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Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. U n iv e r s ity M icrofilm s In tern a tio na l A Bell & H o w e ll Inform ation C o m p a n y 3 0 0 N o rth Z e e b R o a d . A n n Arbor, Ml 4 8 1 0 6 - 1 3 4 6 U S A 3 1 3 /7 6 1 -4 7 0 0 80 0 /5 2 1 -0 6 0 0 O rder N u m b er 9326673 Preferred channels o f issues-related inform ation across th e first tw o stages of innovation adoption: Case o f th e K ent County M ichigan S tate U niversity E xtension clientele Al-Howshabi, Mansour Ahmed, Ph.D. Michigan State University, 1993 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 PREFERRED CHANNELS OF ISSUES-RELATED INFORMATION ACROSS THE FIRST TWO STAGES OF INNOVATION ADOPTION: CASE OF THE KENT COUNTY MICHIGAN STATE UNIVERSITY EXTENSION CLIENTELE By Mansour Al-Howshabi A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Agricultural and Extension Education 1993 ABSTRACT PREFERRED CHANNELS OF ISSUES-RELATED INFORMATION ACROSS THE FIRST TWO STAGES OF INNOVATION ADOPTION: CASE OF THE KENT COUNTY MICHIGAN STATE UNIVERSITY EXTENSION CLIENTELE By Mansour Al-Howshabi This which study channels was of conducted information to the identify Kent and describe County Michigan State University Extension clientele considered useful and preferred in selected critical issues areas first two stages of innovation adoption. using a questionnaire, and was distributed to a and data. A survey method, representative sample of 370 Statistical techniques were used Frequencies/descriptive statistics were calculated to analyze, present, findings the collected the data for this study clientele in Kent County. for data analysis. during T-test, and summarize the general ANOVA, and Tukey tests were calculated to determine the usefulness and preference of channels of information in the first two stages of adoption based on the demographic data about the selected issues. Correlations were also calculated to determine the relationships between the available, useful, and preferred mass media and interpersonal channels of information at knowledge and persuasion stages of adoption. Alpha was set a priori at .05. The results of the data analysis indicated that: 1. Income was shown as significant in evaluating the availability, usefulness, channels. Mass media information were ranked and and preference of interpersonal significantly information channels higher by of the respondents who earned $50,000 or more. 2. Respondents with a college/graduate degree ranked the available mass media and interpersonal channels of information higher than did those with less education. 3. Mass media information channels also were ranked significantly higher as available, channels of information by useful, different and preferred age groups for different issues at both stages of adoption. 4. Television, newspapers, newsmagazine, and radio were the most useful and preferred channels of information for the diffusion of new information and technology at the first two stages of adoption of innovation. 5. Most interpersonal channels of information were moderately useful and preferred at the first two stages of adoption for the four selected critical issues. 6. Salespersons were the lowest ranked channels of information at both stages of adoption for all four issues. Copyright by Mansour Al-Howshabi 1993 DEDICATION This work is dedicated with my love to my Mother, Wife, and Children for their care, patience, and sufferance during my educational journey. v ACKNOWLEDGMENTS All praise and thanks be to Allah, Lord of the Worlds, for His providence and divine direction throughout my life. To all those who have possible directly or contributed indirectly, to make the study let me here express my thanks and gratitude. First and foremost, I would like to express my sincere gratitude, and appreciation to Dr. Kirk Heinze, my teacher, friend, major advisor, and doctoral committee chairman, for his invaluable advice, understanding. His throughout study my encouragement, professional at patience, direction Michigan State and and guidance University contributed greatly to the maturation of my academic and intellectual skills. For all of this I am indebted. He consistently made invaluable contributions to my career by "lighting the candle rather than cursing the darkness." I am also deeply grateful to the other members of my committee, Dr. Carroll H. Wamhoff, Dr. Maxine Ferris, Dr. Howard support, Hickey, and guidance, Dr. Jack critical Ellit for comments, their valuable suggestions, and encouragement to a successful end of this academic sojourn. A special thanks is due to Dr. William Harrison, the director of Michigan State University Extension in Kent County, for his support, cooperation, and help in offering me the mailing Extension list and for the clientele of the Office running the sample from the of target population. Thanks are also due to Sandi Bauer, Mary Pierce, Diane Verlinde and Rebekeh Hanson for their wonderful secretarial support and help. A special thanks also to my friends and colleagues at Michigan State University and elsewhere for their friendship and support. I gratefully acknowledge those who paved the way for me to be here and to finish my academic trip, particularly, to my teacher and brother Abdulhamed Al-Hadi and Dr. Nasser Al-Aulaqi, the former dean of the Faculty of Agriculture at Sana'a University and former Minister of Agricultural in Yemen. Last, but not least, my deep appreciation and gratitude to my mother Fatima Hanzul, my wife Jamila Saleh, my children, enduring Nasim, so much Sumiaa, Mohammed, Asmi, and Ahmed for neglect and academics with raising a family. uncles and the encouragement other members and assistance hardship as I juggled Also I wish to thank my of my family for their in so many ways during the difficult time throughout my entire academic journey. TABLE OF CONTENTS Page LIST OF T A B L E S ........................................... X LIST OF F I G U R E S ......................................... xiv CHAPTER I. I N T R O D U C T I O N ..................... Statement of the Problem ...................... Purpose and Objectives ........................ Importance of the S t u d y ...................... Research Hypotheses .......................... Limitation of the S t u d y ...................... ............. Definition of Terms II. 1 6 9 10 11 12 13 REVIEW OF THE L I T E R A T U R E ...................... 16 Cooperative Extension Service ............... Historical Perspective of Cooperative Extension Service ........................ Agriculture and Marketing Programs . . . . Natural Resources and Public Policy . . . . Extension Home E c o n o m i c s ................. 4-H Youth P r o g r a m s ........................ Michigan State University Extension in Kent C o u n t y ................... Issues Programming in Extension Issues Management .......................... Selection of Issues and Problems ......... Shifting in Extension Paradigms ........... Diffusion and Adoption of Innovations Adoption of Innovations Processes ......... Models of A d o p t i o n ........................ Factors Influencing the Rate of Adoption of I n n o v a t i o n s .......................... Adopter Categories ........................ 17 viii 17 20 22 23 24 25 26 28 32 34 39 46 47 49 52 CHAPTER Page Channels of Information ...................... Selection and Use of C h a n n e l ............. Adoption Process and Communication . . . . Different Channels are Important at Different Stages of Adoption Process . . S u m m a r y ....................................... III. METHODS AND PROCEDURES ................. F I N D I N G S ..................................... 59 64 67 Selection of Kent C o u n t y .................... P o p u l a t i o n ............... S a m p l i n g ..................................... Development of Instrument .................. .................... Validity and Reliability Data Collection . . . . . .................. Data Analysis Procedures .................... IV. 54 56 58 . 67 70 71 72 73 75 77 78 ............... . . . . . 78 Reliability Tests ............. . . . 81 Demographic Information ......... 86 Available Channels of Information Useful Channels of Information for Knowledge and Persuasion Stages of Adoption . . . . 88 Useful Channels of Information by Issues at Knowledge Stage of Adoption ............. 89 Food Safety and Quality .................. 89 Water Quality .......................... 91 Youth and Families at R i s k ................ 91 Rural and Urban Interface ................ 94 Useful Channels of Information by Issues at the Persuasion Stage of Adoption . . . . 96 Food Safety and Quality .................. 96 Water Quality ............................ 96 Youth and Families at R i s k ................ 99 Rural and Urban Interface .................. 101 Preferred Channels of Information for the Knowledge and Persuasion Stages of A d o p t i o n ..................................... 101 Preferred Channels of Information About Four Selected Critical Issues at the Knowledge Stage of Adoption ............. 103 Preferred Channels of Information About the Four Selected Critical Issues at the Persuasion Stage of Adoption ............. 105 ix Chapter Page Statistical Analysis ........................ 107 T - t e s t ....................................... 107 Analysis of Variance ...................... 108 Useful and Preferred Channels of Information .................................113 Correlations .............................. 119 Other Important Issues Mentioned by MSUE ................................... 123 Clientele Other Information Channels Mentioned by MSUE C l i e n t e l e .............................. 125 V. DISCUSSION, CONCLUSIONS, AND .............................. RECOMMENDATIONS 126 Introduction ................................. 126 D i s c u s s i o n ..................................... 127 Demographic Information .................... 127 ............. 129 Useful Channels of Information ......... 129 Preferred Channels of Information .............................. 130 Conclusions . Recommendations for Further Research . . . . 137 A P P E N D I C E S .............................................. 138 A. B. C O R R E S P O N D E N C E ............................ 139 QUESTIONNAIRE ................................... 144 BIBLIOGRAPHY . . ..................................... 162 x LIST OF TABLES Table 1. Page Rank Order of Information Channels by Stages ...................... in the Adoption Process 61 Selected Characteristics of the Population in the Kent County Compared with the State of Michigan Population ......................... . 69 3. Population and Sampling for Each Program Area 72 4. Results of Reliability Tests for the Instrument 79 5. Results of Reliability Tests for All Survey ................................... Respondents 80 6. Gender of Respondents 83 7. Race of Respondents 8. The Level of Education of the Respondents 9. The Distribution of the Respondents7 Incomes 2. ........................ ............ 83 . . 84 . 85 10. The Distribution of Respondents7 Living Areas 85 11. The Distribution of the Respondents7 Age 86 12. Available Channels of Information by Rank Order From Most Available to Least Available as ............... Identified by the Respondents 87 Means and Standard Deviations by Rank Order Regarding the Usefulness of the Channels of Information About Food Safety and Quality at the Knowledge Stage of Adoption ............. 90 Means and Standard Deviations by Rank Order Regarding the Usefulness of the Channels of Information About Water Quality at the Knowledge ............................. Stage of Adoption 92 13. 14. ... Table 15. 16. 17. 18. Page Means and Standard Deviations by Rank Order Regarding the Usefulness of the Channels of Information About Youth and Families at Risk at the Knowledge Stage of Adoption ............. 93 Means and Standard Deviations by Rank Order Regarding the Usefulness of the Channels of Information About Rural and Urban Interface at the Knowledge Stage of Adoption ............. 95 Means and Standard Deviations by Rank Order Regarding the Usefulness of the Channels of Information About Food Safety and Quality at ............. the Persuasion Stage of Adoption 97 Means and Standard Deviations by Rank Order Regarding the Usefulness of the Channels of Information About Water Quality at the Persuasion Stage of Adoption ................. 98 19. Means and Standard Deviations by Rank Order Regarding the Usefulness of the Channels of Information About Youth and Families at Risk at the Persuasion Stage of Adoption ........... 100 20. Means and Standard Deviations by Rank Order Regarding the Usefulness of the Channels of Information About Rural and Urban Interface at the Persuasion Stage of Adoption ........... 102 21. Means and Standard Deviations by Rank Order Regarding Channel Preferences for Food Safety and Quality, Water Quality, Youth and Families at Risk and Rural and Urban Interface at the Knowledge Stage of Adoption .................. 104 22. Means and Standard Deviations by Rank Order Regarding Respondents' Channel Preferences for Food Safety and Quality, Water Quality, Youth and Families at Risk and Rural and Urban Interface at the Persuasion Stage of A d o p t i o n ..........................................106 23. Tukey Test for Income Levels and Available Interpersonal Channels of Information . . . . xii 109 Table 24. Page Tukey Test for Levels of Education and Available Mass Media Channels of Information . 110 25. Tukey Test for Level of Education and Available Interpersonal Channels of Information ..................................... Ill 26. Tukey Test for Age Groups and Available Mass Media Channels of Information ................. 112 27. Tukey Test for Age Groups and Available Interpersonal Channels of Information . . . . 113 28. Tukey Test for Income Levels and Mass Media Channels Useful for Water Quality Information at the Knowledge Stage . ...................... 114 29. Tukey Test for Age Groups and Interpersonal Channels Useful for Food Safety and Quality Information at the Knowledge Stage ........... 116 30. Tukey Test for Age Groups and Mass Media Channels Useful for Water Quality Information at the Knowledge S t a g e .......................... 117 31. Tukey Test for Age Groups and Mass Media Channels Useful for Youth and Families at Risk Information at the Knowledge Stage ........... 118 32. Tukey Test for Age Groups and Mass Media Channels Useful for Youth and Families at Risk Information at the Persuasion Stage . . . 118 33. The Relationship Between Available and Useful Mass Media Information Channels at the Knowledge Stage of Adoption .................. 120 The Relationship Between Available and Useful Mass Media Information Channels at the Persuasion Stage of Adoption ................. 120 34. 35. The Relationship Between Available and Useful Interpersonal Information Channels at the Knowledge Stage of Adoption . ............... 121 xiii Page Table 36. 37. The Relationship Between Available and Useful Interpersonal Information Channels at the .................. Persuasion Stage of Adoption 121 The Relationship Between Available and Preferred Mass Media and Interpersonal Information Channels at the Knowledge and ............... Persuasion Stages of Adoption 122 xiv LIST OF FIGURES Figure 1. Page Survey Respondents by Program A r e a ........... xv 82 Jn TEe N a m e O f JACCafi, M o st Gjrocios, M o st M ercifuC CHAPTER I INTRODUCTION Many people. channels These of information channels provide are available information to about the many issues and assist people in solving problems effectively. Using information is vital during this information The real challenge of the present time information or storing it, but rather, use information agriculture, in and medicine, other fields is not producing getting people to nutrition, of age. education, knowledge. The technological advances have far outstripped the willingness of human beings organizations information. to apply store new knowledge. information, Computers and people use but The Cooperative Extension Service has a great deal to offer in pointing the way to increasing the use of knowledge in the future through its people-orientation (Patton, 1985, p. 5). The mission of the Michigan State University Extension (MSUE) is to translate or disseminate the latest research findings from the Land-Grant system to help people solve problems. The establishment of extension programming priorities arises at the county level as agents interact 2 with their various clientele. The MSUE must use the most economical and accessible strategies or methods to reach clientele with problems or information explore that various will help critical them issues. national level, such critical issues include: and quality, America, international marketing, solve At the food safety revitalizing rural sustainable agriculture, waste management, water quality, and youth at risk (The United States Department of Agriculture, 1990). To disseminate information and provide learning experience about these issues, educational/ county extension directors and agents are using a multitude of communication channels. Common newsletters, direct communication. magazines, channels include radio, mailings and Other channels of television, video newspapers, interpersonal information, tapes, such as computers, and satellite dishes, are also used (Vergot, 1990). Information channels are categorized into mass media and interpersonal. information films, shows, one Under includes posters, mass radio, media television, pamphlets/brochures, computer and all the channels print satellites, newsletters, media of slide channels. Interpersonal channels of information include face-to-face communication with extra-systemic sources such government sponsored agencies, scientists, commercial as 3 agents, exhibitions, tours, and visits and demonstrations. Interpersonal channels also include intra-systemic sources such as relatives, friends, neighbors, local leaders, and others who belong to the social system (Linganneni, 1981). In the information economic present which aspects era, people influence of their the daily have many social, lives. channels cultural, Michigan of and State University Extension use communication techniques to reach more clients more frequently and to give extension efforts more impact. Most important information and present is the ability to organize it so that clients and messages come together in a way that best helps the client reach a desired knowledge level and have the skills to thoughtful decisions or practice desired behavior 1984, p. 106) . At the different stages of make (Bur k , adoption of useful information, MSUE clientele use different channels of communication. Channels of communication and adoption of innovation are interrelated. Adoption of an innovation is dependent available and preferred information channels. on the Introduction of an innovation inevitably leads to social change, when it fails to produce the intended consequences. even These changes may find expression in the attitude and outlooks of the clientele or in their behavior or systems, or all of these may be affected. in their value While some 4 innovations may be easily and readily accepted, others meet with resistance or indifference. of innovation innovation character depends partly The successful adoption upon the nature of the itself and partly on the social and cultural of Consequently, the people among different whom social it is introduced. systems may react differently to the same innovations (Rejagopalan and Singh, 1971). Adoption is a mental process through which an individual passes from first hearing about an innovation to its final acceptance involves five stages: Decision, Obviously, precisely make. (4) and use. The (1) Knowledge, Implementation, and adoption process (2) Persuasion, (5) (3) Confirmation. not all people go through all of the stages in the same order for all of the decisions they They may proceed through only some of the stages, or they may decide at any point that further consideration of the new idea or information is not warranted. point in this process, an idea may be rejected. adoption of an idea, Also, at any Even after the process may be repeated when an alternative is presented (Lionberger, 1982; Rogers, 1983). Adoption of new technologies in American societies is part of the success story of the Michigan State University Extension. Now, because of the current emphasis on critical issues programming, there is a need to know the 5 preference and use of different channels of information by clientele, especially issues. This promote public strategies county research it will awareness public relates to help MSUE and policies of this study appropriate will that help educational those issues and problems. those critical program planners understanding the (local) need to solve problems. findings deliver and as state of the and the Furthermore, the MSUE to programs develop pertaining and to Specifically, the findings will help the MSUE in Kent County increase clientele awareness and knowledge, of information pertaining to critical local issues. better At the same time, it will also help the clientele appreciate and understand the shifting of the extension system from disciplinary programming to issues programming and to understand their (the clientele) roles and responsibilities in regard to those issues. This study investigated the use of and preference for educational information channels relative to selected critical issues during the first two stages of innovation adoption in Kent County, Michigan. The Kent MSUE used to be organized into four major program areas: Agricultural Marketing, Home Economics, 4-H Youth Programs, and Natural Resources and Public Policy. 