mistakes.

5. Each person’s experience of reality is unique. As people become more

aware of how they learn and solve problems, they can refine and modify their own styles

of learning and action.

New Roles of Extension in Rural Development

Chamala et al. (1997) focused on four important roles of extension as follows:

Empowerment role. The empowerment role can be a cornerstone of the new

approach to extension. Extension personnel need to develop a new philosophy where

their role is to help farmers and rural communities organize themselves and take charge

(empowerment) of their growth and development. Telling adults what to do provokes

reaction, but showing them triggers the imagination, involving them gives understanding

and empowering them leads to commitment and action (Chamala 1990; Chamala and

Shingi, 1997).

Community-organizing role. Village extension workers must learn the principles

of community organizing and group management skills in order to help the community,

especially the poor or weaker sections to organize itself for development (Chamala and

Mortiss 1990; Chamala and Shingi 1997).

 13

Human resource development role. The human resource development approach

empowers people and gives new meaning to all other roles. Development of technical

capabilities must be combined with management capability (Chamala and Mortiss 1990;

(Chamala and Shingi 1997).

Problem solving and education role. Problem solving is an important role, but the

role is changing from prescribing technical solutions to empowering farmers’

organization to solve their own problem. This is achieved by helping them to identify the

problems and seek the right solutions by combining their indigenous knowledge with

improved knowledge and by using their resources properly. Similarly, there is a shift in

the education role from lectures, seminars and training to learning by doing and

encouraging farmers and farmers’ organization to conduct experiments and undertake

action-learning projects (Chamala and Shingi 1997).

Adoption Process

Rogers (1995) defines the adoption process as the mental process through which

an individual passes stages from the first hearing about an innovation to final adoption:

1. Awareness is the stage when individual learns the existence of the new idea but

lacks information about it;

2. Interest is the stage when the individual develops interest in the innovation and

seeks additional information about it;

 14

3. Evaluation is the stage when the individual makes mental application of the

new idea to his present and anticipated future situation and decides whether or not to try

it;

4. Trial is the stage when the individual actually applies the new idea on a small

scale in order to determine its utility in ones own situation; and

5. Adoption is the stage when the individual uses the new idea continuously on a

full scale.

Campbell et al. (1997) gave some recommended extension methods for the

different stages of adoption as shown in Figure 1.

Adoption Recognition program, competition, incorporating Attitudinal change

practices into farming system
Trial
Behavioral change
Individual visit, farmer exchange method,
demonstration, on farm-trials
Evaluation
Improved skills
Result demonstration, farmer exchange, method
Interest
demonstration
Increased
knowledge
Awareness
Group meetings, group discussion, radio forums,
field days, farm visit
New/Additional
information
Mass media and Popular theatre

Figure 1. Recommended extension methods for the different stages of adoption

 15

Campbell et al (1997) disclosed that in the final analysis, choosing a method will

depend on the goal, resources, clientele relationship and skills of the extension officers on

the one hand and on the size and educational level of the target group on the other hand.

Description of the Madrasah

Sa Basak Program

Components of MSB program. The first component of MSB is the on farm

training which is conducted to strengthen the knowledge, skills and abilities of the

Meranao rice farmers in rice farming. It is also conducted to discuss the technology

package of MSB. In this training, the farmers are empowered to decide the venue,

schedule and its duration with a maximum length of training of two days. It is followed

by the take home seed. So, after the training, each participant is given one kilogram of

good quality seeds to be planted at one’s farm. He/She is encouraged to follow the

technologies learned from the training. The third component is the technology

demonstration. In here, one of the participants during the on- farm training is selected as

the farmer – cooperator with farm size ranging from one – fourth to one third of a

hectare. He/She is provided with the needed farm inputs in order to demonstrate the

technology package of MSB or the Gintong Ani steps. He/She receives also technical

support form the MSB implementors. The famer- cooperators’ farm on technology

demonstration serves as the venue of the fourth component of MSB which is the weekly

