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Effectiveness of Python Programming Training Programme Through

Perceptions of Students Trainees.

Article  in  UNISWA Research Journal of Agriculture Science and Technology · July 2022

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J. Agric. Res. Technol., 45 (3) : 204-208 (2020)

Effectiveness of Python Programming Training Programme

Through Perceptions of Students Trainees

S. N. Ghadge*, S. A. Dhenge, M. C. Ahire, K. S. Borse, M. A. Tamboli, S. D. Gorantiwar and M. G. Shinde

Center for Advanced Agriculture Science and Technology Project on
Climate Smart Agriculture and Water Management,
Mahatma Phule Krishi Vidyapeeth, Rahuri - 413 722 (India)

Abstract
Center for Advanced Agricultural Science and Technology (CAAST) on Climate Smart Agriculture and
Water Management (CSAWM) which is being implemented in Mahatma Phule Krishi Vidyapeeth, Rahuri under
ICAR-World Bank aided National Agriculture Higher Education Project. Capacity building of faculties and
scientist; and post graduate students of this university is one of the most important objective for implementation
of CAAST-CSAWM. This study was conducted in Mahatma Phule Krishi Vidyapeeth, Rahuri during 2019-20
to assess effectiveness of python programming training programme through perceptions of student’strainees.
Total 46 trained students were selected for the study. The study revealed that majority (89.13 per cent)
respondents had middle age category, Ph.D. (56.52 per cent), OBC category (43.78 per cent), male (65.22
per cent). Majority (54.35 per cent) of the respondents were reported ‘medium level’ of perceived effectiveness
for python training.

Key words : Python Programming Training, Perception, Students Trainees.

The Python programming language was to database system. It can also read and
created by Guido Van Rossum in 1989. It is an modifying files. It can handle big data and
interpreter programming language developed as perform complex mathematics. One of the
an open source project. Python supports object- major advantage of python is it work on different
oriented programming, procedural and also platforms like windows, linux, Raspberry Pi. etc.
functional programming (Meszarosava, 2015). it having vast application in agriculture like
The language constructs enable the user to write estimation of various agriculture factors, forecas-
clear programs on both a small and large scale ting climate change and variability estimation of
(Dave, 2011).The most important feature in crop yield etc. Keeping this in view, an attempt
Python being it supports multiple programming was made to ascertain the effectiveness of
paradigms, including object-oriented, imperative python programming training programme
and functional programming or procedural through perceptions of students trainees.
styles. Python supports a dynamic type system
and automatic (Srinath, 2017). It is used for Research Methodology
example in web development, network
The present study was conducted on the
administration, computer games programming,
students from different disciplines of Mahatma
data processing and a number of programs has
Phule Krishi Vidyapeeth, Rahuri who attended
an integrated support for Python scripts e.g.
the specialized training on Python Programming
Blender, Photoshop (Briggs,2012). It can be
organized by center for advanced agriculture
used on server to create web applications,
science and technology project on climate smart
alongside software, to create workflows, connect
agriculture and water management, Mahatma
*Corresponding author email: sevak1989@
Phule Krishi Vidyapeeth, Tah. Rahuri, Dist.
rediffmail.com Ahmednagar during 04th to 05th May, 2019.
 Journal of Agriculture Research and Technology 205

Forty six students were interviewed with Table 1. Distribution of the respondents according to their
socio-personal characteristics
questionnaire after completion of training and
results were prepared to know the perceived Particulars of Respondents (N = 46)
effectiveness of training. A set of 10 items, variables –––––––––––––––––––––––––––––
Frequency Percentage
containing information on different aspects of
Python programming were presented to the Age
respondents. The information about Young (Upto 21) 01 2.17
independent variables viz., age, education, caste Middle (22 to 33) 41 89.13
Old (34 and above) 04 8.70
and gender was collected with the help of
Education
structured schedule and scales. Student
B.E. 02 4.35
perception about effectiveness of python B.Tech 01 2.17
programming was measured with the help of M.A. 01 2.17
Likert type scale which were rated on a five M.Tech 12 26.09
point continuum, namely Strongly agree, Agree, M.Sc. (Agri) 04 8.70
Undecided, Disagree and Strongly disagree with Ph.D. 26 56.52