6 Statement of the Problem The MSUE system is a public-funded, nonformal, educational system that links the education and research resources and Agriculture county activities of the U. S. Department (USDA), 74 Land-Grant Universities, administrative Cooperative Extension units. As System helps its people of and 3,150 mission, improve the their lives through an educational process that uses scientific knowledge focused on issues and needs. It is a dynamic, ever-changing organization pledged to meeting the country's needs for research, knowledge, and educational programs that will enable people to make practical decisions that can improve their lives (Strategic Directions of CES-USDA, 1990, p. 1). At the national level, extension programming has been moving from a specific program area orientation to a cross disciplinary, paradigms issues-oriented in extension approach. reflects extension roots and traditions. a This shift realignment in with It is a shift in emphasis from extension's educational methods or strategies back to the outcomes of peoples' lives society's most refocusing of extension by efforts: helping pressing extension the people problems resources grass-roots tradition of extension. improvement address and and issues. on people solve It and of on is a the It is a reaffirmation 7 of the early history of extension as a public service arm of the entire Land Grant university and a recognition that the scope of the Land Grant university is much broader than it was then. the Finally, it is a remembering that the role of extension worker is both to respond to concern and to be an agent of social change the public (Dalgaard et al., 1988). For a number of years, until 1992, the Cooperative Extension Service used to be organized into four program areas, i.e., Agricultural Marketing, Natural Resources and Public Policy, Programs. Extension Home Economics and 4-H Youth Each of these four program areas traditionally has its own unique clientele, with some cross over between program areas. information Several There to the communication are many clientele channels in those scholars have for delivering program areas. found that the mass media and interpersonal communication are the most widely used channels in the delivery system. A purpose of the MSUE information delivery system is to convince clientele or targeted population to adopt new ideas/innovations and increase their productivity, income, and knowledge. However, according to Matlon et al. (1984, pp. 17-18), much research based on new information and/or technology is left idle in research centers because of poor communication or linkages between researchers, extension personnel, and 8 clientele. Whether the Cooperative Extension Service or the research centers are to bear the blame is not clear. However, one thing which is clearly impeding the flow of information between researchers and Extension personnel on the one hand, identification and clientele on the other, of effective channels to is lack use in of the dissemination of useful information. A common belief among Extension personnel is that the MSUE is the leading information source frequently consulted and preferred by clientele groups looking for assistance to improve their quality of life and solving their critical issues. As programming about Extension to issues programs programming, the end results especially for risk-benefit 1991). shift of issues from little disciplinary is yet known in MSUE, programming issues (Loftis and Kendall, There is a need to create or raise awareness among clientele about such complex issues as the risk of pesticides in food and for providing scientific information needed for making decisions without bias. includes rational determining assessment "acceptable of risk," the and Decision making potential taking risk, responsible action to minimize or manage that risk for the well-being of those affected. innovations, despite Clientele risk, to make decisions improve nutrition, social, and economic conditions. their to adopt health, 9 Such adoption of innovation is a complicated process that comprises five stages: (3) Decision, (4) (Rogers, 1986). (1) Knowledge, Implementation, and (2) Persuasion, (5) Confirmation It is important that suitable channels of information be identified and employed effectively at the various stages. A variety of channels speakers, group including discussions, field trips, workshops, guest demonstrations, audio-visual materials, printed materials, and interactive telecommunications have been advocated practitioners for information dissemination. by MSUE There is need to identify and describe the channels of information that are considered beneficial or useful by clientele across the four MSUE program areas, and to determine how those clientele prefer to get or to receive their educational information about selected critical issues during the first two stages of innovation adoption. Considering all of the above, the researcher investigated the preferred sources of information needed by Extension clientele to pass through the first two stages of adoption in addressing critical issues. Purpose and Objectives The identify major and purposes describe of which this study channels of were: (1) to information in selected critical issues areas the Kent County MSUE 10 clientele considered important and useful, and (2) how they preferred to get information about the selected critical issues areas during each of the first two stages of innovation adoption. To accomplish the major purposes of the study, the researcher proposed the following objectives: Objective 1: To identify among Kent County MSUE clientele the useful mass media and interpersonal channels of information about selected critical issues during the first two stages of innovation adoption. Objective 2 : To determine how the clientele in Kent County preferred to receive information about the selected critical issues during the first two stages of innovation adoption. Objective 3: To determine what affect selected demographic variables had on the preference for and/or use of selected information channels for issues information. Importance of the Study The Michigan State University Extension (MSUE) is using different communication strategies for dissemination of new using information among different clientele its clientele. communication productivity knowledge, and skills. channels production, The purpose of is income, to increase awareness, Additionally, it assists clientele in being exposed to new ideas and opportunities for 11 personal growth. Although several studies have attempted to determine how clientele prefer to receive information from certain channels of communication, no study has been done to examine information the channels usefulness during the and first preference two stages of of innovation adoption across selected critical CES issues. This study identified and determined the useful channels of information the clientele preferred to use during the first two stages of innovation adoption. By determining information and which which their information, were channels the useful clientele channels preferred of for the findings of this study could help make the MSUE information delivery system more effective and efficient. The findings should also help MSUE program planners identify the strengths and weaknesses of disseminating useful information to address clientele issue areas while the clientele pass through the various stages of adoption of innovation. Research Hypotheses Hypothesis 1 : The Kent County MSUE clientele prefer to receive their information about selected critical issues from the mass media channels of information at knowledge stage of adoption. Hypothesis 2 : The Kent County MSUE clientele prefer to receive their information about selected critical issues from the localite interpersonal channels of information at the persuasion stage of adoption. 12 Limitations of the Study To make the study meaningful, from a research point of view, the following limitations were considered: 1. Although the research population was limited to Kent County, Michigan, MSUE clientele, the respondents did not necessarily represent the Kent County population demographically. 2. Of planning, the various critical four were considered: Water Quality, issues of MSUE program Food Safety and Quality, Youth and Families at Risk, and Rural and Urban Interface. 3. varied, 4. Since channels of information were both many and 18 were examined in this study. To accomplish the objectives listed above, the researcher depended on information furnished by the study participants. 5. The findings and discussion generated by the study's data were exclusive to the identified population at a specific point in time. 6. adoption The study was limited to the first two stages of (knowledge and persuasion) new ideas or technology. and did not focus on The other three stages of Rogers' model (Decision, Imp1ementation, and Confirmation) were not applicable to this research. 13 Definition of Terms Cooperative Extension Service; An educational service agency or organization created by the passage of the 1914 Smith-Lever Act. aid The primary purpose of the Act was "to in diffusing among the useful and practical agriculture and people of the United States information on subjects relating to home economics application of the same." and to encourage the Agricultural Extension work was to consist of the giving of instruction and practical demonstration in agriculture and home economics to persons not attending or resident in said colleges in the several communities, and imparting to such persons information on said subjects through field demonstrations, publications, and otherwise in such manner as may be mutually agreed upon by the Secretary of Agriculture and the State Agricultural College (Rasmussen, 1989). The Act authorized educational marketing, home economics, programs in agriculture 4-H youth programs and natural resources, public policy and related subjects to be funded by federal, through the cooperative. practical college, state, same and local government and administered three partnership, hence the term The aim of the organization is to disseminate information state from the agricultural land-grant experiment university stations and or the United states Department of Agriculture to the people of the United States in their communities. 14 Extension: Extension means extending the educational resources of the land-grant university beyond the campus. It describes oriented a special type of problem solving, education that instructs, action- demonstrates, and motivates, but does not regulate or provide noneducational programs (CES MSU Publication, 1990). Extension Clientele: themselves of the Residents of a county who avail services of the Cooperative Extension Service. Diffusion: The process by which an innovation is communicated through certain channels over time among the members of a social system, to be accepted or rejected by those members (Rogers, 1983). An Innovation: perceived to be new An idea, practice, or object that is by an individual or other unit of adoption (Rogers, 1983). Adoption: The voluntary acceptance of a new idea; to accept the view or policy of another. Or it is the act of accepting an innovation. Dissemination: information, The process ideas, beliefs, of communicating new or practices for propagation and permanence to others. Innovators: People who habitually try new ideas or practices more quickly than others in a given locality. 15 Interpersonal communication: The communication that occurs on a person-to-person basis in situations in which both or all persons are physically present. Mass media: Commonly used to mean the same as mass audience channels, although to be more precise, a medium would be a device or mode used in putting together messages to disseminate via the channels, e.g., impulses on tape, printing type, ink, or paper. Source of information; provides information The institution or person who based on research or first-hand experience with new ideas or knowledge practices. Channels of information: The methods or strategies used to deliver information to clientele, such as typed or written media or video and audio. Issues programming: issues. their Extension's planned response to Issues programming identifies human problems in own context, that is, outside the Extension organization without prior regard for traditional Extension subject matter, audiences, and methods of program delivery. It differs from the traditional Extension approach, termed disciplinary programming is a programming. different origins of programs. way Above of all, thinking often issues about the CHAPTER II REVIEW OF THE LITERATURE This chapter contains a synthesis of selected research and literature theoretical literature that is foundation and applicable for research this in previous study the studies study. emerged agricultural education, and in communication. concerning to and from The the extension In addition, information was obtained by reviewing Dissertation Abstract International, the Current Index of Journals in Agricultural and Extension Education, and Education Resources Information Center (ERIC) documents. The literature review is presented in the following four broad sections: 1. Cooperative Extension Service (CES) 2. Issues Programming in Extension 3. Diffusion and Adoption of Innovation 4. Channels of Information 16 17 Cooperative Extension Service Historical Perspective of Cooperative Extension Services The American Philosophical Society, founded in 1743, was the forerunner of the Cooperative Extension Services in the United informal States. learning Later took Philadelphia in 1785. long time. agricultural place, societies, were where established in This movement was continued for a Stalling was the first full-time agent, hired in W. C. Smith County, Texas, in 1906. Michigan was H. G. Smith, The first agent in hired in Alpena County in 1912 (Gillespie, 1989, p. 1). In 1914, the Cooperative Extension Service was formally established by the Smith Lever Act and designed as a partnership with the U. S. Department of Agriculture and the Land-Grant Universities, which were authorized by the federal Morrill Acts of 1862 and 1890. enabled local governments or State legislation organized groups in the nation's counties to become a third legal partner in this new educational endeavor. The act stipulated that such programs be directed by the nation's Land-Grant Colleges, of which Michigan State University is a pioneer. CES programs are supported and conducted cooperatively by a unique ensures broad three-way support, partnership. and enhances This partnership responsiveness to specialized needs while capitalizing on shared resources 18 and expertise. state The U. S. Department of Agriculture, (Land-Grant University) and the county the (county Government) are the three partners of the CES. Today, this educational (CES) system includes professionals in nearly all of the nation's 3,150 counties. In addition, thousands of paraprofessional staff serve in many counties, and nearly three million volunteer leaders assist in extending programs under training and direction from Cooperative Extension staff. the federal partnership At the national level, includes an Extension administrative group of about 100 professionals within the U. S. Department of Agriculture; federal fund allocation, these people direct coordinate national initiatives, provide program leadership, and facilitate linkages to the U.S.D.A. and the Congress. This unique, federal-local partnership has functioned effectively for more than seven decades (United States Department of Agriculture: Extension Service, 1986). The partners in the Cooperative Extension system are interdependent, distinctive total and functions system. each component essential Cooperative partner performs to the operation Extension links the of the research efforts of the U.S.D.A. and the land-grant universities in order to make need it. scientific knowledge available to The system is characterized by two-way all who 19 communication those who between utilize those it; who this work for ensures Extension researchers educators of an early awareness of problems. and and In addition, it provides direction for research and education efforts and speeds the application of research-born information and discovery. The Cooperative Extension Service has grown since the early years of this century and continues to change. Throughout this growth and change, its primary responsibility has remained to serve people through educational programs and activities (Michigan CES Orientation Guide, 1990). The Michigan Cooperative Extension Service is educational outreach arm of Michigan State University. an Its job is to get practical, university-tested information into the hands of people who need it. Michigan State University Extension to the takes the University people counties throughout the state of Michigan. of all 83 Extension means extending the educational resources of MSU beyond the East Lansing campus. Service means Extension is in the business of helping people (CES Bulletin, The service Extension that University programs, activities to Service extends the people information are the is an education resources of sources, directed 1991). toward of Michigan. and program Michigan State Educational volunteer extending and the outreach knowledge resources of Michigan State University by developing, 20 interpreting, and transmitting knowledge based upon applied science and research. New research-based knowledge is made available to solving problems, identifying issues, and the concerns of individuals, organizations, state. local, families, agencies, Extension state, and communities facilitates national, businesses, citizen and industry, throughout participation international the in issues— contributing to individual and publications that affect the general welfare of Extension Education, all (Department of Agricultural and 1990). Michigan State University Extension reaches more than one million people annually through direct educational contacts and many more through the media, major events, and publications. program areas: In Michigan, until 1992 there were four CES (1) agricultural and marketing programs, (2) natural resources and public policy, economics, and (4) 4-H youth (3) extension home programs Agricultural and Extension Education, (Department of 1990) . Agriculture and Marketing Programs This program provides educational assistance to the state's agriculture community in the application of modern technology, efficient use of energy, development of markets and use of sound business practices. Of the professional staff, 45% are engaged in this program area. CES has done considerable demonstration work in sustainable agriculture 21 to show growers how to reduce their use of chemicals, pesticides, and plant nutrients. Efforts to increase fruit and vegetable production, control diseases and pests, and improve storage conditions are also control the for major concern the program. raspberries, Improved grapes, muck vegetables, mint, and potatoes have been developed. Also workshops, blueberries, of demonstrations, and short courses were offered in the forestry-related areas: and marketing, production, use of Christmas tree production wood as a gypsy moth suppression, fuel, maple syrup protection of forest lands, and improved management practices in wood products firms. Marketing demand-outlooks farmers. information government information information were Almost to program is provided 6,800 help on long-term, to almost producers them make 7,000 were good decisions integrated Water into all and Michigan provided participation. being supply- with about quality agriculture marketing programs with significant impacts. Computerized financial management programs were developed to help producers make production and management decisions. The PESTBANK database was developed, 5,300 people were trained as certified pesticide applicators, and 1,600 paid subscribers received newsletters. Livestock and 22 poultry programs were conducted to increase the competitive position of Michigan growers and producers. Natural Resources and Public Policy The focus of the programs is on the conservation of land, forests, water, development of the state's tourism wise use and and wildlife; the and recreation potential; community planning, organization and development for social and economic progress; and citizen involvement in public affairs. professional assistance NRPP staff. by Local attending has 13% government workshops specialists and local alternatives to financial of CES and total leaders and staff the by public received working members service CES to with find problems. More than 500 county commissioners were trained or received direct assistance 1990. Helping with county communities government identify and issues during develop future leaders is a major focus of NRPP programs. CES number programs in 1989) hazardous waste, communities trained to 1,000 reteach volunteers information recycling and composing. implemented new or (triple on the household More than 22 0 expanded recycling, composing or waste-to-energy projects as a result of CES programming. NRPP recreation programs, staff members worked with bed and breakfast owners, involved in Michigan's tourism industry. parks and and others 23 Extension Home Economics Extension Home Economics helps Michigan's families to cope with the complex demands of today's society. resources, Managing improving health and nutrition practices, and supporting the development of human potential are primarily thrusts of the program area, which encompasses 21% of the professional staff. Basic resource budgeting families. education Other reached resource 3,110 limited- management education programs, including housing maintenance and repair, housing acquisition and pre-retirement families. Computer situations helped analyses families planning-reached of individual make 8,352 financial decisions about investments, college financial planning and home financing (CES, 1991, p. 1). Programs were designed to teach families how to build family strengths stress in the by improving counties. self-esteem Also the and Family managing Community Leadership Project trained its second group of volunteer teams More for than community 4,000 leadership in people participated the political in other arena. leadership development programs. County demographic Home data Economists to offered communities, public expert family agencies and private organizations concerned about families to help with 24 planning and presentations The policy formulation. More than 125 reached 1,384 people statewide. Michigan Association of Extension Homemakers continues to provide a cadre of volunteers who contribute to educational outreach through teaching, community service, and assistance to Extension offices. 4-H Youth Programs 4-H Youth Programs are designed to help young people become self-directing, productive, and contributing members of society through learning and social experiences which help them develop their potential. The quality of experiences depends to a large extent on interactions with caring adult volunteers. Volunteers are the foundation of Michigan 4-H programs. Programs stress learning how to learn, relating to change, using knowledge, and developing self. area Of Extension's professional staff, 21% work in the (Michigan Cooperative Extension Service Orientation Guide, 1990, p. 7). A new curriculum, SPACES, for the club members (9 to 15 years coping old) skills, has been developed experience high to help them technology develop and its applications, and recognize their roles as global citizens. Michigan 4-H has entered partnerships with schools, juvenile justice systems, and other groups to provide 25 preventive solutions to problems faced by today's youths at risk. Legislators, Ford Motor Company, and Dow Chemical professionals have formed partnerships with 4-H that offer 4-H'ers experiences in government and industry that help shape goals their families career provided home and directions. for 137 Michigan young people from 4-H other countries, and 231 Michigan 4-H'ers visited exchange home in two dozen other countries (CES, 1991, p. 2). So far the researcher has presented history of CES in the U. S. and in Michigan. the general The following brief discussion will be limited to the Kent County CES. Michigan State University Extension in Kent County The main program mission of the Kent County Extension is to help the people to help themselves through education. MSUE is a unique educational delivery system, and it has the capacity to meet the challenges of the future. The Kent County Extension is an extension of Michigan State University which is committed to fulfilling its LandGrand mission. Therefore, the Kent County Extension is not a different extension service in the state; rather, part and parcel university. of the total mission of a it is Land-Grant. While the Kent County extension service 26 continues its programming, it is strengthening its outreach efforts by focusing a part of its attention on issues identified by the citizens and in so doing to serving the people in a broader context. Issues Programming in Extension A basic mission of Cooperative Extension is to provide unbiased, research-based informed decision information making. to clientele Cooperative for Extension professionals are comfortable with this mission in welldefined scientific disciplines. However, the world doesn't present the majority of its problems in disciplinary form. Many are presented as issues, matters of wide public concern arising out of complex human problems. The National Initiatives Coordinating Committee (NICC), established in September, 1986, provides oversight and management initiatives. for the development of eight national As the work of the NICC progressed, the idea of programming around issues moved rapidly throughout the CSE. Although the Committee was encouraged by increasing acceptance of the national initiatives, it recognized that the diffusion of the ideas some concerns. For into the system example, individuals was causing throughout the system do not agree on what constitutes an issue or the criteria for development. determining priority issues for program The main reasons for disagreement are the 27 multitude of meanings for the word issues and diversity of proposed concepts to the people. Some states which have delved deeply into issues programming and have emphasized interdisciplinary, problemoriented concern; teams to address critical issues of public and the boundaries between the existing program areas (agriculture, home economics, 4-H, natural resources and public policy) have become less rigid (Dalgaard et al., 1988) . According to Dalgaard et al. (1988): Literature concerning issues comes largely from the fields of public policy and corporate management (Morrison et al., 1983; Morrison, 1984; Bartha, 1984; Arrington and Sawaya, 1984; Stanley, 1985). This literature generally views issues as an element of corporate public relations. In that context, issues have these key features: - They exist in the external environment, the broad dimension of the entire society; - They have their sources in complex problems (social, economic, political, technological) characterized by divergent viewpoints, shifting public perceptions, and turbulent values in an age of dizzying instability; They frequently involve conflict and controversy, requiring the mediation of disputes and contending interests. Issues programming is a different way about the origins of programs. matters of wide public identifies human problems of thinking Locating program origins in concern, issues programming in their own context that is, outside the Extension organization-without prior regard for 28 traditional Extension subject matter, audiences and methods of program delivery. Extension is now in the early stages of change from disciplinary programming to issues programming. This involves fundamental change in the reason for the existence of Extension and in the way Extension's work gets done, In short, Extension is undergoing a paradigm shift. The differences between the two paradigms are both subtle and great. Problems, disciplines, program delivery methods, audiences, and teamwork among people from the same and different disciplines are central in both paradigms. One might even argue from the perspective of the disciplinary paradigm that most of Extension's program efforts today address issues and so are issue centered programs (Dalgaard et al. , 1988). The ways in which Extension is understood as a concept and as an organization and the ways in which Extension work is conducted paradigms. while the example, are These two f undamenta1ly differences paradigms use issues and audiences, different are so the same in the significant key two that, words, for the meanings are markedly different under the two paradigms. Different organizations and individuals will be operating under different paradigms depending on the meanings they use (Dalgaard et al., 1988). Issues Management The issues management process is closely related to institutional strategic planning which focuses on long- 29 range issues. issues. This Where process strategic is concerned with planning emerging is concerned with organizational or institutional future, an issues management is concerned with how the public policy process influences the socio-political environment (Ewing, 1980). Several models exist for issues management processes (Bartha, 1985; Ewing, 1980). Most 1980; Heath and Nelson, definitions are similar, and 1986; Kast, include the following stages: -identification of emerging issues -issues analysis -prioritization of issues -policy development -supporting program development -operation implementation/action plan -communication to appropriate stakeholders -evaluation of result or impact assessment Bartha step model. 