field meetings. The MSB Meranao rice farmers and the MSB program implementors

meet at the technology demonstration site to do actual work. The progress and response

of the crops to any treatment is actually observed. The insect pests and the natural
 16

enemies are monitored. The weekly radio broadcast as the fifth component of MSB

consists of one-hour lectures and discussions about the rice industry with emphasis on the

prevailing problems and issues observed during the weekly field visits for wider

applicability. Lastly, the barangay seed production is included in view of the absence of

local seed grower. It is also designed to augment the seed requirement of the cluster

group. The farm size ranges from one –half hectare to one-hectare. Foundation seeds and

fertilizers are provided to the cooperator.

Strategies of the MSB Program. The size of the class is considered a vital factor in

the management of the field school. In Meranao society, each individual is a potential

problem that can block the success of the project. Hence a smaller group of participants

is easier to manage and may require lesser time to unify for a common goal and that

individual desire can be satisfied.

The main concern of the training is how to effect changes, not just lecture

delivery. Hence, the process of learning is problem-oriented and participatory. Each

participant is given more opportunity to relate one farming experiences, both success and

failures. The lectures use both the scientific and spiritual bases of a particular

phenomenon.

The training module is centered on the 12 steps of Gintong Ani for rice

production. However, the discussion is focused on the prevailing problems based on the

participants-lecturer interactions. In most of the sites, there were more interests on

Integrated Pest and Nutrient Management. There were instances where discussions were

diverted to other agricultural concerns.

 17

A Meranao believes that religion is the purpose of ones life. Consequently, the

power of God is always associated with any undertaking, including farming. The

extension agent should be credible to enable him/her to win the confidence of the

participant. Incidentally, those who have strong religious affinity command a high

degree of respect and credibility among the people. Due to ability of the lecturers to link

divine interference with the scientific bases of many phenomena such as pest incidence,

disease epidemic and calamity, the farmers can easily believe. The integration of Islamic

principles is intended for social as well as economic reform. For instance, the failure of

the farmer to give charity to the poor after a bountiful harvest causes the displeasure of

God who may create more rats to invade the rice field in the next crop season.

Credibility built-up is very crucial in winning the cooperation of the people. The

training team portrays maximum honesty and sincerity in dealing with the farmers. There

is no gift accepted from the farmers. A complete set of cooking utensils is kept in the car

so that the hosts are not burdened of serving food to the lecturers. There are no failures

in the techno-demonstration except occurrence of uncontrolled calamities. Otherwise its

credibility would be lost.

Studies on Farmer-Related Factors Associated

with the Adoption of Agricultural Technology
and Program Effectiveness

Availability of farm input. In her study on Adoption of Sustainable Agriculture

Program among lowland rice farmers in Tongantongan, Valencia City, Bukidnon,

Caraballe (2004) found that availability of farm inputs was significantly associated with
 18

the technology adoption. Availability of different inputs like seed is a major constraint in

the adoption of agricultural technology. It is therefore very necessary to consider the

availability of inputs within or outside a village in technology diffusion.

Age. Asiabaka et al (2002) disclosed that the farmer’s ability to adopt farm

innovations decrease with age. The older the farmer, the less likely she/he will adopt

innovations. The reason for this behavior is not difficult to ascertain. Typically, younger

farmers are more willing to take more risks than older farmers. In addition, the studies of

Kongsin and Baharlur as cited by Laurente (2004) revealed that younger farmers are

more adoptive than older farmers. However, Laureto (1997) found that farmers’ age has

no significant effect on the farmers’ adoption.

Contact with change agent. Laurente (2004) found that availability of technicians

significantly affects the effectiveness of artificial insemination program of Philippine

Carabao Center at Central Mindanao University in its impact zone.

Educational attainment. Kilpatrick (1997) disclosed that education enhances

farmer’s ability and willingness to make successful changes to their farm practice.

