In rural areas, where rice is a staple food and the basis of livelihood, effective disease management is of paramount importance to ensure food security and sustainable agricultural practices. However, disseminating knowledge and implementing best practices for disease management in remote villages often faces significant challenges due to limited access to educational resources and methods. Traditional education still has its limits (Ahmad et al., 2017). Given these challenges, our study aims to investigate the effectiveness of visual learning tools, especially through the use of videos, to improve rice disease management in agriculture. The focus of our study was the implementation of a community intervention presenting a comprehensive video on rice disease management in six different villages. The decision to use video as an educational medium is based on its ability to overcome literacy barriers, accommodate different learning styles, and promote knowledge retention through visual and auditory stimulation. By harnessing the power of visual storytelling, we equip people with practical information and concrete strategies to detect, prevent, and minimize the impact of widespread infectious diseases around the world. We aim to provide US. Video content is carefully curated to meet the specific needs and context of your audience. This video, based on insights from local agronomists, research, and indigenous knowledge, explains how to identify common rice diseases, highlights their causes, and supports integrated disease management approaches provides step-by-step guidance. Additionally, the videos include testimonials from experienced farmers and practical demonstrations of disease management techniques, making them more relevant and trustworthy to viewers (Krieger et al., 1997; Pandey & Upadhayay 2012).

The FIVE selected villages represent a wide range of socio-economic backgrounds, agricultural practices, and geographic regions, ensuring the completeness and generalizability of the results. Prior to video screening, a baseline assessment was conducted to identify gaps in knowledge, awareness, and practice regarding rice disease management in each community (Kaur et al., 2023; Khadda et al., 2018). Subsequently, 4,444 facilitated screening sessions were held in collaboration with local community leaders, extension agencies, and grassroots organizations to foster a learning environment that fosters participation and inclusion. Video broadcasts will be followed by interactive discussions, knowledge-sharing sessions, and practical training workshops, where citizens are encouraged to actively engage with the content, ask questions, and share their experiences (Roy et al., 2013). Focusing on a bottom-up approach, our interventions focus on community empowerment, capacity building, and promoting local expertise in disease management practices. Through rigorous monitoring and evaluation methods, including pre- and post-intervention surveys, group discussions, and field observations, we sought to assess the impact of the video intervention on local knowledge growth, behavior change, and agricultural productivity (Ramniwas et al., 2022a). By reconciling quantitative and qualitative data, we aim to unravel the nuanced pathways by which visual learning tools can transform rural agricultural landscapes. In summary, our study bridges the gap between scientific knowledge and basic practice by leveraging the potential of visual learning tools to empower rural communities in rice disease management (White, 1982). We are aiming for by fostering a culture of continuous learning, innovation and knowledge sharing, we aim to build resilient and self-reliant farming communities that can meet the complex challenges arising from times of global change.

The present day study was designed to know the socio-economic status of the farmers in SAHAURAN, HASANPUR, RADIALA, GHATAUR, ALLAHPUR, TEHSIL KHARAR SAHIBZADA AJEET SINGH NAGAR (SAS NAGAR) DISTRICT OF PUNJAB, INDIA. The interviews of 40 farmers were recorded.

In the data given below percentages are also given for a better understanding where we use the formula: 

Table 1: Depicts the age of the respondents from all villages.

Percentage (%) = N/ n*100

where, 

N- total no. of respondents from all the 5 villages i.e., 40 respondents.

n- no. of respondents from each village.

Various socioeconomic survey topics were examined, and the outcomes will be discussed in the subsequent sections:

AGE: Age and qualification are the main parameters which affect the each and every occupation. As per the data collected most of the farmers lies in 36-55 age group category i.e. 48% and overall l25% farmers lie in 16-35 age group and 28% in 56-75 age group, 0 above 76 as shown in Table 1 and Fig. 1.

Fig. 1. Depicts the age of the 40 farmers.

Before/After Questionnaire. The below mentioned graph shows the difference in the knowledge of farmers before and after watching the video A set of questions were asked to the farmers to test their knowledge about disease management of rice and the average result of each village is mentioned as The education of the 40 farmers from all five villages showed that  had attended questionnaire to find the differences between the before the vedio & after the vedio the  16-35 age group of farmers  knowledge of the questions and give the correct answer before 20% and after 31% the difference  of before and after 12% into find the differences between the before the vedio & after the vedio 36-55 age group of farmers  knowledge of the questions and give the correct answer before 22% and after 31% the difference  of before and after 9% and to find the differences between the before the vedio & after the vedio the 56-75 age group of farmers  knowledge of the questions and give the correct answer before 17% and after 28% the difference  of before and after  11% Mentioned below in Table 4 and represented in Fig. 4.

Percentage (%) = m/ n*100

where, 

N- total no. of respondents from all the 5 villages i.e., 40 respondents.

n- no. of respondents from each village.

m – total no. of questions

Table 2: Before Questionnaire/After Questionnaire of 40 farmers.

Fig. 2. Before Questionnaire /After Questionnaire of 40 farmer.

Family Composition. The survey was conducted according to that most of the respondents belong to the General category i.e., 99% from all selected villages. Though other categories are also existing in these villages but most of them are not landlords or farmers. They were engaged in some other occupations. Most of the farmers are of the general category. All them have pucca houses, none of the farmers have kaccha or even semi kaccha houses. In the Table 5 along with Fig. 5, we have represented the type of family. Most of them live in joint families 35%, and only 65% of farmers live in nuclear families.

Table 3: Depicts Family Composition.

Fig. 3. Depicts Family Composition.

Gain in knowledge level of farmers after watching rice management  video : Data given in Table 6 shows that gain in knowledge regarding soil testing after watching the videos.

Before and after watching the rice management video, the knowledge level of farmers experienced a notable gain, reflecting the effectiveness of visual learning tools in agricultural education. Prior to viewing the video, many farmers exhibited limited understanding of integrated disease management practices, struggled with identifying common rice diseases, and lacked familiarity with preventive measures. However, post-screening assessments revealed a significant enhancement in farmers' comprehension of disease symptoms, causal factors, and appropriate management strategies. The video served as a catalyst for knowledge acquisition, enabling farmers to make informed decisions and adopt proactive approaches towards disease prevention and mitigation in rice cultivation. Moreover, the interactive nature of the video facilitated peer-to-peer learning and knowledge-sharing within the farming community, fostering a culture of collaboration and collective problem-solving. By bridging the gap between scientific expertise and grassroots practices, the video empowered farmers with practical insights and confidence to address agronomic challenges effectively, thereby contributing to the resilience and sustainability of agricultural livelihoods in rural communities.

Table 4: Distribution of respondents according to gain in knowledge regarding watching soil testing video (n=40).

Aditya Sambyal, Vaishali and Gurshaminder Singh (2024). The Study on Rice Management of Farmers in Sahibzada Ajit Singh Nagar (Sas Nagar) District of Punjab, India. Biological Forum – An International Journal, 16(3): 59-62.