1. (1984) represents issues management in a five These steps are: Involves environment. monitoring the socio-political A staff group with environmental monitoring and analytical capability is essential to yield meaningful information for corporate planning. 2. Assessment results in a set of implications and guidelines. This is to ensure that the organization's 30 perception of the external environment matches with external evidence. 3. Planning involves key planners. These planners design strategic directions with consideration of external implications. 4. Decision initiation, or making leads modification. to approval, This applies rejection, to internal and/or external programs. 5. Evaluation is critical for the organization. This is an important way to learn about its effectiveness and efficiency. Applied Cooperative to educational Extension organizations, such Services, the issues as the management models redefine the educational purpose of the organization from a focus on discipline-based education to traditional audiences. The issues based on programming focus look to society to identify issues and to develop knowledge-based education to improve people's lives (Dalgaard et al, 1988). Resources of the university are applied more broadly in issue centered programs. All colleges of the land grant institution, and contact disciplinary coalitions. other universities, personnel teams, Issue address work group, colleges, issues organizations through advisory identification drives inter­ groups, and audiences, resources, program delivery systems, and organization of 31 resources. and Traditionally, problems are defined in terms of bounded audiences, by subject traditional matter disciplines, teaching methods, traditional and traditional organization of resources (Dalgaard et al, 1988). What are the advantages and disadvantages of issues programming? Advantages include a proactive stance for the organization, ongoing program relevance, organizational integration broadened support base, renewal of resources, as issues change, linkage of public and private sectors to solve complex human problems and organizational structure shifts to meet new demands. Several disadvantages can also be noted. Existing personnel may be at risk due to organizational shifts and redirection. different New issues may define the need for staff with skills and specializations, such as, What happens to those whose expertise is no longer needed? Are current supporters alienated when issue priorities mandate a shift of organizational priorities? personnel and financial issues change. resources may Major shifts of occur as priority The role of specialized personnel becomes less clear cut. The Cooperative Extension Services has invested heavily in highly technically educated staff to address problems. What if those technical appropriate for targeted issues? resources are no longer Does the organization 32 dismantle the maintain a structure basic for level those in resources specific or does critical it areas (Dalgaard, et al, 1988; ECOP Futures Task Force, 1987) Authors in the area of issues programming also describe benefits that have implications for the CES. A systematic process of identification, analysis and priority setting among present organizations to and emerging public capitalize upon transitional society (Duke, 1983). issues allows opportunities in a Demands by stakeholders to be involved in decision making are accommodated (Ewing, 1980). Brown summarized that an issues focus allows an organization to be proactive, organization has new rather than reactive. opportunities for leadership An by staying in touch with social concerns (Brown, 1981). A key barrier organizations Educational may to issues be internal efforts are internally and externally. skills appropriate Perceptions enhance or of to staff impede (Dalgaard, et al. programming resistance needed to to raise extension change. awareness Training of staff to develop issues management concerning the for issues organizational is critical. programming change can process ,1988). Selection of Issues and Problems Agriculture and Marketing, Home Economics, 4-H Youth Programs, and Natural Resources and Public Policy problems 33 which arouse tended to be specifically "owned" by a program area. In the contrasting issues paradigm, issues are broadly conceived as topics of wide public concern arising out of complex human problems. Priority is given to those issues that: - can be acted upon by Extension in ways that make a difference, - are consistent with the Extension and values, and - have support both within Extension and the general public or the possibility of the development of that internal and support (Dalgaard et al, 1988). Issues programming audiences, resources, strategies, moves program to decisions delivery about methods or and organization of resources to address the issues most effectively. In this case, the selection of issues is bounded by the potential for impact by Extension, Extension mission availability. and values, and overall The disciplinary resources, resource audiences, and program delivery methods for specific issues are no longer predetermined. They flow from issues and are strategically chosen to have maximum results in addressing the priority issues (Dalgaard et al., 1988). Loftis and Kendall known about the (1991) results of suggest that little is yet issues programming in Cooperative Extension, especially for risk-benefit issues. At this time there is a need to create or raise awareness among the people about the complex issue, such as the risk of pesticides in food, and provide scientific information 34 needed for making decisions without bias. Decision making includes rational assessment of the potential risk, determining "acceptable risk," and taking responsible action to minimize or manage that risk for the well-being of those affected. In 1991, Colorado State University conducted a study on "Videotape Education Pesticides in Food." increase awareness, personal risk on a Controversial The objectives of the study was to knowledge, level as and sense of control over opposed to changing opinions on the safety of the food supply. the videotape communicate was about Issue: an the effective and risk/benefit programming on risk/benefit clientele They found that successful issues. way However, to the issues requires more careful preparation than programming for less controversial areas (Loftis and Kendall, 1991). Shifting in Extension Paradigms The shift in paradigms in Extension reflects realignment with Extension roots and traditions. shift in emphasis from Extension's a It is a education methods or strategies back to the outcomes of Extension efforts: the improvement of people's lives by helping people to address and solve society's most pressing problems and issues. It is a refocusing of Extension resources on people and on the grass-roots tradition of Extension. It is a reaffirmation 35 of the early history of Extension as a public service arm of the entire Land Grant university and a recognition that the scope of the Land Grant university is much broader than it was then. And it is a remembering that the role of the Extension worker is both to respond to the public concern and to be an agent of social change (Dalgaard et al., 1988) . Not all state Extension organizations have been ready to begin issues programming at the same time. Directors and other influential people must assess the readiness of their organizations by considering several key aspects of the environment and the organization itself. Dalgaard et al. in determining According to (1988), the following criteria are useful organizational readiness for issues programming. 1. Members ' perception about the organizations' turbulent environment and need to change Cooperative Extension services, in which the members perceive the uncertainty of a turbulent environment, more likely to be ready particularly important for issues for the programming. director administrators to perceive the environment. communicate the conditions throughout the organization. demanding It and are is top They can then change to others The more this understanding pervades the organization, the more likely it becomes that staff will support change. 36 2. Staff members' performance. Internal doing satisfaction dissatisfaction Extension business issues programming. with will the support with Extension's current a ways of transition to Frequently this dissatisfaction will be most obvious among outstanding performers in the field staff. These individuals are the first to sense that the organization is not meeting the most pressing concerns of local citizens. this The administrator's challenge is to sense dissatisfaction and, again, these opinion to facilitate communication between organization. Dissatisfaction may also come from members of the administrative team who leaders observe in the lackluster performance or programs which are not having significant impact on communities. 3• Top administrators' commitment to issues programming. Within each Extension organization the administrators must have a commitment to making the transition to issues programming. The commitment must begin with an understanding of issues programming and what it will mean for the organization. to reallocate resources Verbal commitment, the challenge Commitment also means a willingness of to support issues programming. without a willingness to wrestle with providing resources to design and implement issues programs, indicates that the organization is not yet ready to move to issues programming. 37 4• Administrators need other influentials. support from key staff or Administrators alone cannot move an organization from disciplinary programs to issues programs. Particularly important will be support from field staff and from those who provide funding within states and counties. Field staff can make issues programming work or they can assure that it will not. If key field staff members have expressed dissatisfaction with the way that Extension is relating to communities, then securing their support for moving to issues programming will be relatively easy. 5. Administrator's willingness to examine and to adjust the organization in wavs that are consistent with issues programming. The director and a few other top administrators each organization must lay out a new vision. in Through a systematic process of strategic planning, the organization should improve its mission to emphasize Extension's educational role in addressing issues extension and clarify its core values, rather process concrete to and set a direction terms. be most for the Administrators effective if they other people early in the process, participation, and if they listen. future in will find the involve staff and if they seek authentic 38 6. Supportive change. organizational Administrators must be characteristics honest assessing these characteristics. and realistic to in Has communication been (or can it be) frequent and honest from administrators to staff? Have administrators sought real, meaningful communication from staff and will they use the ideas and information? Lofy (1987) speaking the truth." calls this a "safe haven for Giving up an old paradigm and moving to a new one requires honest communication. The organization will be more likely to succeed in its transition if members can show a tolerance for ambiguity during the time of change. The organization can assist in creating this tolerance by being willing to support staff in their period of ambiguity. move toward The organization is ready to issues programming if its administrators are willing to make that commitment to staff. For example, staff may be unclear about what their new roles are and how they relate to one another under Providing a situation in which these roles ambiguities transition. the in issues programming. individuals can work out will make a more effective Other specific characteristics to consider are communication system which might be available to support the change, external, definitely imposed deadlines for change which will make the move more real for staff; and the ability to adjust systems within the organization 39 such as performance evaluation, rewards, and budget. Lacking one or two of these readiness characteristics will not preclude issues programming, but the more areas in which the organization is not ready, the less likely that issues programming can succeed (Dalgaard et al., 1988). In order to move from traditional extension programming to the or disciplinary issues programmings, it is required to have new ideas or innovations to be adopted by the clientele. adoption of an In a social innovation system, is the the diffusion vehicle to move and the society to the desired direction. Diffusion And Adoption of Innovations The major function of most extension practitioners is to facilitate the adoption of new ideas and practices by their clients. In order to be most effective in this role, one needs to understand the processes and factors involved in the diffusion and adoption of innovations. And how new ideas members and practices are communicated among of county or state client system and how they decide to adopt or reject these innovations. This helps one to explain and predict the rate of adoption of new ideas and provides a basis for developing effective strategies and planning successful extension programs. One of the features of diffusion over time. is that it occurs Generally, there is a considerable time lag, 40 usually many years, between the introduction of a new idea and its widespread adoption. This time lag can vary a great deal from one innovation to another and for the same innovation in different social systems. The success of extension programs is often measured by the degree to which this time lag is reduced to increase the rate of adoption and the relative speed with which an innovation is diffused and adopted by members of a social system. This rate is measured by the number or proportion of potential adopters who have adopted an innovation in a specific period of time. According to Lamble (1984): the rate of adoption is influenced by at least following five factors: (1) the type of decision involved in the adoption of the innovation; (2) the perceived attribute of the innovation; (3) the nature of the client system; (4) the nature of the communication channels u s e d ; and (5) the extent of the extension practitioner's effort (pp. 32-33). Research on the diffusion of innovation started in a series of independent intellectual enclaves during its first several decades. Nine major diffusion traditions are described: anthropology, early sociology, rural sociology, education, medical geography, and sociology, general communication, marketing, sociology. Each of these disciplinary cliques of diffusion researchers studied one kind of innovation; for example, rural sociologists investigated the diffusion of agricultural innovation to farmers while educational researchers studied the spread of 41 new teaching ideas among school personal. Despite the distinctiveness of these approaches to diffusion research, each "invisible college" uncovered remarkably similar findings; for example, that the diffusion of an innovation followed an S-shaped curve over time and that innovators had higher socioeconomic status than later adopters (Rogers, 1983). Historically, research on the diffusion process began with anthropology and was strongly influenced by social psychology, but it took its most powerful form in the hands of empirically minded rural sociologists, beginning with the classic study of hybrid seed corn by Ryan and Gross (1914). Perhaps the best integrated research traditions on adoption and diffusion process can be found in Rogers and Shoemaker's literature studies of the (1962). Out of the sociological 1920s and 1930s emerged the finding that adoption decisions follow a normal curve when plotted over time on a frequency basis (Agba, 1980). One of the first empirical investigations was done by Chapin (1928) in his analysis of diffusion of the city manager plan of government. Similar studies were conducted by Rice Wilson (1928), Penberton (1936, 1938), and Davis (1927) communication also pointed out the relationship and diffusion of farm practices. (1941). between Later studies reported by Hoffer (1942) and Ryan and Gross (1943) 42 help to establish the studies in this area. diffusion and communities. cornerstone of inter-disciplinary Ryan and Gross (1943) analyzed the adoption of hybrid seed corn in two Iowa The innovation of hybrid corn was one of the most important new farm technologies when it was released to Iowa farmers "agricultural in 1928, revolution" in and it ushered in farm productivity. an The diffusion of hybrid seed was heavily promoted by the Iowa Agricultural Extension Service and by salesmen from seed companies. Hybrid corn was an innovation with a high degree of relative advantage over the open-pollinated seed that it replaced, the typical farmer moved rather slowly from awareness-knowledge of the innovation to adoption. The innovation decision period from first knowledge to the adoption decision averaged about nine years for all respondents. This finding led to a clearer realization that the innovation-decision process involved considerable deliberation by most adopters, even in the case of an innovation with spectacular results. The average respondents took three or four years after planting his first hybrid seed, usually on a small trial plot, before deciding to adopt completely (Rogers, 1983, pp. 32-33). Communication stages in the farmer first neighbors persuasion. channels different roles innovation-decision process. heard are play the of hybrid most seed frequent from at various The typical salesmen, channel but leading to Salesmen are more important channels for early adopters, and neighbors are more important for later adopters. The Ryan and Gross (1943) findings suggested the 43 role of interpersonal networks in the diffusion process in a system. The farmer-to-farmer exchange of personal experiences with use of the hybrid seed seemed to lie at the heart of diffusion (Rogers, 1983, p. 33). Wilkening (1950a, 1950b) suggested that the adoption of farm practices is a process, and he conceptualized four stages: (1) awareness, adoption. (2) interest, (3) trial, and (4) Other studies provide theoretical variations on this approach. Rogers, Beal, and Bohlem (1957) studied the "Validity of the Concept of stages in the Adoption confirmed the existence of five stages. framework that model of influenced this innovation awareness, (2) interest, adoption. The by major (3) evaluation, model consisting and The theoretical finding was structured Process," the rational stages: (1) (4) trial, and (5) stages has been authenticated by most research workers. It has been reported that after an innovation is introduced, different people of the community become aware of it, get interested in it, evaluate it, try finally adopt or reject it at different times. taken by an individual from first hearing it, and The time about an innovation to its final adoption has been termed by rural sociologists as the adoption period. by many (Rogers, 1961; Moulik, It was acknowledged 1966; Reddy et al., 1969) 44 that people could be divided into different categories on the basis of relative time taken by them in adopting an innovation and the extent of adoption of innovation (Sinha and Kolte, 1974, pp. 8-9). A classic medical sociology study on drugs under the medical sociology tradition was conducted by Coleman, Menzel, and Katz (1957). They found that innovativeness is positively to correlated opinion leadership. The conceptual significance of this tradition is comparable to that of the rural sociology tradition. The drug study is also comparable to Ryan and Gross's analysis of hybrid seed corn in terms of its conceptual contribution to diffusion theory. Paul Mort (1938) diffusion tradition. was a pioneer in the education Mort and his associates studied the time lag between innovation, or the discovery of innovative practices, and their wide spread adoption. was that local schools. He control defined led to greater "adopt abi 1 ity 11 The key concept adaptability as by essentially synonymous with innovativeness. Carlson, in the 1960's, studied the adoption of programmed instruction and various forms of modern math in Pennsylvania and West Virginia schools, focusing on the personal characteristics of school superintendents and the role of opinion leadership within the school system. 