Farming experience. Laureto (1997) noted that in upland farming, farmers’ actual

experience provides them information that constant tilling of the land will enhance rate of

soil loss due to erosion. This then may urge them to adopt conservation technologies in

order to sustain land productivity. Bashir (1999) in his study on the awareness and

acceptability of a sustainable agricultural development program among farmers in Lanao

del Sur revealed that farmers are not fully aware of sustainable agriculture. There is

meager source of information and nobody has explained it to them. Unknowingly, the
 19

farmers are traditionally practicing sustainable agriculture. According to Ebd-Ella as

cited by Intong (1996) the length of time spent in rice farming affects the adoption of

technology.

Farm size. Palero (2005) disclosed that farm size is significantly associated with

the farmer’s extent of adoption of total quality and productivity management. Estigoy as

cited by Laurente (2004) who studied Corn-Sheller Adoption by Muslim Farmers found

significant relationships between the adoption of innovations and farm size. The study of

Laureto (1997) showed that farm size is significantly related to the adoption of modern

technologies. The study of Morales (2004) revealed that farm size influences the

Utilization of Cyber Communication Technology among Sugarcane Farmers in

Bukidnon. Furthermore, Beal as cited by Intong (1996) revealed that those who possess

larger farms tend to adopt new technology sooner than small-farm owners. In contrast,

Cornejo et. al (2003) reported that adoption of genetically engineered crop technologies,

which can easily be incorporated into current production practices, should be invariant to

farm size. This was found to be the case of herbicide – tolerant soybeans.

Household size. Aguilar (1991) stressed that household size shows a direct

relationship with the adoption of different technologies. Ali (2003) stated that for

traditional Muslims, having plenty of children in the family is a blessing as well as an

opportunity to achieve economic success, since there are more producers of economic

goods and services in the family. Unlike today, having many children in the family

means more consumers in the family rather than producers. At this point in time, only

the rich can afford to support many children considering the rising cost of living in our
 20

modern society. So, it behooves every member of the family not only the head, but every

able member of the family to utilize their knowledge, skills and abilities in earning a

living in order to live an independent and self-sufficient life. According to Makokha et al

(2001) household size significantly influences the use of both manure and inorganic

fertilizer for maize production. Household size was larger for farmers using manure (10

persons) compared to those using inorganic fertilizer (6 persons) or both manure and

inorganic fertilizer (9 persons).

Land tenure. Salva (1990) proved that owners are more prone to make decision to

adopt new practices, while non-owners often obtain permission first from their landlord

before trial or use of a new innovation.

Membership in Organization. Intong (1996) disclosed that the farmers who are

members of the organization are most benefited from credit loans needed for the purchase

of the farm inputs to be used on the application of the technology. According to Peterson

(1997) farmers’ organization, particularly grass-roots organizations offer a channel for

extension contact with large number of farmers as well as opportunity for participatory

interaction with extension organizations on farmers’ needs, production problems and the

results of adoption. Alston as cited by Hubbard (2004) revealed that development of

commodity organizations and past intensity of IPM outreach efforts influenced farmers

and producers to adopt practices or participate in educational programs.

Perception and expectation. Kotrlik et al (2002) found that faculty members’

perception of their research confidence was one of the variables which explained 50% of

the variance in research productivity. In his study on the Adoption of Diversified Farming
 21

System (DFS) in Wao, Lanao del Sur, Garbo (2003) found that attitude is significantly

associated with the adoption of the DFS.

Sources of information. According to Rogers (1995), mass media such as

television, radio and newspapers is considered a more effective way to generate

awareness of the innovation; whereas interpersonal communication is considered more

effective in influencing an individual’s decision to adopt.