45 Conceptually, the contribution made by education is comparable to that made by the early sociology tradition. According to the education research tradition, the adoption pattern of an educational idea over time approaches an Sshaped curve Barrington, (Farnsworth, 1953; Lovos, This pattern 1940; Mort 1955; Alder, and Cornell, 1955; Allen, 1941; 1956). implies that at first only a few "pioneer" schools adopt the new ideas, the majority then decides that the new ideas are desirable, and finally the curve levels off as the remaining schools adopt. During the sixties, there was a tremendous increase in the study of diffusion of innovation. (1983), (1) an the diffusion process has four crucial elements: innovation, certain channels, of the According to Rogers social dissertation (2) is communicated through (3) over time, and (4) among the members system. that which the Waktola (1975) success of any indicated in his diffusion of innovation program hinges upon the efficiency with which new ideas of change are formulated and disseminated to the clientele. This process is, in turn, a function of factors which include the predisposition of the clientele to the new ideas or innovations themselves, which promote the practices, aspirations. and (1) (2) the agencies (3) their own goals and 46 Rogers and Shoemaker have completed hundreds of studies dealing with the diffusion of innovation. them, there differences are cross-cultural in the diffusion According to similarities of as innovations; diffusion models are not entirely culture-bound. of success actual of the adoption introduction of an by the people. will as therefore, The probe innovation is its Introduction of an innovation inevitably leads to social change, even when it fails to produce the intended consequences. may find expression in the attitude These changes and outlook of the people or in their behavior or in their value systems, or all of these may by affected. be easily and readily While some innovations may accepted, resistances or indifference. others might meet with The success of adoption of innovation depends partly upon the nature of the innovation itself and partly on the social and cultural character of the people among whom it is introduced. Consequently, different social systems may react differently to the same innovation (Rajagopalan and Singh, 1971). Adoption of Innovations Processes The diffusion process refers to the spread ideas from originating sources to ultimate users. case of agriculture, of new In the it is the process by which new farm practices or ideas are communicated from sources of origin, usually scientists, to farmers. The adoption process is a 47 mental process through which an individual passes from first hearing about a new idea to its final adoption. It may divided into stages. Acceptance and use of improved technology or new ideas is a type of human action. Adoption of innovation has been conceived of both as a process and a point in the process by several researchers. a process passes of thinking from adoption. Rogers (1962) defined adoption as and doing in which an first hearing about innovation to individual its final Several diffusion researchers (Wilkening, 1950; Lavidge & Klongland Steiner, & 1961; Coward, Colley, 1970; 1961; Valkonen, Rogers, 1970; 1962; Rogers & Shoemaker, 1971; Robertson, 1970; Zaltman & Brooker, 1971; Brereton, Rogers, 1972; Lionberger & Gwin, 1976; Singh, 1981; 1986) have come out with varying adoption models. The models that have been developed in the past are hereby summarized in the following. Models of Adoption A. Wilkening (1950): (1) awareness, (2) interest, (3) trial, and (4) adoption. B. Lavidge & Steiner (1961) : (1) awareness, (1) knowledge, (3) preference, (2) liking, (4) conviction, and (5) purchase. C. Colley (1961): (1) unawareness (2) awareness (3) comprehension, (4) conviction, and (5) action. 48 D. Rogers (1962): (1) awareness, (3) evaluation, E. (2) interest, (4) trial, and (5) adoption. Klongland & Coward (1970): (1) information, (1) awareness, (2) evaluation (3) trial (rejection)/trial (acceptance), and (4) use adoption. F. Valkonen (1970): (1) Becoming Aware, (2) Willingness, and (3) Adoption. G. Rogers and Shoemaker (1971): (2) Persuasion, (1) Knowledge, (3) Decision, and (4) Confirmation. H. Robertson (1971): (2) Awareness, (1) Problem Perception, (3) Comprehension, (5) Legitimation, (6) Trial, (4) Attitude, (7) Adoption, (8) dissonance. I. Zaltman & Brooker (1971): (2) Motivation, (1) Perception, (3) Attitude, (4) Legitimation (5) Evaluation, and (6) Resolution. J. Brereton (1972) : stage, K. (1) Readiness stage, (2) Action (3) Follow-up stage. Gwin and Lionberger (1976): (1) Problem, (2) (3) Select Search for Alternatives, Alternatives, (4) Trial, and (5) Adoption. 49 L. Singh (1981): (3) Interest, (1) Need, (2) Awareness, (4) Deliberation, (5) Trial, (6) Evaluation, and (7) Adoption. M. Rogers (1986): (3) Decision, (1) Knowledge, (2) Persuasion, (4) Implementation, and (5) Confirmation. Among the various models developed by the social developers, the latest one, developed by Rogers (1986), is the newest especially and more in the congenial developed to the countries. social This system, model has already been adopted by the researchers and extensionists in many parts of the world. The researcher of the present study will use this model in his program. Factors Influence the Rate of Adoption of Innovations Adoption of agricultural innovation innovation depends upon various factors. or any other Some individuals may accept new ideas regardless of what other people do. Other ideas require acceptance by a group of people before one of them can use the idea. The use or adoption of these new ideas or innovation are not economically feasible until several people are willing to use them and change form the traditional practices or methods. The relative speed with which a new idea is adopted depends partially upon the characteristics of the new 50 idea. Bohlen et al. (1961), Lionberger and Gwin (1982), Rogers (1983), and Lamble (1984) stated that the following are the crucial characteristics of an innovation that significantly affect the rate of its adoption: 1. Rogers Relative (1983, p. advantage 15) (cost and economic returns): defines relative advantage as "the degree to which an innovation is perceived as better than the idea it supersedes." New ideas or practices that are high in cost generally tend to be adopted more slowly than do the less costly ones. However, regardless of cost, practices which produce high returns for dollars invested tend to be adopted more lower returns. investments rapidly than those which yield Also, practices producing quick returns on tend to be adopted more which produce deferred returns rapidly or returns than spread those over a long period of time. 2. Compatibility: The degree to which an innovation is perceived as being consistent with the existing values, past experiences, compatibility. with existing and needs of potential adopters defines A new idea or practice that is consistent ideas and beliefs rapidly than one that is not. adopted hybrid seed corn will be accepted more Farmers who already have and who are familiar with the concept of hybrid vigor are likely to adopt hybrid goats and hybrid chickens. 51 3. Complexity: Complexity is the degree to which an innovation is perceived as difficult to understand and use. New ideas that are relatively simple to understand and use will generally be accepted more quickly than more complex ideas. 4. Trialability: The degree to which an innovation may be used experimentally on a limited basis trialability. It applies to the quality of an innovation that permits trying a little at a time. fertilizer is called applications, different Practices, such as fertilizer analyses, feed additives, weed sprays, or seed varieties, may by tied on a sample basis and the results compared with those from previous practices. 5. Observability: This is the degree to which the results of an innovation are visible to others. The easier the results are to observe, describe, and communicate to others, the faster is the rate of adoption. sprinkler irrigation contrast, some rat is a highly poisons kill For example, visible the practice; rodents in in their burrows and results cannot be observed and evaluated easily by the farmer. The more visible the practice and its perceived by results, the more rapid is its adoption. In receivers general, as innovations having that greater are relative compatibility, trialability, observability, advantage, and less 52 complexity will innovations. be adopted more rapidly than other These are not the only qualities that affect adoption rates, but past research indicates that they are the most important characteristics of innovations in explaining rate of adoption. Adopter Categories People adopt ideas or practices at different times. Researchers (Bohlen, 1961; Donald, 1976; Lionberger, 1982; Rogers, 1983; Blackburn, 1984) indicate that the diffusion of a new idea usually requires several years. In the first years, a few people adopt it; then in a short span of time, a large number try it; and finally the remainder accept it. This represents the typical pattern. The distribution of clientele adopting a new idea by year of adoption generally has shape of the normal curve. diffusion curve permits This characteristic on the distributing farmers into five adopter categories. 1. Innovators: Often, innovators have been defined as the first to adopt a new idea or practice. Research in the Midwest indicates that these clients exhibit personal and social characteristics which are significantly different from those adopting later. For example, the and ability knowledge. to understand apply innovators have complex technical They are eager to adopt and practice new and complex ideas. At this stage the clientele specially use 53 magazines and newspapers for information about the innovation. 2. Early adopters: This group commands the highest in opinion leadership and is the most important group to work with for creating change. They are a more integrated part of the local social system than are innovators. They are high risk takers; taking risk does not matter to them because they are already highly successfully. They are always willing to try something new, and they can actually produce what newspapers, innovators and friends talk about. are the Mass main media, sources of information. 3. Early majority: adopters in opinion little more slowly. This group is second only to early leadership. They typically They are an important act a link between innovators and early adopters and late majority and laggard in the diffusion innovations which process. are values, past experiences, They compatible and needs. like with to their (1983), the culture, When felt needs are met a faster rate of adoption usually occurs. Rogers adopt the early majority are an According to important link between innovators and early adopter and late majority and laggard in the diffusion process. They communicate the ideas from the innovators and early adopters to the late majority and laggards. 54 4. Late majority: This term defines the people who will adopt new ideas after the early majority or after the average member of a social system. Late majority comprised of those people who continually say show me again . . .." is "show me, The economic necessity influenced the late majority groups of people to adopt a new idea. 5. Laggards (Traditional): This type of people are the last in a social system to adopt an innovation. possess almost no opinion leadership. They They are the most localite in their outlook of all categories. Laggards will not adopt the new ideas or innovations until they observe its results. Sometime, they still would not adopt. Channels of Information Clientele Different obtain research channels used by adoption process. information findings clientele In from have uncovered varied reviewing many with the channels. that stages related in sources the the of literature, it was found that numerous and diverse sources or channels of information and multitude of categorization schemes were used. It obviously necessitates a pragmatic set of categories that are mutually exclusive to classify channels of information for the purposes of the present study. Categorizing the channels of information into mass media and interpersonal is the simplest scheme one could 55 adopt. However, interpersonal sources the channels demonstrated to link the external of information (e.g., change agents) with the receivers suggests the need for a separate category. (1981, importance p. 149) identified a Therefore, Lingamneni three-category set of information channels in his diffusion research literature: mass media channels, cosmopolite interpersonal and localite interpersonal channels. include television, channels, posters, demonstrations. comprise radio, films, Localite face-to-face sources as the print Cosmopolite interpersonal communication visits and channels extra-systemic scientists, and commercial channels channels relatives, and media with interpersonal communication such all tours, sources such as change agents, agents. Mass media channels exhibitions, face-to-face channels, with friends, refer to those intra-systemic neighbors, local leaders and others that belong to the respondent's social system. Sometimes the distinction between the sources of information and the channels that carry the messages is not clearly understood. A source is an institution that originates a message. individual or an A channel is the means by which a message gets from a source to a receiver. Singh (1981) in his study on "The need for a communication strategy for rural development" had reported a significant 56 point that the researchers often categorized communication channels as either interpersonal or mass media in nature and as originating sources. Mass transmitting newspapers, large either media channels messages that fairs and the audience. involve from a localite are all include like, Interpersonal or cosmopolite those means television, of film, which enable to reach a channels are face-to-face exchange between (1981) indicated that those two or that more individuals. Singh also the sender and receiver of a massage must be connected or tuned to each other, and bridges channels between Personal contact demonstrations, the by of communication sender farm and and exhibitions, serve receiver visits, motion as physical of messages. group meetings, pictures, radio, television, written material such as bulletins, newspapers, pamphlets, tours and excursions are some of the channels commonly used for extension work. Selection and Use of Channel Proper selection and use of channels vary with the type of audience, the type of message, and the recipient's stage in the adoption process. No matter how important the massage, it will not get through to the intended audience without the use of proper channels. The relative effectiveness of each channel of communication and of 57 audio-visual aids has been experimentally found to differ. Invariably it has been reported that no one channel alone is effective for all situations. What is needed is a combination of channels in parallel, and operating in quick succession in order to have a lasting and meaningful impact on the ultimate users (Singh, 1981, p. 23). Technical competency is needed by communicator to use and communicate a particular channel. Singh (1971) in his dissertation research found that improper use or handling of communication channels, like television, did not produce the desired results, and created the wrong impression. Though variation in channels' effectiveness could be attributed to their characteristics, it could be increased by manipulating components other than characteristics, such as a message-oriented approach, and using them in suitable combination. that the media effectiveness is in the way the message required. In order to should be Singh (1981, optimize the taken towards p. 24) pointed effectiveness making of out channels, qualitative steps changes in content, mode of presentation, quality and relevance of the message. In order to do this, the change agents should understand the situation and reasons why clientele adopt, do not adopt, or partially adopt an innovation. Success in communication depends on what the recipient does in response to messages received. Several, social, 58 psychological, economic, and other factors, characterizing a particular individual or group, effectiveness. These largely influence communication determine what type of reception a particular message will get from an individual possessing specific characteristics. After reviewing several studies in the adoption of communication channels, Singh (1981) status, indicated level of that education, a farmer's social socio-economic participation, age adoption status, the stage at which he is in the adoption process, existing level of knowledge about the message, his attitude toward message, his aspirations with the for self, toward communicator, change-proneness, value future his attainments, communicator's messages, his and toward orientation, past length experience of farming career and many other factors present preconditions for the effective communication. Adoption Process and Communication According to Singh (1981), scholars and researchers of the adoption process have recognized for a long time that an individual's decision about adopting or rejecting an innovation is not usually an instantaneous act. Rather, it is a process that occurs over a period of time and consists of a series of actions and decisions. This process has been depicted in terms of various models varying from three to seven stages. 59 Different Channels are Important at Different Stages of Adoption Process The communicator must have thorough knowledge of the media and ability to choose the right one for a particular stage of the adoption process. the source utilization adoption in India. Many studies have explored pattern at different stages of On the basis of those findings, Singh (1981) made the following generalizations: 1. Village level— change agent and to some extent mass media are important at the need stage. 2. Village level-— change agent, mass media and other farmers are the most important sources at awareness. 3. The contribution of formal sources such as extension agency and other farmers are nearly equal at the interest stage. 4. At the deliberation stage informal personal sources including family members are most important. 5. No communication is needed at trial stage for simple substantive practices or the commercially conducted operations. For a complex or entirely new enterprise, informal or expert fellow-farmers act as communication sources. 6. At evaluation stage follow - farmers and neighbors are the main communication sources. 7. Self-experience gained at the trial stage is the main source at adoption stage. Singh patterns different also and emphasized source categories channel of differential communication credibility as perceived recipients. For example, illiterate and semiliterate people with small-sized by for 60 holdings and a low level of adoption, demonstrations on the farmer's field, farmers as the use of local leaders and progressive key communicators and interpersonal communication will be more effective and rewarding. progressive farmers, specialists and radio, scientists TV, would printed be more For material, suitable and helpful. Bohlen et al. on various different (1961) summarized the research findings sources of stages of information the clientele used adoption process in Table 1. in They indicated that mass media sources, such as farm magazines, newspapers, and radio, are most important at the awareness and interest important stages. than mass Neighbors media at and the friends evaluation are and more trial stages. In 1961, North Central Rural Sociology Subcommittee for the Study of Diffusion of Farm Practices found that the clientele preferred mass media channels, and agencies adoption others leaders, at at the process; the and awareness and trusted fellow evaluation stage; neighbors at the fellow farmers, interest farmers, stages and trusted publications, trial stage; of and experience and other Farmers at the adoption stage. local own 61 Table 1. Rank Order of Information Channels by Stages in the Adoption Process. Awareness Interest Evaluatio n Trial Adoption Learn about a new idea or practice gets more informatio n about it tries it out mentally uses or tries a little accepts it for fullscale and continued use 1. Mass media,radi o ,T V ,newsp apers, magazines l.Mass media 1.Friends and neighbors 1.Friends and neighbors 1.Friends and neighbors 2.Friends and neighborsmostly other farmers 2.Friends and neighbors 2.Agricul tural agencies 2 .Agricul tural agencies 2 .Agricul tural agencies 3 .Agricult ural agencies, Extension, Vo-Ag, etc. 3 .Agricult ural agencies 3. Dealers and salesman 3.Dealers and salesman 3 .Mass media 4.Dealers and salesman 4.Dealers and salesman 4 .Mass media 4 .Mass media 4.Dealers and salesman Source: North Central Regional Extension Publication No. 13, October, 1961 62 In 1981, Lingamneni undertook a comparative study of the communication channels the innovation-decision process in the United States and India. The communication media used were the same, but their importance at various stages in the adoption process, and importance to various groups of people within the total social system differed significantly. After reviewing the past research of Rogers (1986), he suggested a new conceptualization of the adoption process namely, "Innevation-Decision Process." The process consists of the four stages as shown below. 1. Knowledge: The individual is exposed to the innovation's existence and gains some understanding of how it functions. useful for At creating this stage, mass media knowledge, producing providing additional information. States, as well as channels are awareness, and Research, in the United in other countries, where mass media have been institutionalized as sources of information, has shown that magazines, mass and media the such like, as rank radio, high as T.V., means newspapers, of making people aware of new ideas and providing more information. Mass media is more important in the developed countries, whereas cosmopolite interpersonal channels are relatively more important in the less developed countries (Lingamneni, 1981, p. 14; Rogers, 1986; Beal and Rogers, 1957, 1960; 63 Copp et al., 1958; Mason, 1962, 1963, 1964; Rogers and Beal, 1958; Rogers and Pitzer, 1960; Wilkening, 1952, 1956. 2. Persuasion: The individual forms a favorable or unfavorable attitude toward the innovation. of research indicated that at this The findings stage, localite interpersonal channels are more important in both the more developed counties and the less developed countries. Supportive evidence is available from the same set of the United States and Indian studies cited under the knowledge function. 3. Decision: The individual engages in activities which lead to a choice to adopt or reject the innovation. At this stages, relatively more cosmopolite important interpersonal than mass channels media channels are or localite interpersonal channels in more developed, as well as developed, (1962), Rogers countries. (1986), Beal and Rogers Rogers and Beal (1960), (1958), Mason Sandhu (1967), Savale (1966), Singh and Jha (1965), and Wilkening (1952, 1956) strongly advocated this generalization. 