Studies on Program-Related Factors Associated

with the Adoption of Agricultural technology
and Program Effectiveness

Extension strategies. In Malla’s study as cited by Salva (1990), the results showed

that the number of extension visits was significantly related to the adoption of the

technology. In addition, listening to agricultural demonstrations and membership in a

cooperative society had positive effects on decision about technology use. Results of the

study of Joerger (2003) showed that individualized instruction was the highest-ranking

instructional method and instructional media. Furthermore, Latip (2006) analyzed the

information dissemination process of the rice (Oryza sativa L.) production technology in

the Madrasah Sa Basak project in Lanao, Philippines and found that mediated

communication strategy such as radio broadcast was used as a means of dissemination to

clarify information. However, Bently & Andrews as cited by Rola et al (2002) suggested

that the limited exposure that communication media offers may not be sufficient for

farmers to truly learn and fully understand new knowledge, particularly the ecological

dimensions of farming practices as basis of a sustainable agricultural technology. Media

 22

alone may not be effective in changing farmers’ awareness and knowledge. Besides,

Escalada and Heong, as cited by Rola (2002) emphasized that while strategic extension

campaigns can raise awareness and even improve knowledge, they do not guarantee

sustained changes in more strongly held farming attitudes and practices.

Goals of the program. Lim (2002) found that the goals of the work education

program were significantly related to its effectiveness. De la Cruz (2000) reported that

the course objectives were factors contributory to the variation of production. In a case

study of 307 rice farmers in Iloilo, Philippines, Rola et al (2002) observed that while

Farmer Field School graduates have generally higher knowledge scores than their non-

FFS counterparts, there was very little diffusion of FFS –acquired knowledge from field

school graduates to other community members. However, it appeared that there were no

significant differences in the knowledge scores of old and new FFS graduates, suggesting

that graduates retained their field school acquired knowledge. In her study on the

perception on the contribution of the Barrio Development Schools on Human Resource

and Countryside Development, Ylagan (1991) revealed that the contributions of the BDS

to countryside development include the socio-cultural and economic benefits derived by

the graduates.
 23

Implementors/change agent. In his study on the Comprehensive Integrated

Delivery of Social Services: Its implementation and Contribution to the Quality of Life in

Masui, Lanao del Sur, Abdulrachman (1999) concluded that any development effort

designed to improve the quality of life of the rural poor requires the commitment and

dedication of program implementors, support and participation of the local political and

social structures and the people themselves. Lim (2002) stressed that in-service training

of training team was not significantly related to the effectiveness of Work Education

Program. Carpentero (1997) found out that leadership style is associated with

Sangguniang Kabataan participation in rural development in Quezon, Bukidnon.

Principles of the program. De la Cruz (2000) disclosed that all learning is based

on the farmers’ experience in the field. The activities that take place in the field form the

basis for discussion and analysis by farmers who arrive at concepts, which they test and

improve through further field activities.

Program monitoring. Cristovao et al (1997) claimed that lack of continual

evaluation is a major reason for the frequent failure of development projects and

extension activities

Target areas. Campbell (1997) pointed out the need for the identification of

agronomic variable such as soil type, rainfall, slope, and altitude, which will influence the

development of location-specific technologies.

Technology package. Rogers as cited by Van der Mheen (1999) suggested five

characteristics of an innovation that affect the rate at which it is diffused and adopted: (1)

Complexity is the degree to which an innovation is perceived as relatively difficult to

 24

understand and use. In general, more complex, or less well understood innovations are

more difficult to adopt. (2) Triability is the degree to which an innovation may be

experimented with on a limited basis. Adoption becomes much easier if farmers can try

an innovation on a small scale. (3) Observability is the degree to which the results of an

innovation are visible to others. The rate of adoption increases with visibility. (4) Relative

advantage is the degree to which an innovation is perceived as being better than the idea

it supersedes. (5) Compatibility is the degree to which an innovation is perceived as

consistent with the existing values, past experiences, and needs of potential adopters.