4. seeks Implementation and Confirmation: reinforcement for the The individual innovation-decision he has made, but he may reverse his previous decision if exposed to conflicting messages about the innovation. For simple innovations, localite interpersonal channels are relatively more important than mass media channels or cosmopolite interpersonal channels at the decision function in the 64 developed Kapoor as well as (1966), Mason in the less developed (1962), Rao and Patel countries. (1966), Rogers and Pitzer (1960), Sinha and Parshad (1966), Singh (1967), Rogers (198 6), and Lingamneni (1981) have conformed this generalization. Summary Literature has documented the dynamic history of CES in the U.S. and in Michigan. the extended part of The Kent County Extension is the Michigan State University Extension and is helping its clientele to help themselves in many areas. As the needs of clientele are changing very fast with changes of Michigan, as well society, as in the extension Kent County, are services moving in from disciplinary programming to issue programming and providing services to its clientele based on their needs. Kendall issue (1991) asserted programming in that CES. little There is known is a Loftis and about need to the raise awareness among the clientele about the various issues. The MSUE had identified safety and quality, rural America, the international marketing, goal such as food revitalizing sustainable agriculture, water management, water quality, and youth at risk. desired issues, of MSUE, useful In order to achieve the information need to be channelized to the clientele in relative to those issues. These broader spectrum of the MSUE would be effective if 65 proper channels of information be identified and supplied the useful messages to the audience accordingly. In reviewing the related literature, it was found that diverse channels of information and a multitude of categorization schemes were used at different stages of adoption. The proper selection and use of channels vary with the type of clientele, the type of information, stages in the adoption process. matter how important the and the recipient's Singh (1981) said that no massage is, it will not get through to the intended audience without the use of proper channels. Invariably, it has been reported in the literature that no one channel alone is effective for all situations. parallel, What is needed is a combination of channels in and operating in quick succession in order to have a lasting and meaningful impact on the ultimate users. Singh again pointed out that the media effectiveness is in the way the message required. effectiveness of channels, making qualitative presentation, quality, In order to optimize the steps should be taken towards changes in content, mode of and relevance of the message. In order to do this, the change agents should understand the situation and reasons why clientele adopt, do not adopt, or partially adopt an innovation. Bohlen et al. (1961) summarized the research findings on various channels of information the clientele used in 66 different stages of adoption process and indicated that mass media sources, such as farm magazines, newspapers, and radio, are most stages. important at the awareness and interest Neighbors and friends are more important than mass media at the evaluation and trial stages. identified five stages of adoption: Rogers (1986) knowledge, persuasion, decision, implementation, and conformation and the channels used by the clientele at those stages. On the basis of reviewing the past literature and theories, the researcher concluded that mass media channels for creating Knowledge and awareness are useful in providing information, whereas locate interpersonal channels persuasion stages of adoption. channels are relatively more are important at the Cosmopolite interpersonal important than mass media channels or localite interpersonal channels at the decision stage whereas, for simple innovations, localite interpersonal channels are relatively more important than mass media channels or cosmopolite interpersonal channels at the implementation and confirmation stage. CHAPTER III METHODS AND PROCEDURES The purpose of this study is to describe and determine the views of MSUE clientele in Kent County toward various channels of receive information and how the clientele prefer to information on new ideas regarding the selected critical issues during the first two stages of innovation adoptions process. following seven county, This major (2) population, the instrument, chapter sections: (3) is (1) sampling, divided into the of the selection (4) development of (5) validity and reliability of instrument, (6) data collection, and (7) data analysis procedures. Selection of Kent County According to the U.S. Census Bureau and County Agricultural Development Statistics (1990), Kent County has a population of 500,631, of which 81.8% are urban and 18.2% are rural. Kent county section of Michigan. Approximately pasture, 28.7% is located in the west central The total county acreage is 551,532. is cropland, 22.2% 1.3% water, and 43.2% other land. 67 forest, 4.6% 68 Kent County was selected for the following reasons: it is important to maintain population validity throughout this project. which the sample Population validity refers to the extent to results to the can total be generalized population from of the larger specific subjects. Characteristics of the respondents should approximate those of the Table general 2 Michigan provides characteristics in population comparative Michigan (Hanenburg, statistics and Kent of 1986). selected County. These statistics are the best indicators of progressive thinking in the county. In order to obtain reliable and pertinent information from the respondents, population concentration is the most favorable criterion chosen by researchers. Considering the above facts, the researcher believes that Kent County is an appropriate location to be selected for this research. With a minimum cost, one can have maximum output from this type of investigation. In addition to the above reasons, the researcher chose Kent County because: major program areas (1) of the availability MSUE (CES) of the consisting four of Agricultural Marketing, Home Economics, 4-H Youth Programs and Natural Resources and Public Policy; (2) location within an agro-industrial area; and (3) nearness to MSU and research facilities. 69 Table 2. Selected Characteristics of the Population in the Kent County Compared with the State of Michigan Population (1990). Characteristic Kent County Percent Michigan Percent Sex male female Race white black american Indian, Eskimo, Aleut Asian and Pacific Islander other Education Persons 2 5 vears and over: % H. school graduates % with bachelor's degree or higher 48.4 51.6 48 .6 51.4 88.7 8.0 .6 1.1 1.6 83 .4 14.0 0.6 1.1 0.9 80.3 20.7 76.8 17.4 Employment Status employed unemployed 70.5 5.3 64.1 8.2 Setting area Urban Rural 81.8 18.2 70.7 29.3 Source: The U. S. Census Bureau and County Agricultural Development Statistics (1980) and (1990). 70 Population The objective of a scientific study or research is to describe the nature of a population, i.e., a group or class, subject variables, concepts or phenomena (Wimmer and Dominick, 1987). population: the population. elements survey There are two aspects of describing a target population The target population is the like to population p. 241) and target population Babbie, as (1983, "all the survey study. that sampled and for which data may be obtained. (1983, the is the collection of that the researcher would population and p. is actually Borg and Gall 146) members The defined of a the real or hypothetical set of people, events, or objectives to which we wish to generalize the results of our research." The advantage of drawing a small sample from a large target population is that it saves the researcher's time and expense of studying the entire population (Borg and Gall, 1983, p. 241). For this study, the population was the clientele of the MSUE in Kent County. However, it was difficult to cover the total target population in terms of time, cost, and other resources that would have to be mobilized involved. population On from the the other target hand, selecting population the survey provided manageable scope of study (Patrick, 1990 p . 34). and The for a 71 current population list of this study was obtained from the MSUE Kent County office. According to Hanenburg (1986), population validity is one of the most important factors in the generalization of research finding. represent all population. general the demographics elements of the of Kent State of County Michigan's The Kent County population approximates the Michigan from this The population and, therefore, the finding study could be used to generalize the overall MSUE activities in the state of Michigan. Sampling The sample identified criterion group of is a of strategically people or representativeness and events for systematically that meet a particular the study. The sample was selected by the same process that permits the researcher to assume that the sample was representative of the population from which it has been drawn. random sample provides for each individual Also, a in a defined population to have an equal chance of being included (Borg and Gall, 1983) . As mentioned previously, Kent County has been selected for this study. A list of clients from each of the program areas was obtained from the MSUE office in Kent County. used A stratified sampling procedures was collect data from each of the four program areas to 72 respondents. The sample of the clientele from each group was selected randomly by using a random list generated by SPSS/PC+ Table 3. Any duplication of clientele in MSUE (CES) programs areas has been deleted. Table 3. Population and Sampling for Each Program Area. Program Area Population % Home Economics 4203 45% 167 4-H 2607 28% 103 Ag./Hort. 1582 17% 63 998 10% 37 9390 100% 370 NRPP Total Sample Development of Instrument Based on the literature review and considering the objectives of this study, the instrument was developed by the researcher in consultation with the doctoral committee members, a jury of experts, and selected MSUE personnel in Kent County. Elliot for (1991), data According to Dillman (1978) and a mail questionnaire is a useful technique collection of survey research because social desirability bias and interviewer distortion and subversion can be avoided. The mail survey has often been the design of choice for gathering research data in extension education. many advantages. It has It is relatively inexpensive, fairly easy 73 to organize, can assure anonymity and can be used with relative ease by novice researchers, professionals. The mail as well as seasoned questionnaire is particularly useful in obtaining data from distant populations. It can reach people who are too busy to be interviewed, and it can target subgroupings of respondents. gather data problems, statistical instrument quickly and its on format analysis. lends a It can be used to broad is variety conducive Additionally, itself well to of to the appropriate mail obtaining coefficients through test-retest procedures, research survey reliability and it meets acceptable standards of content validity when analyzed by expert reviewers. It can also "eliminate interviewer bias to questions that are sensitive or embarrassing when posed by an interviewer" (Cote et al . , 1986). Therefore, the researcher chose to use the mail questionnaire technique to collect data from the respondents. Validity and Reliability The main propose of any data gathering methodology is to ensure obtained. observation reliability Reliability or and is validity the measurement of degree can be the to information which repeated independent observer with the same result. a given by an Validity means the extent to which we are able to observe or measure that which we intend to observe or measure (Gorden, 1969). 74 Validity and reliability refer to different aspects of a measure's believability. question: Is the instrument an appropriate one for what needs to be measured? does the Reliability answers the question: instrument yield the same results? Fitz-Gibbon, (1991) , Judgments of validity answer the 1978, with all pp. 89-115). research, the (Morris and According to development Elliot of an instrumentation should include a pilot test for reliability and a check for validity. Validity is concerned with the systematic or nonrandom error in collecting information. A test is valid only for some specifiable function, with specific groups, under specific conditions. Content validity refers to the representativeness of the instrument as related to the entire domain or universe of content on which the researchers are collecting information. Reliability is the accuracy or precision of an instrument. For the purpose of this study, a jury of experts from the Department of Agricultural and Extension Education and Michigan State University Extension establish instrument validity. the basis o f : familiarity was selected The jury was selected on (1) experience with MSUE program areas, with information to delivery system on (2) a new innovation during the first two stages of adoptions, and (3) knowledgeable and experience with survey research. A copy of the instrument was delivered to each judge, and the researcher scheduled a meeting with all the members 75 and individually to evaluate the instrument. The members of the jury were asked to evaluate each question in the instrument to determine if it could be understood and would be appropriate to answer the research questions. Reliability of the instrument was achieved through a number of techniques. First, population was selected. a random selection of the The instrument was pilot tested among forty clientele in the selected county who are not included in the study sample. used determine to the The pilot test data were reliability of instrument and Cronbach's alpha will be calculated to determine the reliability of the instrument. instrument was The final version of the prepared on the basis of the suggestions made by the jury of experts and reliability coefficients. A copy of the research proposal, letter was submitted to the instrument, University and cover Committee on Research Involving Human Subjects to review and approval. This review is required to ensure that all human rights are met in the study. Data Collection The survey self-addressed population instrument, return cover letter, envelope was mailed in each of the (Agricultural/Horticulture, four MSUE Home (CES) and stamped, to the sample program areas Economics, 4-H Program and Natural Resources and Public Policy) Youth in Kent 76 County during assured that July, 1992. their Potential replies would be respondents kept were confidential. Seven days later a reminder postcard with a thank-you note was mailed to all respondents. Three weeks later a second follow-up was mailed to the clientele who had not returned the initial cover instrument. letter that The informed following the consisted clientele or of a (surveyed people) that their questionnaire had not yet been received and included a restatement of the basic appeal original cover another return letter, a replacement stamped envelope. from the questionnaire, and The response rate was 54%. One of the common problem in research is the nonresponse error. different procedures for the social science Scholars have developed handling this problem. The researcher compared early to late respondents ' responses to overcome such a problem. Miller and Smith (1983) indicated that late respondents are often similar to nonrespondents. Thus, one way nonrespondents respondents to estimate is were through the nature late dichotomized of the respondents. into early and those who responded late. those who replies So, of the responded These two groups were compared statistically to ascertain whether any significant differences existed between them. 77 Data Analysis Procedures Data collected analyzed by using Statistical Package for Social Science (SPSS/PC+). Collected data had been coded for processing and analysis. In order to accomplish the objectives of the study, the following data analyses were calculated: Frequencies/descriptive statistics were calculated to analyze, data. present, T-test, determine the and ANOVA, summarize the general finding and and Tukey test were calculated to usefulness and preference of channels of information in the first two stages of adoption based on the demographic data about the selected issues. selected issues correlation were also For the calculated to determine the relationship between the available and useful and preferred mass media and interpersonal channels of information at knowledge and persuasion stages of adoption. Alpha was set a prior at .05. CHAPTER IV FINDINGS The purpose of this study was (1) to identify and describe which channels of information for selected critical issues the Kent County MSUE clientele consider useful, and (2) to identify how those clientele prefer to receive information about selected critical issues during each of the first two stages of adoption. This chapter presents the results obtained from the statistical analysis of the data. divided into the six sections: demographic information; This chapter is (1) reliability test; (2) (3) available channels of information (4) useful channels of information in the knowledge and persuasion stages of adoption; (5) the preferred channels of information for the knowledge and persuasion stages of adoption and (6) statistical analysis. Reliability Tests Results of the reliability tests are presented in Tables 4 and 5. The overall reliability of the instrument was .86 for the pilot test and .88 for all 78 79 Table 4. Results of Reliability Tests for the Instrument (Pilot Test). Issues at Knowledge stage # of Channels in Each Question Cronbach's Alpha Coefficient Food Safety and Quality 18 .87 Water Quality 18 .77 Youth and Families at Risk 18 .89 Rural and Urban Interface 18 .90 Overall preference at 18 .80 Food Safety and Quality 18 .87 Water Quality 18 .86 Youth and Families at Risk 18 .91 Rural and Urban Interface 18 .91 Overall preference at 18 .83 180 .86 knowledge stage Issues at Persuasion Stage persuasion stage Total 80 Table 5. Results of Reliability Tests for All Survey Respondents. Issues at Knowledge Stage # of Channels in Each Question Cronbach's Alpha Coefficient Food Safety and Quality 18 .87 Water Quality 18 .89 Youth and Families at Risk 18 .88 Rural and Urban Interface 18 .90 Overall preference at 18 .84 Food Safety and Quality 18 .87 Water Quality 18 .89 Youth and Families at Risk 18 .87 Rural and Urban Interface 18 .90 Overall preference at 18 .85 180 .88 knowledge stage Issues at Persuasion Stage persuasion stage Total 81 survey respondents. The questionnaire was divided into ten questions for analysis. Each question asked respondents to rank 18 information channels for use and preference across the knowledge and persuasion stages of adoption. the coefficient for (Table 4) . A reliability test was also conducted on all survey respondents. all pilot ranged from .77 to .91 The alpha reliability coefficients for respondents ranged reliability test The alpha coefficient from .84 to values .90 were (Table deemed 5). The sufficiently high to proceed with data analysis and interpretation. Tables 4 and 5 show the results of the reliability tests for the instrument and all survey respondents on the usefulness of information channels and on the preferred channels of information about the selected critical issues during the knowledge and persuasion stages of adoption of innovation. Demographic Information This section describes the demographic characteristics of the gender, respondents. race, level The of information obtained education, income, included: age and rural/urban resident. The number of questionnaires mailed was 370. Returned questionnaires included 180 usable, 27 nondeliverable, five unusable, three children, one sick respondent, and one 82 respondent living outside Kent County. 180 (54%) out of 333. The distribution respondents of the presented in Figure 1. by program area One hundred-one home economics, 36 (20%) were from Agriculture/Horticulture The return net was and 16 (56%) were from 4-H, 27 (15%) were from (9%) were from Resources and Public Policy. Home Econ. 101 56% N.R.P.P. 16 9% <»-n ;jo 20% Figure 1. is Ag./Hort. 27 15 % Survey Respondents By Program Area. Natural 83 One hundred-twenty six (70%) of the respondents were female and 54 (30%) were male (Table 6). Table 6. Gender Gender of Respondents. Number Percent 54 30.0 Female 126 70.0 Total 180 100.0 Male One hundred-sixty nine (93.9%) of the respondents were white, 8 (4.4%) were black and 1 (0.6%) was for each of the other races listed (Table 7). Table 7. Race of Respondents. Race Number Percent White 169 93.9 Black 8 4.4 American Indian, Eskimo or Aleut 1 0.6 Asian or Pacific Islander 1 0.6 Hispanic Origin (of any Race) 1 0.6 180 100. 0 Total 84 Table 8 describes the respondents' level of education. Fifty-six (31.1%) had college or graduate education. Fifty (27.8%) had some college education, 45 (25.0%) had a high school diploma, 27 (15.0%) have some high school education, and two (1.1%) had some elementary school education or no education. Table 8. The Level of Education of the Respondents The Level of Education Number Percent 2 1.1 Some high school education 27 15. 0 High school diploma 45 25.0 Some college education 50 27.8 College or graduate education 56 31.1 180 100. 0 No education or some elementary school Total Table 9 describes the respondents' yearly income. Ninety-eight (57%) had incomes between $10,000 and $49,999 per year. Twenty-three $50,000 per year. (13.4%) had incomes of more than Twenty-nine (16.9%) were unemployed, and 22 (12.8%) had incomes less than $10,000 per year. 85 Table 9. The Distribution of the Respondents' Incomes. Income Number Percent Unemployed 29 16.9 Less than $10,000 22 12.8 $10,000 - $49,000 98 57.0 $50,000 or more 23 13.4 180 100.0 Total Source: U. S. Department of Commerce, Bureau of the Census. Statistical Abstract of the United States 1990. Washington, D.C.: U. S. Government Printing Office. Table 10 describes the area in which the respondents live. Seventy-one setting, 68 (38.6%) (40.3%) were were living living in rural in a areas, suburban and 37 (21%) were living in urban areas. Table 10. The Distribution of Respondents' Living Areas. Living area Number Percent Urban Setting 37 21.0 Suburban Setting 71 40.3 Rural Setting 68 38.6 180 100.0 Total Table 11 shows the distribution of respondents by age. Nineteen (10.9%) respondents indicated an age of 20 years or less; 13 (7.5%) respondents indicated an age of 21 years to 3 0 years old. Thirty-nine (22.4%) were between 41 years and 50 years old. of the respondents 86 Table 11. The Distribution of the Respondents' Age. Age Range Number Percent Lowest - 20 Years 19 10.9 21 - 30 Years 13 7.5 31-40 Years 39 22.4 41 - 50 Years 37 21.3 51 - 60 years 16 9.2 61 Years or older 50 28.7 180 100.0 Total Sixteen (8.9%) were between 51 and 60 years old. Fifty (27.8%) respondents were 60 years or older. Available Channels of Information Table 12 shows the available channels of information by rank order from most available to least available, the channels were identified by respondents. and seventy-eight (98.9%) of the as One hundred respondents responded positively regarding to the availability of the radio as a channel of information. One hundred and seventy-four (96.7) respondents reported that T.V. was readily available to them as a channel of information. Newspaper(s) were the third highest ranked available channel of information, with 169 (93.9%) responses. positive Friend(s) responses were the and 11 fourth (6.1%) ranked negative available channel of information, with 167 (93.8%) positive responses 87 Table 12. Available Channels of Information By Rank Order From Most Available to Least Available As Identified By the Respondents. Channels of Information Yes NO N % N % Radio 178 98.9 2 1.1 T.V 174 96.7 6 3.3 Newspaper(s) 169 93.9 11 6.1 Friend(s) 167 93.8 11 6.2 B o o k (s )/ Library(ies) 157 88.7 20 11.3 Relative(s) 155 88.1 21 11.9 Newsletter(s) 155 87 .6 22 12 .4 Neighbor(s) 149 84.2 28 15.8 Newsmagazine(s) 135 76.3 42 23.7 Videotape(s) 129 74.6 44 25.4 Billboard(s) 131 74.4 45 25.6 Class(es)/ Course(s) 115 65.3 61 34.7 Salesperson(s) 107 62.6 64 37.4 Extension Agent(s) 107 61.8 66 38.2 Local Leader(s) 99 57.2 74 42.8 Seminar(s) 97 55.1 79 44.9 Conference(s) 74 43.0 98 57 .0 Group Demonstration/ Field day(s) 70 40.5 103 59. 5 4 8.7 42 91.3 Other 88 and 11 (6.2%) negative responses. The remainder of the available channels of information were ranked between 157 (88.1%) to 70 (40.5%) for positive responses and 20 (11.3%) and 103 (59.5%) for demonstration/field negative day(s) responses. were the The lowest group available channel of information with 70 (40.5%) positive responses. Useful Channels of Information for Knowledge and Persuasion Stages of Adoption This section describes the respondent perceptions of the usefulness selected adoption. of critical 18 channels of issues in the information about first two four stages of The respondents were asked to indicate the level usefulness issue, of of each channel of information for each in both the knowledge and the persuasion stage of adoption. This information is shown in Tables 13 through 20. descriptive analysis was used. were ranked in order The channels of information (according to their means) most to the least useful. A from the The statements were ranked on a five-point Likert scale where 1 indicated "of no use at all"; 2 indicated "not very useful"; 3 indicated "uncertain"; 4 indicated "somewhat useful" and 5 indicated "very useful." The respondent ranking the channels of information were categorized into three groups as follow: 89 — The channels which were ranked between 4.0 to 5.0 were defined as most useful for delivering information. — The channels which were ranked between 3.0 to 4.0 were defined as moderately useful for delivering information. — The channels which were ranked less than 3.0 were defined as least useful channels for delivering information. Means and standard deviations are shown in Tables 13 and 19. Useful Channels of Information By Issues at Knowledge Stage of Adoption Food Safety and Quality Table 13 shows the channels useful for delivering information about Food Safety and Quality at the knowledge stage of adoption. Television (4.40) and newspaper(s) (4.29) were ranked as the highest/most useful information channels. (3.65), Newsletter(s) Newsmagazine(s) (3.65), Relative(s) Course(s) as Radio (3.65), (3.89), Friend(s) Book(s)/Library(ies) (3.41), Neighbor(s) (3.27), Class(es)/ (3.24) and Extension Agent(s) (3.22) were ranked moderately Leader(s) (3.91), useful (2.83), Billboard(s) channels Seminar(s) (2.78), of information. Local (2.82), Videotape(s) (2.82), Conference(s) (2.70), Group demonstration/Field day(s) (2.62) and Salesperson(s) (2.61) 90 Table 13. Means and Standard Deviations By Rank Order Regarding the Usefulness of the Channels of Information About Food Safety and Quality at the Knowledge Stage of Adoption. Food Safety and Quality Issue at Knowledge Stage Channels of Information N Mean SD T.V. 180 4.40 .96 Newspaper(s) 178 4.29 1.02 Newsletter(s) 175 3.91 1.33 Radio 179 3 .89 1.18 Newsmagaz ine(s ) 176 3.65 1.30 Friend(s) 179 3.65 1.11 B o o k (s )/Library(ies) 178 3.65 1.29 Relative(s) 179 3.41 1.22 Neighbor(s) 179 3.27 1.18 Class(es)/Course(s) 178 3.24 1.38 Extension Agent(s) 176 3 .22 1.47 Local Leader(s) 175 2.83 1.35 Seminar(s) 179 2.82 1.46 Videotape(s) 175 2.82 1.53 Billboard(s) 178 2.78 1.26 Conference(s) 176 2.70 1.45 Group Demonstration/Field day(s) 175 2.62 1.47 Salesperson(s) 175 2.61 1.24 Other 55 2.02 1.31 91 were ranked as the least useful information channels for Food Safety and Quality at knowledge stage of adoption. Water Quality Table 14 shows the channels useful for delivering information about Water Quality at the knowledge stage of adoption. Television (4.30) and newspaper(s) ranked the as highest/most useful (4.26) were information channels. Radio (3.86), Newsletter(s) (3.76), Newsmagazine(s) (3.48), Book(s)/ Library(ies) (3.27), Friend(s) Agent(s), and Relative(s) useful channels (2.98) , (2.66), (3.06) were ranked as moderately information. Neighbor(s) Seminar(s) day(s) of (2.73), (2.88) , Class(es)/ Local Conference(s) Videotape(s) (3.12), Extension (2.65), Leader(s) (2.67), Group Course(s) (2.84), Billboard(s) demonstration/Field (2.43) and Salesperson(s) (2.29) were ranked as the least useful information channels for Water Quality at the knowledge stage of adoption. Youth and Families at Risk Table 15 information knowledge shows about stage the Youth of and adoption. Newspaper(s) (4.34) information channels. (3.75), channels useful Families for at Television delivering Risk at (4.43) the and were ranked as the highest/most useful Newsletter(s) Radio (3.70), (3.94), Newsmagaz i n e (s ) Friend(s) ( 3 . 5 4 ) , Relative(s) 92 Table 14. Means and Standard Deviations By Rank Order Regarding the Usefulness of the Channels of Information About Water Quality at the Knowledge Stage of Adoption. Water Quality Issue at Knowledge Stage Channels of Information N Mean SD T.V. 180 4.30 1.01 Newspaper(s) 178 4.26 0.99 Radio 180 3.86 1.19 Newsletter(s) 177 3.76 1. 32 Newsmagazine(s) 178 3.48 1.36 Book(s)/Library(ies) 176 3.27 1.32 Friend(s) 177 3.12 1.27 Extension Agent(s) 176 3.11 1.35 Relative(s) 177 3.06 1.23 Class(es)/Course(s) 175 2.98 1.38 Neighbor(s) 175 2.88 1.24 Local Leader(s) 175 2.84 1.28 Seminar(s) 178 2.73 1.40 Conference(s) 175 2.67 1.40 Billboard(s) 177 2.66 1.26 Videotape(s) 175 2.65 1.48 Group Demonstration/Field day(s) 175 2.43 1.30 Salesperson(s) 177 2.29 1.15 Other 48 1.79 1.05 93 Table 15. Means and Standard Deviations By Rank Order Regarding the Usefulness of the Channels of Information About Youth and Families at Risk at the Knowledge Stage of Adoption. Youth and Families at Risk at Knowledge Stage Channels of Information N Mean SD T.V. 178 4.43 1.04 Newspaper(s) 180 4.34 0.96 Radio 180 3.94 1.19 Newsmagaz ine(s ) 177 3.75 1.36 Newsletter(s) 175 3.70 1.31 Friend(s) 177 3.54 1.17 Relative(s) 177 3.41 1.28 B o o k (s )/Library(ies) 176 3.40 1.34 Neighbor(s) 176 3.20 1.26 Class(es)/Course(s) 175 3.03 1.44 Seminar(s) 178 2.96 1.48 Local Leader(s) 177 2 .94 1.28 Videotape(s) 174 2.91 1.47 Conference(s) 175 2.84 1.47 Extension Agent(s) 176 2.76 1.30 Billboard(s) 176 2 .65 1.32 Group Demonstration/Field day(s) 177 2.51 1.28 Salesperson(s) 175 2.07 1.12 Other 48 2.00 1.35 94 (3.41), Book(s)/Library(ies) and Class(es)/Course(s) (3.40), (3.03) (2.84), (2.94), Extension Seminar(s) Videotape(s) Agent(s) (3.20), were ranked as moderately useful channels of information. Leader(s) Neighbor(s) (2.91), (2.76), Group demonstration/Field day(s) (2.96), Local Conference(s) Billboard(s) (2.65), (2.51) and Salesperson(s) (2.07) were ranked as the least useful information channels for Youth and Families at Risk at knowledge stage of adoption. Rural and Urban Interface Table 16 information knowledge shows about stage Television the channels Rural of and Urban adoption. for delivering Interface Newspaper(s) at the (4.11) and (4.09) were ranked as the highest/ most useful information channels. Newsmagazine(s) Library(ies) Radio (3.64), Newsletter(s) (3.40), (3.06) Friend(s) were channels of information. ranked Class(es)/ Course(s) Videotape(s) (2.60), Group Salesperson(s) as and (3.51), Book(s)/ moderately (2.67), Conference(s) were Field ranked useful (2.98), Neighbor(s) (2.87), Local Leader(s) demonstration/ (2.02) (3.12), Relative(s) (2.96), Extension Agent(s) (2.51), useful Seminar(s) (2.58), day(s) as the (2.84), (2.62), Billboard(s) (2.41), least and useful information channels for Rural and Urban Interface at the knowledge stage of adoption. 95 Table 16. Means and Standard Deviations By Rank Order Regarding the Usefulness of the Channels of Information About Rural and Urban Interface at the Knowledge Stage of Adoption. Rural and Urban Interface Channels of Information at Knowledge Stage N Mean SD Newspaper(s) 180 4.11 1.14 T.V. 179 4.09 1.20 Radio 180 3.64 1.36 Newsletter(s ) 178 3.51 1.35 Newsmagaz i n e (s ) 177 3.40 1.41 Friend(s) 177 3.12 1.26 Book(s)/Library(ies) 177 3.06 1.38 Relative(s) 177 2.98 1.25 Neighbor(s) 177 2.96 1.25 Extens ion A g e n t (s )s ) 177 2.87 1.36 Local Leader(s) 177 2.84 1.38 Class(es)/Course(s) 175 2.67 1.37 Seminar(s) 176 2.62 1.44 Videotape(s) 175 2.60 1.45 Conference(s) 175 2.58 1.42 Billboard(s) 175 2.51 1.31 Group Demonstration/ Field day(s) 175 2.41 1.26 Salesperson(s) 176 2.02 1.11 Other 46 1.78 1.11 96 Useful Channels of Information By Issues at the Persuasion Stage of Adoption Food Safety and Quality Table 17 shows the channels useful for delivering information about Food Safety and Quality at the persuasion stage of adoption. Television (4.38) and newspaper(s) (4.32) were ranked as the highest/most useful information channels. Newsletter(s) Newsmagazine(s) Agent(s) (3.72), (3.97), Friend(s) (3.37), Relative(s) (3.34), Neighbor(s) Radio (3.41), (3.85), Extension (3.36), Book(s)/ Library(ies) (3.20) and Class(es)/Course(s) (3.09) were ranked as moderately useful channels of information. Videotape(s) (2.81), (2.86), Group Conference(s) Salesperson(s) Local Leader(s) demonstration/Field (2.73), (2.44) information channels (2.86), day(s) Billboard(s) were ranked as Seminar(s) (2.80), (2.53), the least and useful for Food Safety and Quality at the persuasion stage of adoption. Water Quality Table 18 shows the channels useful for delivering information about Water Quality at the persuasion stage of adoption. Newspaper(s) ranked the as (4.33) and Television highest/most useful (4.30) information channels. Radio (3.82), Newsletter(s) (3.82), Newsmagazine(s) Book(s)/Library(ies) were (3.70), (3.30), Friend(s) (3.29), Relative(s) 97 Table 17. Means and Standard Deviations By Rank Order Regarding the Usefulness of the Channels of Information About Food safety and Quality at the Persuasion Stage of Adoption. Food Safety and Quality Issue at Persuasion Stage Channels of Information N Mean SD T.V. 180 4.38 1 .04 Newspaper(s) 179 4.32 1.04 Newsletter(s) 178 3.97 1.31 Radio 179 3.85 1.22 Newsmagaz i n e (s ) 178 3.72 1.32 Friend(s) 178 3.41 1.16 Extension Agent(s) 178 3.37 1.36 Relative(s) 177 3.36 1.22 Book(s)/Library(ies) 178 3 .34 1.39 Neighbor(s) 177 3 .20 1.21 Class(s)/Course(s) 176 3 .09 1.43 Videotape(s) 175 2.86 1.53 Local Leader(s) 177 2.86 1.34 Seminar(s) 176 2.81 1.44 Group Demonstration/ Field day(s) 177 2.80 1.42 Conference(s) 175 2.73 1.42 Billboard(s) 177 2.53 1.28 Salesperson(s) 177 2.44 1.25 Other 40 1.93 1.31 98 Table 18. Means and Standard Deviations By Rank Order Regarding the Usefulness of the Channels of Information About Water Quality at the Persuasion Stage of Adoption. Water Quality Issue at Persuasion Stage Channels of Information N Mean SD Newspaper(s) 178 4.33 0.94 T.V. 179 4.30 1. 04 Radio 179 3.82 1.22 Newsletter(s) 178 3.82 1.22 Newsmagazine(s) 178 3.70 1. 34 Book(s)/Library(ies) 176 3.30 1. 39 Friend(s) 178 3.29 1.29 Relative(s) 177 3.20 1.30 Neighbor(s) 178 3.15 1.31 Extension Agent(s) 177 3.05 1.41 Class(es)/Course(s) 177 2.98 1.46 Local Leader(s) 178 2.87 1.33 Seminar(s) 178 2.79 1.49 Conference(s) 177 2.77 1.48 Videotape(s) 178 2.75 1.49 Group Demonstration/ Field day(s) 177 2.69 1.32 Billboard(s) 177 2.47 1.24 Salesperson(s) 177 2.16 1.21 Other 42 1. 64 1.01 99 (3.20), Neighbor(s) (3.15) and Extension Agent(s) (3.05) were ranked as moderately useful channels of information. Class(es)/Course(s) Seminar(s) (2.75), (2.98), (2.79), Group Billboard(s) Local Conference(s) Leader(s) (2.77), demonstration/Field (2.47), and Salesperson(s) (2.87), Videotape(s) day(s) (2.69), (2.16) were ranked as the least useful information channels for Water Quality at the persuasion stage of adoption. Youth and Families at Risk Table 19 information shows about persuasion stage Newspaper(s) the Youth of at delivering Risk Television at the (4.33) and Radio (3.94), Newsletter(s) (3.76), (3.52), Neighbor(s) channels Friend(s) of Agent(s) (2.89), (3.13) (2.98), (2.08) Relative(s) Videotape(s) Seminar(s) Conference(s) (2.61) were (3.87), (3.27), were ranked as moderately information. demonstration/Field day(s) Salesperson(s) (3.59), (3.30), Book(s)/ Library(ies) and Class(es)/Course(s) Leader(s) Families for (4.33) were ranked as the highest/most useful Newsmagazine(s) Extension and useful adoption. information channels. useful channels (2.93), (2.89), Billboard(s) ranked as the (2.98), Local Group (2.46) least and useful information channels for Youth and Families at Risk at the persuasion stage of adoption. 100 Table 19. Means and Standard Deviations By Rank Order Regarding the Usefulness of the Channels of Information About Youth and Families at Risk at the Persuasion Stage of Adoption. Youth and Families at Risk at Persuasion Stage Channels of Information N Mean SD T.V. 180 4.33 1.07 Newspaper(s) 180 4.33 0.94 Radio 179 3.94 1.16 Newsletter(s) 179 3.87 1.31 Newsmagazine(s) 178 3.76 1.35 Friend(s) 178 3.59 1.14 Relative(s) 178 3 .52 1.21 Neighbor(s) 178 3 .30 1.24 Book(s)/Library(ies) 177 3.27 1.37 Class(es)/Course(s) 178 3.13 1.45 Videotape(s) 179 2.98 1.53 Extension Agent(s) 177 2.98 1.38 Seminar(s) 178 2.93 1.50 Local Leader(s) 179 2.89 1.29 Conference(s) 177 2.89 1.49 Group Demonstration/ Field day(s) 177 2.61 1.37 Billboard(s) 176 2.46 1.26 Salesperson(s) 177 2.08 1.13 Other 44 2.02 1.30 101 Rural and Urban Interface Table 20 information shows about the channels Rural and useful Urban adoption. for delivering Interface the (4.19) and persuasion stage of Television (4.15) were ranked as the highest/most useful information channels. Newsmagazine(s) (3.23), (3.14) information. (2.91), Newsletter(s) (3.69), Neighbor(s) were ranked (3.14), as and (3.30), Relative(s) Book(s)/ Library(ies) moderately Extension Agent(s) (2.80), (3.87), Radio (3.78), Friend(s) Class(es)/Course(s) Videotape(s) Newspaper(s) at useful (2.94), (2.87), channels Local Leader(s) Seminar(s) Conference(s) of (2.82), (2.75), Group demonstration/Field day(s) (2.74), Billboard(S) (2.44), and Salesperson(s) (2.06) were ranked as the least useful information channels for Rural and Urban Interface at the persuasion stage of adoption. Preferred Channels of Information For The Knowledge and Persuasion Stages of Adoption This section describes how the respondents prefer to receive information about the four selected critical issues during the knowledge and persuasion stages of adoption. The respondents were asked to rank the level of preference regarding 18 channels of information procurement on a fivepoint Likert scale. One on the scale indicated preferred at all," 2 indicated "not very preferred," "not 102 Table 20. Means and Standard Deviations By Rank Order Regarding the Usefulness of the Channels of Information About Rural and Urban Interface at the Persuasion Stage of Adoption. Rural and Urban Interface Channels of Information at Persuasion Stage N Mean SD Newspaper(s) 180 4.19 1.05 T.V. 179 4.15 1.11 Newsletter(s) 177 3.87 1.19 Radio 179 3.78 1.23 Newsmagazine(s) 179 3.69 1.31 Friend(s) 178 3.30 1.27 Relative(s) 177 3.23 1.28 Neighbor(s) 177 3.14 1.31 Book(s)/ library(ies) 177 3.14 1.38 Extension Agent(s)s) 175 2.94 1.38 Local Leader(s) 178 2.91 1.33 Class(es)/ Course(s) 178 2.87 1.44 Seminar(s) 177 2.82 1.49 Videotape(s) 176 2.80 1.47 Conference(s) 175 2.75 1.47 Group Demonstration/ Field day(s) 177 2.74 1.36 Billboard(s) 175 2.44 1.20 Salesperson(s) 177 2.06 1.13 Other 41 1.90 1.14 103 3 indicated "uncertain," 4 indicated "somewhat preferred," and 5 indicated "very preferred." The means and standard deviations are shown in Tables 21 and 22. The respondents' ranking of the channels of information has been categorized into three groups: 1. were The channels which were ranked between 4.0 to 5.0 defined as the most preferred for delivering information. 2. The channels which were ranked between 3.0 to 4.0 were defined as moderately preferred for delivering information. 3. The channels which were ranked less than 3.0 defined as the least preferred channels for were delivering information. Preferred Channels of Information About the Four Selected Critical Issues at The Knowledge Stage of Adoption Table 21 shows means and standard deviations by rank order regarding respondents' channel preferences for receiving information about Food Safety and Quality, Water Quality, Interface Youth and Families at Risk, at Newspaper(s) the (4.45), Newsletter(s) the most knowledge (4.12), preferred Newsmagazine(s) stage and Rural and Urban of adoption. Watching Television (4.42), and Listening to Radio channels of Reading Reading (4.05) information. (3.87), Discussing with Friend(s) were Reading (3.65), 104 Table 21. Means and Standard Deviations By Rank Order Regarding Channel Preferences for Food Safety and Quality, Water Quality, Youth and Families at Risk and Rural and Urban Interface at the Knowledge Stage of Adoption. All Four Issues at Knowledge Stage Channels of Information N Mean SD Reading Newspaper(s) 180 4.45 0 .90 Watching T.V. 180 4.42 1.02 Reading Newsletter(s) 178 4 o12 1.11 Listening to Radio 180 4.05 1.16 Reading Newsmagazine(s) 178 3.87 1.33 Discussing with Friend(s) 179 3 .65 1.13 Reading Book(s)/or visiting Library(ies) 178 3.43 1. 38 Asking Relative(s) 179 3.31 1.23 Contacting Extension A g e n t (s ) 176 3.23 1.37 Asking Neighbor(s) 179 3.23 1.26 Attending Class(es)/Course(s) 175 3.16 1.45 Attending Seminar(s)/Workshop(s) 176 3.03 1.46 Visiting Demonstration Site (s) 177 2.97 1.41 Discussing With Local Leader(s) 178 2.97 1. 32 Watching Videotape(s) 177 2.91 1.49 Attending Conference(s) 175 2.89 1.45 Reading Billboard(s) 176 2.61 1.29 Contacting Salesperson(s) 177 2.09 1.15 Other 42 2.02 1.32 105 Reading Book(s)/or Relative(s) (3.43), (3.23), as moderately Visiting preferred Demonstration Leader(s) Attending channels Site(s) (2.97), Conference(s) Asking (3.23), Attending Class(es)/Course(s) and Attending Seminar(s)/Workshop(s) ranked Local Library(ies) (3.31), Contacting Extension Agent(s) Asking Neighbor(s) (3.16), Visiting of (2.97), Watching (2.89), (3.03) information. Discussing Videotape(S) Reading (2.61), and Contacting Salesperson(s) were with (2.91), Billboard(s) (2.09) were ranked as the least preferred channel for information about the four selected critical issues at the knowledge stage of adoption. Preferred Channels of Information About the Four Selected Critical Issues at The Persuasion Stage of Adoption Table 22 shows means and standard deviations by rank order regarding respondents'1 channel preferences for delivering information about Food Safety and Quality, Water Quality, Youth and Families at Risk, and Rural and Urban Interface at the persuasion stage of adoption. Newspaper(s) Reading channels (4.39), Newsletter(s) of Watching (4.20) information. Television were the Listening to Reading (4.31), most and preferred Radio (3.96), Reading Newsmagaz i n e (s ) (3.80), Discussing with Friend(s) (3.58), Reading Book(s)/or Visiting Library(ies) 106 Table 22. Means and Standard Deviations By Rank Order Regarding Respondents' Channel Preferences for Food Safety and Quality, Water Quality, Youth and Families at Risk and Rural and Urban Interface at the Persuasion Stages of Adoption. All Four Issues at Persuasion Stage N Mean SD Reading Newspaper(s) 180 4.39 0 .98 Watching T.V. 179 4.31 1.10 Reading Newsletter(s) 179 4.20 1.09 Listening to Radio 180 3.96 1.21 Reading Newsmagazine(s) 178 3.80 1.37 Discussing with Friend(s) 178 3.58 1.17 Reading Book(s)/or visiting Library(ies) 176 3.40 1.37 Asking Relative(s) 177 3.37 1.25 Asking Neighbor(s) 178 3.27 1.20 Contacting Extension Agent(s) 177 3.21 1.40 Attending Class(es)/Course(s) 176 3.06 1.49 Visiting Demonstration Site(s) 177 3.03 1.43 Watching Videotape(s) 177 3.02 1.51 Attending Seminar(s) 177 2.99 1.44 Discussing with Local Leader(s) 178 2.97 1.25 Attending Conference(s) 177 2.90 1.46 Reading Billboard(s) 177 2.56 1.33 Contacting Salesperson(s) 178 2.18 1.19 35 1.60 1.01 Channels of Information Other 107 (3.40), Asking Relative(s) (3.27), Contacting Extension Class(es)/Course(s) (3.03), (3.37), Asking Agent(s) Neighbor(s) (3.21), (3.06), Visiting Demonstration Site(s) and Watching Videotape(s) (3.02) were ranked moderately preferred channels of information. Seminar(s)/Workshop(s) Leader(s) (2.99), Discussing (2.97), Attending Conference(s) Billboard(s) Attending Attending with Local (2.90) , Reading (2.56), and Contacting Salesperson(s) were ranked as the as least useful channels of (2.18) information about the four selected critical issues at persuasion stage of adoption. Statistical Analysis T-test A t-test was conducted to determine if a significant statistical difference existed between the early and late respondents. The results showed that there were no differences between early and late respondents regarding useful and preferred channels of information and interpersonal) in the first two stages (mass media of adoption. Therefore, the results of this research can be generalized to the target population of the study. A comparison of mean ranking between the gender (male and female) and the available channels of information (mass media and interpersonal) was conducted. The results show that there was no statistically significant difference 108 (p<.05) between the mean ranking of the male and female respondents and the available channels of information. Also, a comparison of mean rankings between the gender (male and female) and the useful and preferred channels of information (mass media and interpersonal) in the first two stages of adoption about the four selected critical issues was conducted. The results show that statistically significant difference there (p<.05) was no between the mean ranking of the male and female respondents and the useful and preferred channels of information in the knowledge and persuasion stages of adoption, regardless of selected issue. Analysis of Variance Available variance channels (ANOVA) also of information. indicated that Analysis of there were no significant differences (p<.05) based upon the respondents' area of living and the available channels of information. However, analysis of variance (ANOVA) indicated that there was a significant statistical difference based upon the respondents' channels of information. income and the (p<.05) available A post-hoc Tukey test indicated that there was a significant difference between respondents who were unemployed, those who earned less than $10,000, those who earned between $10,000 - $49,999, and those who earned $50,000 or more, in terms of their ranking of 109 available of Respondents interpersonal who earned channels $50,000 or of information. more ranked the interpersonal channels of information significantly higher than respondents who were unemployed, who earned less than $10,000, and who earned $10,000 - 49,999. Table 23 shows the results of the Tukey test. Table 23. Group Tukey Test for Income Levels and Available Interpersonal Channels of Information. Mean Unemployed 3 .5 0 < $ 10,000 3 .2 0 $ 1 0 ,0 0 0 $49,999 3.51 $ 50 ,00 0 or < 3 .9 0 Unemployed < $10,000 $10,000 $49,999 « « « $50 ,00 0 or< * p <. 05 Analysis of variance (ANOVA) also indicated that there was a significant statistical difference (p<.05) based upon the respondents' level available channels of information. of education and the A post-hoc Tukey test indicated that there was a significant difference between respondents who have college or graduate education and those who have some high school education in terms of their ranking of availability of mass media channels of 110 information. education Respondents ranked the who available have college mass media or graduate channels of information significantly higher than respondents who have some high school education. Table 24 shows the results of the Tukey test. Table 24. Tukey Test for Level of Education and Available Mass Media Channels of Information. Education Level Mean No Education 6.00 S.H.S.Educatio 6.27 H.S.Diploma 6.67 S.College 7.07 College/graduat 7.26 No Education Some H. School H.Scho Diploma Some College College or Graduate « * p < .05 Analysis of variance (ANOVA) also indicated that there was a significant statistical difference (p.