Conceptual Framework

Technology adoption model

The technology adoption model describes the adoption or acceptance of a new

product or innovation, according to the demographic and psychological characteristics of

defined adopter groups. The process of adoption over time is typically illustrated as a

classical normal distribution or "bell curve."(Wikipedia, the free encyclopedia). Diffusion

of Innovation theory sees innovations as being communicated through certain channels

over time and within a particular social system (Rogers, 1995).  Individuals are seen as

possessing different degrees of willingness to adopt innovations and thus it is generally

observed that the portion of the population adopting an innovation is approximately

normally distributed over time (Rogers, 1995).  Breaking this normal distribution into

segments leads to the segregation of individuals into the following five categories of

individual innovativeness (from earliest to latest adopters): innovators, early adopters,

 25

early majority, late majority and laggards. Rogers (1995) identifies several characteristics

dominant to the different types of adopters: (1) Innovators are venturesome, desire for the

rash, daring, risky, control of substantial financial resources to absorb possible loss from

an unprofitable innovation, ability to understand and apply complex technical knowledge,

and the ability to cope with a high degree of uncertainty about an innovation. (2) Early

Adopters are integrated part of the local social system, greatest degree of opinion

leadership in most systems, serve as role model for other members or society, respected

by peers, and successful. (3) Early Majority interact frequently with peers, seldom hold

positions of opinion leadership, one-third of the members of a system, making the early

majority the largest category and deliberate before adopting a new idea. (4) Late

Majority comprises one-third of the members of a system, pressure from peers, economic

necessity, skeptical, and cautious. And (5) Laggards possess no opinion leadership,

isolates, point of reference in the past, and suspicious of innovations.

Figure 2. Technology adoption curve

 26

When the adoption curve is converted to a cumulative percent curve, a

characteristic S curve (as shown in the figure below) is generated that represents the rate

of adoption of the innovation within the population (Rogers, 1995).  The rate of adoption

of innovations is impacted by five factors: relative advantage, compatibility, trialability,

observability, and complexity (Rogers, 1995).  The first four factors are generally

positively correlated with rate of adoption while the last factor, complexity, is generally

negatively correlated with rate of adoption (Rogers, 1995).  The actual rate of adoption is

governed by both the rate at which an innovation takes off and the rate of later growth. 

Low cost innovations may have a rapid take-off while innovations whose value increases

with widespread adoption (network effects) may have faster late stage growth. 

Innovation adoption rates can, however, be impacted by other phenomena.  For instance,

the adaptation of technology to individual needs can change the nature of the innovation

over time.  In addition, a new innovation can impact the adoption rate of an existing

innovation and path dependence may lock potentially inferior technologies in place.
 27

Figure 3. S-curve representing rate of adoption of an innovation over

time

The Innovation-Decision Process

Rogers’ (1995) asserts that an individual’s decision to adopt an innovation is not

an instantaneous act. Rather, it is a process that occurs over time, consisting of a series of

actions and decisions. Rogers’ model of the innovation-decision process, conceptualized

as consisting of five stages, is depicted in Figure 1. The innovation-decision process is

"the process through which an individual (or other decision-making unit) passes from

first knowledge of an innovation, to forming an attitude toward the innovation, to a

decision to adopt or reject, to implementation of the new idea, and to confirmation of this

decision".
 28

The innovation-decision process is essentially an information-seeking and

information processing activity in which the individual is motivated to reduce uncertainly

about the relative advantages and disadvantages of an innovation (Rogers, 1995).

Knowledge occurs when an individual (or other decision-making unit, hereafter

referred to as "an individual") is exposed to an innovation’s existence and gains some

understanding of how it functions. Types of knowledge range from awareness about the

innovation, how-to use an innovation properly, and principles-knowledge dealing with

the functioning principles underlying how the innovation works. Predispositions such as

selective exposure and selective perception may influence an individual’s behavior

toward communication messages about an innovation and the effects that such messages

are likely to have. Hassinger as cited by Rogers (1995), argues that even if individuals are

exposed to innovation messages, such exposure will have little effect unless the

innovation is perceived as relevant to the individual’s needs and as consistent with the

individual’s attitudes and beliefs.

Persuasion occurs when an individual forms a favorable or unfavorable attitude

toward or opinion of the innovation based upon perceived characteristics of the

innovation, such as relative advantage, complexity, and so on. Persuasion is also

influenced by information sought from near-peers whose subjective opinion of the

innovation is most convincing. When someone who is like us shares a positive evaluation

of the innovation, we are more motivated to adopt it.