< 0 5 ) based upon the respondents' level channels of information. of education and the available A post-hoc Tukey test indicated that there was a significant difference between respondents who had college or graduate education and those who had some high school education or who had a high school diploma in terms of their ranking channels of information. of available interpersonal Respondents who had college or graduate education ranked the available interpersonal Ill channels of information significantly higher than respondents who had some high school education and high school diploma. Table 25 shows the results of the Tukey test. Table 25. Education Level * Tukey Test for Level of Education and Available Interpersonal Channels of Information. Mean No Education 6.00 S. H. S. Education 6 .1 7 H.S.Diploma 6 .9 3 S. College 6 .2 7 College/graduate 7.69 No Educa­ tion Some High School High School Diploma Some College College Graduate p < .0 5 The analysis of variance also found that there were significant differences between respondents' age groups and available channels of information. There was a significant difference between respondents between the ages of 31 and 40 and 41 and 50 and those who are 61 years old or older regarding the available mass media channels of information. Respondents between the ages of 31 and 40 years and 41 and 50 years ranked the available mass media channels information higher than respondents who are 61 years or of 112 older. Table 26 shows the results of the post-hoc Tukey test. Table 26. Tukey Test for Age Groups and Available Mass Media Channels of Information. Mean Groups * < 2 0 yrs. 6.21 2 1 -3 0 6 .7 0 3 1 -4 0 6.88 4 1 -6 0 7.06 5 1 -6 0 7.2 6 61 or < 7 .6 3 < 2 0 yrs. 2 1 -3 0 3 1 -4 0 4 1 -6 0 6 1 -6 0 61 or < p < .0 5 The analysis of variance also found that there were significant differences between respondents' age groups and available channels of information. There was a significant difference between respondents between the ages of 31 and 40 years and those who are between 21 and 30 years old and 61 years old or older regarding the available interpersonal channels of information. 31 and channels 40 of years Respondents between the ages of old ranked the available interpersonal information higher than respondents who are between 21 and 3 0 years old and 61 years old or older. Table 27 shows the results of the post-hoc Tukey test. The analysis of variance also found that there were significant differences between respondents' age groups and 113 Table 27. Tukey Test for Age Groups and Available Interpersonal Channels of Information. Mean Groups * < 2 0 yrs. 6 .1 7 2 1 -3 0 6 .6 0 3 1 -4 0 6.1 1 4 1 -6 0 6 .2 3 6 1 -6 0 7 .3 6 61 or < 7 .8 8 < 2 0 yrs. 2 1 -3 0 3 1 -4 0 4 1 -6 0 6 1 -6 0 61 or < • • « p < .0 5 available channels of information. There was a significant difference between respondents between the ages of 41 and 50 and those who are 61 years old or older regarding the available interpersonal channels of information. Respondents between the ages of 41 and 50 years old ranked the available interpersonal channels of information higher than respondents who are 61 years old or older. Table 28 shows the results of the post-hoc Tukey test. Useful and Preferred Channels of Information Analysis of variance (ANOVA) indicated that there was no significant respondents' difference level of (p>.05) education and based the upon the useful and preferred channels of information in the first two stages of adoption. Analysis of variance (ANOVA) also indicated that there was no significant differences (p<.05) based 114 Table 28. * Tukey Test for Income Levels and Mass Media Channels Useful for Water Quality Information at the Knowledge Stage. Group Mean Unemployed 3 .5 0 < $ 10 ,00 0 3 .2 0 $ 1 0 ,0 0 0 $ 49 ,99 9 3.51 $ 5 0 ,0 0 0 or < 3 .9 0 Unemployed < $ 1 0 ,0 0 0 $ 1 0 ,0 0 0 $ 4 9 ,9 9 9 $ 5 0 ,0 0 0 o r< * p < .0 5 upon the respondents' area of living and the useful and preferred channels of information in either of the first two stages of adoption. Analysis of variance (ANOVA) indicated that there was a significant statistical difference (p<.05) based upon the respondents' income and the useful and preferred channels of information in the first two stages of adoption. A post-hoc Tukey test indicated that there was a significant difference between respondents who were unemployed and those who earned $50,000 or more on their ranking of mass media channels information at Respondents who usefulness, of they the feel useful knowledge earned mass are $50,000 media stage or channels for water of more of quality adoption. rated the information significantly higher than respondents who were unemployed 115 for water quality information at the knowledge adoption. stage of Table 28 shows the results of the Tukey test. The analysis of variance also found that there were significant differences between respondents' age groups and channels of knowledge information and they persuasion use stages and of prefer at adoption. the The information related to age distribution of the respondents indicated that the age distribution was skewed toward the older population groups. The data analysis also shows that there were significant differences between respondents' age groups and their responses to the channels of information they used and preferred at the knowledge and persuasion stages of adoption. There was a significant difference between respondents between the ages of 21 and 30 and those between 31 and 4 0 on the interpersonal knowledge stage. years channels of information at the Respondents between the ages of 31 and 40 rated the usefulness of interpersonal channels of information significantly higher than respondents between the ages 21 -30 years for food safety and information at the knowledge stage of adoption. quality Table 29 shows the results of the post-hoc Tukey test. Moreover, the analysis of variance also found that there were significant differences between respondents' age groups and the channels of information they used preferred at the knowledge and persuasion stages of and 116 Table 29. * Tukey Test for Age Groups and Interpersonal Channels Useful for Food Safety and Quality Information at the Knowledge Stage. Groups Mean < 2 0 yrs. 3 .1 3 2 1 -3 0 2 .4 3 3 1 -4 0 3.31 4 1 -5 0 3.21 5 1-60 2 .8 6 61 or < 2 .8 8 < 2 0 yrs. 2 1 -3 0 3 1 -4 0 4 1 -5 0 5 1 -6 0 61 or < « p < .0 5 adoption. There were significant differences between respondents between the ages of 21 and 30 years old and those between the ages of 31 and 40 years old with those who were between the ages of 41 and 50 years old on the mass media channels of information. The older age group rated the usefulness of mass media channels of information higher than the younger age groups for water information at the knowledge stage of adoption. quality Table 3 0 shows the results of the post-hoc Tukey test. The analysis of variance also found that there were significant differences between respondents' age groups and the channels of information they used and preferred at the knowledge and persuasion stages of adoption. Significant differences were also found between respondents who are 117 Table 30. * Tukey Test for Age Groups and Mass Media Channels Useful for Water Quality Information at the Knowledge Stage. Groups Mean < 2 0 yrs. 3 .6 6 21-30 3 .0 2 3 1-40 3 .3 6 4 1 -5 0 3 .8 6 51-60 3 .6 8 61 or < 3 .4 3 < 2 0 yrs. 2 1 -3 0 3140 ♦ * 4 1 -5 0 5 1 -6 0 61 or < p < .0 5 between the ages of 41 and 50 years old and those who are 61 years or information. of mass older the mass media channels of Those between 41 and 50 rated the usefulness media respondents on channels of information higher than 61 years or older for youth and families at risk information at the knowledge stage of adoption. Table 31 shows the results of the post-hoc Tukey test. The analysis of variance also found that there were significant differences between respondents' age groups and the channels knowledge and of information they use persuasion stages of and prefer adoption. at the Finally, there were significant differences between respondents who were between the ages of 41 and 50 years old and those who were between the ages of 31 and 4 0 years old and 61 years or older on the mass media channels of information. Once 118 Table 31. Tukey Test for Age Groups and Mass Media Channels Useful for Youth and Families at Risk Information at the Knowledge Stage. Groups Mean < 2 0 yrs. 3 .8 3 2 1-30 3 .5 8 31-40 3 .4 9 41-50 3 .9 8 51-60 3 .6 2 61 or < 3 .3 9 again, respondents < 2 0 yrs. 2 1 -3 0 3 1 -4 0 4 1 -5 0 5 1 -6 0 61 or < « between the ages of 41 and 50 years ranked the usefulness of mass media channels of information higher than respondents between the ages of 31 and 40 years and those 61 years or older for youth and families at risk information at the persuasion stage of adoption. Table 32 shows the results of the post-hoc Tukey test. Table 32. < * Tukey Test for Age Groups and Mass Media Channels Useful for Youth and Families at Risk Information at the Persuasion Stage. Groups Mean 20 yrs. 3 .8 8 21-30 3 .7 0 31-40 3 .3 8 4 1-50 3 .9 7 51-60 3.41 61 or < 3 .3 8 p<.05 < 2 0 yrs. 2 1 -3 0 3 1 -4 0 • 4 1 -5 0 5 1 -6 0 61 or < • 119 Correlations Computations were made to relationship available of Pearson product-moraent coefficients determine existed channels if between of significant the data information and statistical related the to the useful and preferred channels of information about the selected issues at the first two stages of adoption. here indicated there were low, The findings shown moderate, and substantial association/relationships between the available mass media and interpersonal preferred mass information media and channels and interpersonal useful channels and of information about the selected issues at the knowledge and persuasion stages of adoption. In general, the associations/relationships were moderate except there were substantial associations between available and useful interpersonal channels of information for food safety and quality information at the knowledge and persuasion stages of adoption. There was low association between available and preferred mass media channels of information for all the four Tables 33 issues to 37 at the shows persuasion the stage relationship of adoption. between the available and useful and preferred channels of information. 120 Table 33. The Relationship Between Available and Useful Mass Media Information Channels at the Knowledge Stage of Adoption Variable Coefficient Description Mass Media For Food Safety & Quality .46 Moderate Mass Media For Water Quality .34 Moderate Mass Media For Youth and Families at Risk .39 Moderate Mass Media For Rural and Urbane Interface .31 Moderate Table 34. The Relationship Between Available and Useful Mass Media Information Channels at the Persuasion Stage of Adoption. Variable Coefficient Description Mass Media For Food Safety & Quality .32 Moderate Mass Media For Water Quality .34 Moderate Mass Media For Youth and Families at Risk .32 Moderate Mass Media For Rural and Urban Interface .26 Low 121 Table 35. The Relationship Between Available and Useful Interpersonal Information Channels at the Knowledge Stage of Adoption. Variable Coefficient Description Interpersonal For Food Safety & Quality .53 Substantial Interpersonal For Water Quality .42 Moderate Interpersonal For Youth and Families at Risk .49 Moderate Interpersonal For Rural and Urbane Interface .36 Moderate Table 36. The Relationship Between Available and Useful Interpersonal Information Channels at the Persuasion Stage of Adoption. Variable Coefficient Description Interpersonal For Food Safety & Quality .51 Substantial Interpersonal For Water Quality .45 Moderate Interpersonal For Youth and Families at Risk .44 Moderate Interpersonal Media For Rural and Urbane Interface .37 Moderate 122 Table 37. The Relationship Between Available and Preferred Mass Media and Interpersonal Information Channels at the Knowledge and Persuasion Stages of Adoption. Variable Coefficient Description Mass Media For All the Four Issues at the Knowledge Stage .30 Moderate Mass Media For All the Four Issues at the Persuasion Stage .26 Low Interpersonal For All the Four Issues at the Knowledge Stage .44 Moderate Interpersonal For All the Four Issues at the Persuasion Stage .46 Moderate 123 Other Important Issues Mentioned bv MSUE Clientele The following issues were mentioned by the Kent County MSUE clientele as issues they believe to be important in Kent County. * The issues were: Roads and streets conditions, mass transit, parking and roads commission. * Abuse of drug and alcohol, abuse of women, and child abuse. * Children's protection, children rights, hungry young people, children, and child support. * Education education and training skills for funding/budget, education reform, school dropout, teach abstinence. * Getting jobs. * Cultural. * Teenage pregnancy, abortion, single parent, interracial adoption, abusive families, and day care. * Local and international marketing. * Crime prevention and safety, gang violence. * Preparedness for disaster. * Taxes, politics, too many regulation from government, intergovernment problems, term limits, new political party, tax relief, government officials, * Aging/elderly concerns or retirement. Recycling, trash pick up, waste and swage disposal/ management, junk cars. Housing, homeless, poverty, welfare. Minority issues, Rural issues of discrimination, development development, (farm land use, land), wet urban sprawl, lands, land fair ground in appropriate place. AIDS research and ADIS education, sex, suicide, mental health, health care, low cholesterol food. Environment damage, cleaning up lakes, rivers, streams, smoke environment concerns, incinerator. Animal rights activity should redirect their efforts to some thing that will do some good. Right to life, handicapper rights, women rights, and equal rights. Air, ozone layer, toxic/ chemical, pollution, and land pollution. Wildlife, hunting is a needed practice, wildlife, and preserving forests. Gypsy moth issue. Recreation. Libraries open more hours. preserving 125 Other Information Channels Mentioned By MSUE Clientele Church, grocery store, computer (CEENET), Specialists/ Experts, coops, 4-H projects, townships, local involvement, and alcoholics anonymous were also mentioned by Kent County MSUE clientele as "other" useful and preferred channels of information about the selected issues at the knowledge and persuasion stages of adoption. CHAPTER V DISCUSSION, CONCLUSION, AND RECOMMENDATIONS Introduction The apparent gap in communication between MSUE and its clientele could effective, be useful, about key issues innovation. greatly ameliorated by identifying and preferred channels of information in the different stages of adoption This study was designed to identify of and describe the useful and preferred channels of information about selected issues in Kent County during the first two stages of adoption. In recognition of the need to relate the findings of this study to educational divided into three section. discussion of research demographic data, (2) practice, research chapter was The first section focused on findings which included: (1) available channels of information, (3) useful channels of information, of information. this (4) preferred channels The second section covered/provided the conclusions, and the last recommendations for further research. 126 section proffered 127 Discussion The participants in this study provided a wealth of information. a random The study was based upon data collected from sample (Michigan) . of MSUE clientele in Kent County The clientele were from the four MSUE (CES) program areas: (1) Home Economics (2) 4-H (3) Agricultura1/ Horticulture, (4) and Natural Resources and Public Policy. Demographic Information One of the objectives of this study was to determine what affect selected demographic variables had on the use of, and/or preference for, selected channels of information for issues information. showed that ranked the the The results of the data analysis respondents availability who of earned $50,000 interpersonal or more channels of information significantly higher than respondents who were unemployed or had lower income. The results of the data analysis respondents $50,000 also or channels showed more of that ranked the the information usefulness who earned mass media higher than of significantly respondents who were unemployed for the water quality issue at the knowledge stage of adoption. Regarding reported a the high level level of of education, education respondents (college/ who graduate degree) ranked the available mass media and interpersonal 128 channels of information higher than the groups who reported lower levels of education. The information related to age distribution of the respondents indicated that the age distribution was skewed toward the younger older population respondents ranked groups. the In general, available the channels of information higher then the older respondents (61 years old or older). The data analysis showed also that there were significant differences between respondents' age groups and their responses to the channels of information they used and preferred at the knowledge and persuasion adoption. of For information about food safety and quality at the knowledge stage of adoption, ages stages of 31 and 40 years respondents between the ranked the usefulness of interpersonal channels of information significantly higher than respondents between 21 and 30 years. The older age group also ranked the usefulness of mass media channels of information higher than the younger age groups for water quality Once information at the knowledge again, usefulness those between of mass media 41 and 50 channels of stage of adoption. years ranked the information higher than respondents 61 years or older for youth and families at risk information at the knowledge stage of adoption. Finally, respondents between 41 and 50 years ranked the usefulness of mass media channels of information higher than respondents between 31 and 40 years and those 61 years 129 or older for youth and families at risk information at the persuasion stage. Useful Channels of Information One of the objectives of the study was to among the MSUE clientele in Kent County identify Extension useful mass media and interpersonal channels the information about selected critical issues during each of the first two stages of innovation adoption. Television and newspapers were ranked as the most useful information channels in both the knowledge and persuasion four selected issues. books/library, courses, useful and extension selected critical stages of Radio, friends, channels of stages of adoption newsmagazine, relatives, information for newsletters, neighbors, agents were ranked for all classes/ as moderately each of the four issues at the knowledge and persuasion adoption. Videotapes, seminars, conferences, local leaders, billboards, group demonstration/field days, and sales persons were ranked as the least useful information channels in both the knowledge and persuasion stages of adoption for all four selected issues. Preferred Channels of Information The final objective of this study was to determine how the clientele of MSUE in Kent County preferred to receive issues information innovation adoption. during the first two stages The study indicated that reading of 130 newspapers, watching television, listening to radio were the reading newsletters, most preferred channels in both stages of adoption. reading book(s) friends, asking asking neighbors attending and contacting attending seminars/workshop information Reading newsmagazine, or visiting the library, relatives, and discussion with extension agents, classes/courses, visiting demonstration and sites were ranked as moderately preferred information channels at both knowledge adoption. leader(s), and and persuasion stages of Watching videotape, discussing innovation with local attending conference(s), reading billboard(s), contacting salesperson(s) were ranked as the least preferred channels of information at both the knowledge and persuasion stages of adoption of innovation. Conclusions Based on the conclusions findings of this study, concerning useful the following and preferred channels of information for selected critical issues at the first two stages of adoption of innovation in the Kent County were drawn. Conclusions are grouped in three sections by the objectives of the study. The channels of information were categorized into mass media and interpersonal channels of information. 131 Mass media Television, channels of Newspaper(s), Newsletter(s), information: Book(s)/ Newsmagazine(s), Radio, Library(ies), Videotape(s), and Billboard(s). Interpersonal relative(s), of information: Neighbor(s), Salesperson(s), Seminar(s), channels Extension Conference(s) Friend(s), C l a s s ( e s ) / C o u r s e (s) , Agent(s), and Group Local Leader(s), Demonstration/Field day(s) . Regarding the demographic information, the following conclusions were drawn: 1. Income was shown to be significant in evaluating the availability, usefulness, and preference of information channels. The availability, usefulness, and preference of the mass media and interpersonal channels of information were ranked significantly higher earned $50,000 or more. by the respondents who This indicated respondents who had high income had greater access to, used and preferred the mass media and interpersonal information channels more than did the respondents who had incomes less than $50,000. This group of respondents are the earlier knowers of an innovation. They have more contact with the change agencies and exposure to the mass media channels than those with low incomes. Those respondents are willing to seek information and have a general attitude toward adopting new ideas and change (Rogers,1983). 132 2. Respondents with higher education level (college/ graduate degree) interpersonal with lower ranked channels levels educational of levels information of available mass media information higher education. have channels the the than Respondents ability to to gain knowledge use about and those with high different new ideas. This group of respondents is also called earlier knowers of an innovation. channels They are more exposed to the mass media than education. respondents who Those have respondents lower are levels willing to of seek information and have a proactive attitude toward adopting new ideas and change (Rogers,1983). 3.There were low, moderate, and substantial associations between the available channels of information and the mass information. media and interpersonal channels of The respondents who have substantial access to available interpersonal channels of information ranked the usefulness of interpersonal channels of information higher than the others groups who have moderate and low access to available interpersonal channels of information. 4. Mass media information channels also were ranked significantly higher as useful and preferred channels of information by different age groups for different issues at both stages of adoption. The literature review suggested that channels of information can be effectively used, or prefer to be used, 133 at different stages of adoption of innovation. Thus, mass media channels of information were supposedly effective in creating knowledge, awareness, and spreading information; leading to changes in weakly held attitudes; and teaching a large audience rapidly. channels of On the other hand, interpersonal information were considered effective in providing a two-way exchange of information; and persuading individuals to form or change strongly held attitudes. However, selected when clientele channels of were asked information to according rank to the their usefulness and how they preferred to receive information, there were no discernible trends in either use, or preference to use, mass media or interpersonal channels of information at any particular stage of adoption of innovation. For instance, basing our criteria on the first ten channels of information at the knowledge and persuasion stages of adoption, respondents were most likely to use and prefer television, radio and newspapers, newsletters, books/1ibrary (from mass newsmagazine, media channels of information); and friends, relatives, neighbors, extension agents, and classes/courses (from interpersonal channels of information), respectively. The results following conclusions have been drawn of preferred the data channels of analysis regarding information at the the persuasion stages of adoption of innovation. from the useful and knowledge and 134 5. The findings showed that some mass media channels of information were the most useful and the most preferred at the first two stages of adoption for the four selected critical issues. information This which means included newsletters, newsmagazine, mass media channels television, of newspapers, and radio were the most useful and preferred channels of information for the diffusion of new information and technology at the first two stages of adoption of innovation. Moreover, based upon the results of the data analysis, the MSUE clientele in Kent County used highly and preferred media to receive channels newspapers, of their issues information, newsletters, information especially newsmagaz ines, from mass television, and radio regardless of adoption stages. Because the mass media channels of information were ranked higher in terms of their usefulness and preference by the respondents of MSUE clientele, more programs should be developed to provide a wider range of educational, and information services to larger categories of clientele of MSUE taking into considerations their needs and their location from the Kent County office. This finding supported what Gor (1988), Bruening (1989), and Alonge (1990) found in their research. same time, this finding was contrary to what At the Beal Rogers (1960), Mason (1962), and Rogers (1986) found. and They 135 found that people felt that the mass media was more useful in the knowledge information Bruiening (1990) in stage the (1989), and interpersonal persuasion Stiegler (1987), channels stage of Gor (1988) of adoption. and Alonge also found that magazines and newspapers as well as other mass media channels are useful and preferred channels of information for the dissemination of information which should be explored by the private and government agencies. 6. The findings showed that most of the interpersona 1 channels of information were moderately useful and preferred at the first two stages of adoption for the four selected critical issues. Therefore, interpersonal channels of information which included friends, relatives, neighbors, moderately information extension useful for agents and the technology at the and classes/courses moderately diffusion preferred of new were channels information of and first two stages of adoption. The results of the this study do not support research Hypothesis 2 which stated clientele in Kent County preferred to receive their information from interpersonal channels of information at persuasion stage of adoption. Practitioners and planners involved in designing and/ or disseminating current strength information shown new of innovations useful by and clientele should preferred toward recognize channels mass the of media information channels in the first two stages of adoption. 136 The recognition was warranted by the fact that the more one moved from the mass media channels of information to the interpersonal channels of information, the less the useful and preferred by the clientele as supported the channels became. 7. Salespersons were the lowest ranked channels of information at both stages of adoption for all four issues. This finding contributed by was the attributed to salespersons lack and/or of lack information of contact between the clientele and the salespersons. 8. The findings of the study provided a clear-cut answer to the on-going arguments concerning the differences between the knowledge and persuasion stages of adoption. However, there were no significant differences between the two stages in terms of usefulness and preferences of mass media and interpersonal selected critical issues. lack of adoption, significant information channels about the Some possible reasons for the differences, at the two stages of in terms of usefulness and preference of mass media and interpersonal channels of information included: 1. The list of the information channels was long. 2. The survey also was very long, with repetition for the same channels of information. 3. Respondents may not have enough knowledge/ background about the stages of adoption. 137 Recommendations for Further Research 1. The four selected critical issues which were used in this research (food safety and quality, water quality, rural and urban interface, and youth and families at risk) as well as other issues that were mentioned by the MSUE clientele in Kent County as issues they believed to be important, should be studied in other counties and states. 2. Specific targeted and unbiased educational and environmental issues important to individuals and groups in Kent County should be researched or studied. 3. The clientele of MSUE in Kent County should be considered for specific educational programs concerning the selected and the other important issues in the county. The programs will create an awareness and knowledge among the clientele about the current and important issues in the county. 4. Because clientele in this Kent study County, was confined the to findings the MSUE were only representative of clientele opinions and perceptions in the county. with However, this study could be replicated elsewhere a few modifications on the instrument in order address various issues concerning different communities. to APPENDICES 138 APPENDIX A CORRESPONDENCE 139 M I C H I G A N S TA TE U N I V E R S I T Y OFFICE OF VICE PRESIDENT FOR RESEARCH EAST LANSING • M ICHIGAN • 48824-1046 AND DEAN OF THE GRADUATE SCHOOL June 16, 1992 Mansour Al-Howshabi 410 Agriculture Hall RE: PREFERRED CHANNELS OF ISSUES RELATED INFORMATION ACROSS THE FIRST TWO STAGES OF INNOVATION ADOPTION: THE CASE OF THE KENT COUNTY (MICHIGAN) COOPERATIVE EXTENSION SERVICE CLIENTELE, IRB #92-270 Dear Mr. Al-Howshabi: The above project is exempt from full UCRIHS review. The proposed research protocol has been reviewed by a member of the UCRIHS committee. The rights and welfare of human subjects appear to be protected and you have approval to conduct the research. You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue th is project beyond one year, please make provisions for obtaining appropriate UCRIHS approval one month prior to June 11, 1993. Any changes in procedures involving human subjects must be reviewed by UCRIHS prior to in itia tio n of the change. UCRIHS must also be notifed promptly of any problems (unexpected side e ff e c ts , complaints, e tc .) involving human subjects during the course of the work. Thank you for bringing th is project to my attention. help, please do not hesitate to l e t me know. If I can be of any future Sincerely t)avid E. Wright, fh.D., jChair University Committee on/Research Involving Human Subjects (UCRWSj DEW/pjm cc: Dr. Kirk Heinze M SL u a n A fh rm a iu t Actwn/EquaJ Opportunity /n ititu fio n 140 141 Agricultural & Extension Education /m Michigan State University 410 Agriculture Hall East Lansing, Michigan 48824 - 1039 (517) 355 - 6580 Dear friend: We in the Kent County Cooperative Service and the Department of Agricultural and Extension Education at Michigan State University are always seeking to improve our service to you and others throughout Michigan. One of the ways to improve that service depends on periodically receiving suggestions from clientele like you. Presently, we are interested in finding out how you prefer to receive information about important issues in Kent County. The enclosed questionnaire has been carefully designed to provide valuable information about how you like to receive information about selected critical issues. This study is being conducted by the Department of Agricultural and Extension Education, in cooperation w ith the Kent County Cooperative Extension Service. Your name was selected at random from nominations by the Kent County Cooperative Extension Service. Because you are one of a selected sample, your response is very important to us. Please try to answer all the questions. Additional comments can be made in the margins or on a separate sheet of paper. The information from this survey w ill be held in strictest confidence and w ill not be identifiable in any way. The number on the questionnaire is used for mailing and data analysis purposes only. We estimate it will take 10-15 minutes to complete the questionnaire. If you have any questions regarding this questionnaire, please feel free to contact us at the telephone number or the address above. Thank you for your time and for your cooperation. Sincerely Dr. William Harrison Director of CES Kent County Dr. Carroll H. W amhoff Chairperson, Dept, of AEE Michigan State University P.S.: If you are interested in reviewing the results of this study, please contact the Kent County Cooperative Extension Service after September 30, 1992. CHW/MAL M S U is an A ffirm a tiv a A c tio n /E q u a l O p p o rtu n ity In s titu tio n 142 Agricultural & Extension Education Michigan State University 410 Agriculture Hall East Lansing, Michigan 48824 • 1039 (517) 355 - 6580 August 10, 1992 Dear Friend: Three weeks ago, a questionnaire was sent to you from this office. As one of the Extension clientele of Kent County, you were selected to participate in the study because of your direct knowledge and experiences w ith Cooperative Extension Service. Because this study is being undertaken to continue improving our services to the county, it is necessary that all questionnaires be returned. Moreover, because of the significance each questionnaire has to the usefulness of this study, it is essential that each person return the questionnaire. You are assured of complete confidentiality. Your name w ill never be placed on the questionnaire. We need the opinion of all the selected participants for the study to be truly representative of the opinions of all respondents. In the event that your questionnaire has been misplaced, a replacement is enclosed. Please return this questionnaire on or before August 17. 1992 in the enclosed stamped envelope. Your cooperation is greatly appreciated. Sincerely, Mansour Al-Howshabi Research Director Dept, of AEE Michigan State University (517) 355-6580 /353-2278 Dr. William Harrison County Extension Director Kent County (616) 774-3265 M SU a tn AHkmptmo A c b o n /ta u * Opportunity tm tttutm n 143 Dear Friend: We recently sent you a questionnaire seeking your opinion about useful and preferred channels of information about selected critical issues in Kent County. Only a small number of Kent County Cooperative Extension Service clientele were selected to participate in the study. In order for the results of the study to be representative of the opinions of all the county clientele it is essential that each person return the questionnaire. Complete confidentiality is assured. Your name will not be placed on the questionnaire. Completion is voluntary. If your questionnaire has been misplaced or you need an additional one or you have any questions please feel free to call us at (616) 774-3265 or (517) 3 5 5 -6 5 8 0 . Your cooperation is highly appreciated. Sincerely, Dr. William Harrison Sincerely, Mansour Al-Howshabi APPENDIX B QUESTIONNAIRE 144 PREFERRED CHANNELS OF ISSUES-RELATED INFORMATION ACROSS THE FIRST TWO STAGES OF ADOPTION: THE CASE OF THE KENT COUNTY (MICHIGAN) COOPERATIVE EXTENSION SERVICE CLIENTELE FOOD SAFETY AND QUALITY WATER QUALITY I YOUTH AND FAMILIES AT RISK HVMiMit' RURAL AND URBAN INTERFACE Department of Agricultural and Extension Education 4 1 0 Ag. Hall Michigan State University E.Lansing, Ml 4882 4 -1 0 3 9 145 146 The purposes of this study are to determine: (1) your views regarding the usefulness of various channels of information and (2) how you prefer to receive information about selected important issues in Kent County. The following are the issues which had been selected : t a w : Food Safoty and Quality which includes food preservation, food handling & storage, food processing, food taste and the nutritionel velue of food. Issue: Water Quality which includes water contamination, water pollution, menagement of water resources, understanding of water cycles end storage and transfer containment. laeua : Youth and Families at Risk which includes alcohol and drug abuse, youth crime and delinquency, school drop outs, unemployment, teen-age pregnancy and divorce. Issue: Rural and Urban Interface which includes urban and rural lifestyle differences, culture) differences, right to farm legislation, odor management and farmland preservation. There are no right or wrong answers to the questions in this survey. Each response will reflect your personal opinion. Below are examples of the types of questions you will answer in this survey. These examples will help explain how to answer the survey questions. Example # 1 Which of the following channels of information are available to you? Please check the appropriate response for each channel. a- * a- i— — — --------- ------------— Channels of Information Available to you YES Radio T.V. Video Tape 1 NO | I X I X X fj By marking (X) in the box under (YES), you indicated that radio and T.V. are available to you. When you marked (X) in the box under (NO), you indicated that Video Tape is not available to you. 147 Example # 2 Useful Channels of Information at the Knowledge Stage Please rank the following channels of information according to their usefulness in improving your awareness and knowledge about the Food Safety and Quality issue. Please use the scale below when ranking each channel. Of No Use At All 1 Not Very Useful 2 Somewhat Useful 4 Uncertain 3 Very Useful 5 Food Safety and Quality Issue at the Knowledge Stage * Channels of Information Of No Use At All 1 Radio T.V. Vidao Taps Very Useful 2 3 4 5 * ><> 7^ * The Knowledge Stage of adoption is when an individual first becomes aware of an issue and gains general understanding of that issue. By checking (X) in the box under (1), you indicated that Radio is Of No Use At All in obtaining information about the Food Safety and Quality issue. When you marked (X) in the box under (3), you indicated that you are Uncertain about (T.V.) in obtaining information about the Food Safety and Quality issue. By checking (X) under (5) you indicated that Video Tape is Very Useful in obtaining information about the Food Safety and Quality issue. 148 I. Available Channels off information 1. Which of the following channels of information are available to you? Please check the appropriate response for each channel. Channels of Information Available to you YES Radio T.V. Video Tape Newspaper(s) Newsmagazine(e) Newslettar(s) Group Demonstration/ Field day(s) Extension Agent(s) Salesperson(s) Relative(s) Friend(s) Neighbor(s) Local Leader(e) Book(s)/ Library(ies) Glassies)/ Courss(s) Billboard(s) Seminar(s)/ Workshop(s) Conference(s) Other (Specify) NO 149 II. Useful Channels off Information at the Knowledge Stage 2. Please rank the following channels of information according to their usefulness in improving your awareness and knowledge about the Food Safety and Quality issue. Please use the scale below when ranking each channel. Of No Use Not Very Somewhat At All Useful Uncertain Useful 1 2 3 4 Very Useful 5 Food Safety and Qualify Issue at the Knowledge Stage * Channels of Information Of Mo Use At AH 1 Very Useful 2 3 4 5 Radio T.V. Video Tape Newspaper(a) Newsmagazine!#) Newsletter(s) Group Demonstration/ Field day(s) Extension Agent(s) Salesperson!©) Relative(s) Friend(s) Neighbor(s) Local Leeder(s) Book(s)/ Ubrary(ies) G lassies)/ Course (e) Billboard(s) Seminer(e) Conference!®) Other (Specify) * The Knowledge Stage of adoption is when an individual first becom es aware of an issue and gains general understanding of that issue. 150 3. Piease rank the following channels of information according to their usefulness in improving your aw areness and knowledge about the Water Quality issue. Please use the scale below when ranking each channel. Of No Use At All 1 Not Very Useful 2 Somewhat Useful 4 Uncertain 3 Very Useful 5 Water Quality Issue at the Knowledge Stage * Channels of Information Very Useful Of No Us© At All 1 2 3 4 5 Radio T.V. Video Tape Newepaper(e) Newemagazinsle) Newsletter(a| Group Demonstration/ Field day(e) Extension Agant(s) Salesperaon(e) Relative(s) Friend(s) Neighbor(s) Local Lsader(s) Book(s)/ Librarylies) Clase(es)/ Course(a) Billboardlsi Saminar(s) Conference (s) Other (Specify) * The Knowledge Stage of adoption is when an individual first becomes aware of an issue and gains general understanding of that issue. 151 4 . Please rank the following channels of information according to their usefulness in improving your awareness and knowledge about the Youth and Families at Risk issue. Please use the scale below when ranking each channel. Of No Use Not Very Somewhat At All Useful Uncertain Useful 1 2 3 4 Very Useful 5 Youth and families at Risk Issue at the Knowledge Stage * Channels of Information Of No Use At All 1 Radio Very Useful 2 3 4 5 __ T.V. Video Tape Newspaper(e) Newsmagazine(e) Newsletter!®) Group Demonstration/ Field day(s) Extension Agent(e) Salespereon(s) Relative(e) Friendfe) Neighbor(s) Local Leader(e) Book(a)/ Library(ies) Glassies)/ Course(s) Billboard(s) Seminarist Conferences) Other (Specify) • The Knowledge Stage of adoption is when an individual first becom es aware of an issue and gains general understanding of that issue. 152 5. Please rank the following channels of information according to their usefulness in improving your awareness and knowledge about the Rural and Urban Interface issue. Please use the scale below when ranking each channel. Of No Use At All 1 Not Very Useful 2 Somewhat Useful 4 Uncertain 3 Very Useful 5 Rural and Urban Interface Issue at the Knowledge Stage * Channels of information Of No Use At All 1 Very Useful 2 3 4 5 Radio T.V. Video Tape New6paper(6) Newsmagazino(s) Neweletter(a) Group Demonstration/ Field day(s) Extension Agent(e) Salesperson^) Relative(a) Friendfe) Neighbor(s) Local Leader(e) Book(s)/ Libraryliae) Claes(as)/ Course (s) Billboard(s) Seminar(e) Conferencela) Other (Speeifv) * The Knowledge Stage of adoption is when an individual first becom es aware of an issue and gains general understanding of that issue. 153 III. Useful Channels of Information at Persuasion Staoa 6. Please rank the following channels of information according to their usefulness in helping you form definite attitudes about the Food Safety and Quality issue. Please use the scale below when ranking each channel. Of No Use Not Very Somewhat At All Useful Uncertain Useful 1 2 3 4 Very Useful 5 Food Safety and Quality Issue at the Persuasion Stage * * Channels of Information O? Ko Use At M 1 Very Uesfu! 2 3 4 Radio T.V. Video Tape Newspaper(e) Newemagazine(e) New6letter(e) Group Demonstration/ Field day(s) Extension Agent(s) Salesperson!©) Relative(s) Friend(s) Neighbor(s) Local Leader!®) Book(s)/ Library(ifis) Class(ee)/ Course!®) Billboard(s) Saminar(e) Conference!®) Other (Specify) • * The Persuasion Stage of adoption is when the individual forms a favorable or unfavorable attitude about an issue. 5 154 7. Please rank the following channels of information according to their usefulness in helping you form definite attitudes about the Water Quality issue. Please use the scale below when ranking each channel. Of No Use At All 1 Not Very Useful 2 Somewhat Useful 4 Uncertain 3 Very Useful 5 Water Quality Issue at the Persuasion Stage * * Channels of Information Of No Use Very Useful At All 1 2 3 4 Radio T.V. Video Tape Newspaper(s) NewsmagazineM Newaletterla) Group Demonstration/ Field day(e) Extension Agent(s) Salesperson(s) Relative(s) Friend(s) Neighbor(s) Local Leader(s) Book(s)/ Libraryliesl Class(es)/ Course(s) Billboard(s) Seminar(e) Conference!®) Other (Specify) * • The Persuasion Stage of adoption is when the individual forms a favorable or unfavorable attitude about an issue. 5 155 8. Please rank the following channels of information according to their usefulness in helping you form definite attitudes about the Youth and Families at Risk issue. Please use the scale below when ranking each channel. Of No Us© At All 1 Not Vary Useful Uncertain Somewhat Useful 2 3 4 Very Useful 5 Youth and Families at Risk Issue at the Persuasion Stage *♦ Channels of Information Of No Use At All Very Useful “ 1 2 3 4 Radio T.V. Video Tape Newspaper(s) Newsmagazine(s) Newelatter(a) Group Demonstration/ Field daytel Extension Agant(e) Salesperson^) Relative(s) Frisnd(s) Naighbor(s) Local Leader(s) Book(s)/ Ubrary(ies) Classics)/ Coursa(s) Billboard(s) Sem inarist Conferencsls) Other (Specify) * * The Persuasion Stage of adoption is when the individual forms a favorable or unfavorable attitude about an issue. 5 156 9. Please rank the following channels of information according to their usefulness in helping you form definite attitudes about the Rural and Urban Interface issue. Please use the scale below when ranking each channel. Of No Use At All 1 Not Very Useful 2 Somewhat Useful 4 Uncertain 3 .. .. . Very Useful 5 ........... . Rural and Urban Interface Issue at Persuasion Stage ** Channels of Information Very Useful Of No Us® At All 1 2 3 4 Radio T.V. Video Tape Nawepaperla) Newsmagezine(s) Neweletter(s) Group Demonstration/ Field day(e) Extension Agentfe) Salesperson^} Relative (a) Friend(e) Neighbor(s) Local Leader(a) Bookie}/ Ubrary(iee) Claeolee}/ Courae(e) Billboardle} Seminarist Confersnca(e) Other (Specify} * * The Persuasion Stage of adoption is when the individual forms a favorable or unfavorable attitude about an issue. 6 157 IV. Preferred Channels of Information at Knowledge Staoa 10. Please rank the following channels based upon how you prefer to receive information about Food Safety and Quality, Water Quality, Youth and Families at Risk mid Rural and Urban Interface issues at the Knowledge Stage of adoption. Please use the scale below when ranking each channel. Not Preferred At All 1 Not Vary Preferred 2 Uncertain 3 Channels of Information at the Knowledge Stage ® Somewhat Prafarrad 4 Vary Preferred 5 Not Preferred At All 1 2 Very Preferred 3 Listening to Radio Watching T.V. Watching Video Tape Reading Newspaper(s) Reading Newsmagazine(s) Reading Newsletter^) Visiting Demonstration Site(s) Contacting Extension Agent(a) Contacting Salesperson!®) Asking Ralativa(e) Discussing With Fricnd(e) Asking Neighbor(s) Discussing With Local Leader(s) Reading Book(s)/or Visiting Library(ies) Attending Claas(ss)/ Courae(s) Reading Billboard(s) Attending Seminar(s)/ Workshop(e) Attending C onferences) Other (Specify) • The Knowledge Stage of adoption is w hen an individual first becomes aware of an issue and gains general understanding of that issue. 4 5 158 V. Preferred Channels of Information at Persuasion Stage 11. Please rank how you prefer to receive information about Food Safety and Quality, Water Quality .Youth and Families at Risk and Rural and Urban Interface issues at the Persuasion Stage of adoption. Please use the scale below when ranking each channel. Not Profaned At All Not Very Preferred Uncertain 1 2 3 Channels of Information at the Persuasion Stage ®° Somewhat Very Preferred Preferred 4 5 Not Preferred At All 1 2 Very Preferred 3 Listening to Radio Watching T.V. Watching Video Tape Reading Newspaper(s) Reading Newsmagazine(s) Reading N ew sletters! Visiting Demonstration She(s) Contacting Extension Agentle) Contacting Salesperson!®} Asking Relative(s) Discussing With Friend(e) Asking Neighbor!®) Discussing With Local Leadar(s) Reading Book!s)/or Visiting Librery(ise) Attending Class(es)/ Course(s) Reading Billboard(s) Attending Seminar(s)/ Workshop(s) Attending Conferenos!s) Other (Specify) * * The Persuasion Stage of adoption is when the individual forms a favorable or unfavorable attitude about an issue. 4 5 159 VI Kent County Related Issuels). 12. Please list any other issue(s) you believe are important in Kent County. 1. 2. 3. VII.Demooraphlc Information 4. The following questions are designed to provide basic demographic information for analysis of data. Please check the appropriate response for each question. 13. What is your gender? (1) Male (2) Female 14. What is your race? (1) _J2) (3) 14) (5) (6) White Black American Indian, Eskimo or Aleut Asian or Pacific Islander Hispanic Origin (of any Race) Other Race 15. What is your level of education? (1) (2) (3) (4) (5) No education or some elementary school education Some high school education High school diploma Some college education College or graduate education 16. What is your yearly income? (1) _ (2) (3) (4) Unemployed Less than $10,000 $ 1 0 ,0 0 0 -4 9 ,9 9 9 $ 50,000 or more 17. How would you categorize the setting in which you live? J1) Urban setting (2) Suburban setting (3) Rural setting 18. Please indicate your age? Years 160 Please return this questionnaire in the envelope provided, no later th an A ugust 1, 1 9 92. 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