 29

Decision occurs when an individual engages in activities that lead to a choice to

adopt or reject the innovation. Adoption is a decision to make use of an innovation as the

best course of action available. Active rejection means considering and trying the

innovation out on a limited basis, and deciding not to adopt. Passive rejection, also called

non-adoption, consists of never really considering the use of the innovation.

Implementation occurs when an individual puts the innovation into use. Until this

stage, the process has been a mental exercise. Implementation involves an overt behavior

change as the new idea is actually put into practice. This stage may continue for a lengthy

period of time until the innovation finally loses its distinctive and noticeable quality as a

new idea. Re-invention, the degree to which an innovation is changed or modified by the

user, can also occur in this stage.

Confirmation occurs when an individual seeks reinforcement of an innovation-

decision already made, or reverses a previous decision to adopt or reject the innovation if

exposed to conflicting messages about the innovation. Each stage in the innovation-

decision process is a potential rejection point. One can gain awareness of an innovation in

the knowledge stage, and then simply forget about it. Rejection can occur even after a

prior decision to adopt, which is called discontinuance.

 30

Figure 4. A model of stages in the innovation – decision process

Agricultural Extension is concerned with collaboration among researchers;

availability of resources and interaction with farmers to make farmers productive in

farming thereby uplifting their quality of life and stimulate rural transformation. The

effectiveness of agricultural extension depends on how its program fits to the needs,

problems and interests of the farmers. It depends also on how the farmers react,

participate and adopt the program based on their interest, resources, situation, and

abilities. Moreover, the participation of the researchers and outside resources is

 31

contributory. Thus, effectiveness of any agricultural extension program is influenced by

the interplay of different factors. This study however, is limited to farmer –related

factors such as: availability of farm input, age, contact with change agent, educational

attainment, and expectation from MSB, farming experience, farm size, household size,

land tenure, membership in organization, perception of rice farming and sources of

agricultural information. It is also limited to MSB –related factors which include the

acceptability of MSB principles, appropriateness of MSB strategies, competence of MSB

implementors, relevance of MSB goals, relevance of the technology of MSB, suitability

of the MSB farms, Usefulness of MSB components, and usefulness of MSB monitoring.

On the other hand, the effectiveness of MSB is assessed based on the attainment

of its objectives, which is measured in terms of the Meranao rice farmers’ awareness,

knowledge and adoption of the technology package of MSB (Figure 3).

As a whole, the farmers and MSB related factors may influence effectiveness of

the MSB program.

Research Paradigm

Independent Variables Dependent Variables

 32

FARMER – RELATED
FACTORS

1. Availability of farm input

2. Age
3. Contact with change agent
4. Educational attainment
5. Expectations from MSB
6. Farming experience
7. Farm Size
8. Household size
9. Land tenure
10.Membership in organization
11.Perception towards rice
farming
12.Sources of agricultural
information

MSB-RELATED FACTORS

1. Acceptability of principles
2. Appropriateness of strategies
3. Competence of implementors
4. Relevance of goals
5. Relevance of technology
package
6. Suitability of MSB farms
7. Usefulness of components
8. Usefulness of monitoring

Figure 5. Research paradigm showing the independent variables that may affect the
effectiveness of the Madrasah Sa Basak program in Lanao del Sur
Hypothesis of the Study

1. There is no relationship between effectiveness of the MSB program and the

farmer-related factors in terms OF

EFFECTIVENESS of: availability of farm input, age, contact with change
MADRASAH SA BASAK
(MSB):
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agent, educational attainment, expectation from MSB, family income, farming

experience, farm size, household size, land tenure, membership in organization,

perception of rice farming and sources of agricultural information;

2. There is no relationship between effectiveness of the MSB program and the

MSB- related factors in terms of: acceptability of MSB principles, appropriateness of

MSB strategies, competence of MSB implementors, relevance of MSB goals, relevance

of the technology of MSB, suitability of the MSB farms, Usefulness of MSB

components, and usefulness of MSB monitoring;