a score of 5, 4, 3, 2, and 1 respectively for Caste

SC 03 6.52
positive statement and vice-versa. Based on the
ST 04 8.70
score assigned to the respondents, the mean SEBC 01 2.17
and standard deviation were calculated and OBC 20 43.78
categorized into five categories. Appropriate Open 18 39.13
statistical tools like frequency, percentage were Gender
used to draw the meaningful interpretation. Male 30 65.22
Female 16 34.78
Results and Discussion
The profile of the participating students was As regards to education of participating
studied; this includes socio-psychological students, the data in Table 1 revealed that of the,
characteristics of the respondents. It is observed 56.52per cent of the participants students were
from Table 1 that highest per cent of belonged to Ph.D., followed by 26.09 per cent
participating students (89.13%) were in middle M.Tech passed, 8.70 per cent M.Sc. (Agri.) and
age group (22 to 33 years), followed by 8.70 equal 2.17 per cent of the students belonged to
percentage were participated in old age group B.Tech and M.A. category.
(34 and above). In the young age group (upto
21), the per cent of participating students was The data in Table 1 showed that the higher
only 2.17 per cent. The findings of this study 43.78 per cent of the participating students
support the findings of Meena et al. (2014) and were belonged to OBC category, followed by
Ranjan et al. (2017). Open category (39.13 percent ),ST category

Fig. 1. Distribution of the respondents Fig. 2. Distribution of the respondents

according to their age according to their education
206 Ghadge et al.

(8.70 per cent), SC category (6.52 per cent) and adequate and comfortable’ (76.09 per cent)
few (2.17 per cent) of them belonged to SEBC were having high strongly agreement. 60.87 per
category. The finding finds support with the cent were up on the statement that ‘trainer was
work of Meena et al. (2014). knowledgeable about the training topics’. Little
more one half (56.53 per cent) of the
respondents were strongly agreement with the
‘objectives of the training were clearly defined’
followed by participation and interaction were
encouraged’ (54.35), ‘training experience will be
useful for future’ (52.17 per cent), ‘topics
Fig. 3. Distribution of the respondents covered were relevant’ (47.83 per cent),
according to their caste ‘material distributed were helpful’ (41.30 per
cent) and ‘training objectives were met (34.79
The findings regarding gender in Table 1 per cent).
indicated that higher percentage (65.22%) of
participating students belonged to male category It was also found that, slightly more than one
followed by female category (34.78 per cent). half (52.17 per cent) of the respondents had
This is findings is similar to the work of Ranjan agree on ‘content was organized and easy to
et al. (2017). follow’ followed by ‘training objectives were met’
(50.00 per cent), ‘participation and interaction
were encouraged’ (43.48 per cent), equally little
more than two fifth (41.30 per cent) of the
respondents were agree with the statements like
‘topics covered were relevant’ and ‘training
experience will be useful for future’ respectively.
Fig. 4. Distribution of the respondents Equally slightly less than two fifth (39.14 per
according to their Gender cent) had agreement on the ‘material distributed
A critical glance Table 2 postulated that the were helpful’ and ‘time allotted for the training
statement like ‘training room and facilities were was sufficient’ respectively.

Table 2. Statement wise distribution of the respondents according to their perception

Statement Respondents (46)

–––––––––––––––––––––––––––––––––––––––––––––––––––––––
SA A U DA SD

Objectives of the training were clearly defined 26 (56.53) 17 (36.95) 02 (4.35) 01 (2.17) -
Participation and interaction were encouraged 25 (54.35) 20 (43.48) 01 (2.17) - -
Topics covered were relevant 22 (47.83) 19 (41.30) 05 (10.87) - -
Content was organized and easy to follow 13 (28.26) 24 (52.17) 06 (13.04) 03 (6.53) -
Material distributed were helpful 19 (41.30) 18 (39.13) 06 (13.04) 03 (6.53) -
Training experience will be useful for future 24 (52.17) 19 (41.30) 02 (4.35) 01 (2.17) -
Trainer was knowledgeable about the training topics 28 (60.87) 11 (23.91) 05 (10.87) 02 (4.35) -
Training objectives were met 16 (34.79) 23 (50.00) 06 (13.04) 01 (2.17) -
Time allotted for the training was sufficient 14 (30.43) 18 (39.14) 08 (17.39) 06 (13.04) -
Training room and facilities were adequate and comfortable 35 (76.09) 11 (23.91) - - -

SA-Strongly Agree, A- Agree, U- Undecided, DA- Disagree, SD- Strongly Disagree

 Journal of Agriculture Research and Technology 207

It was also noticed that more than one fifth Table 3. Distribution of the respondents according to their
overall perceived effectiveness
(17.39 per cent) of the respondents had
undecided with the statement ‘time allotted for Perception Respondents (46)
the training was sufficient’ followed by equally –––––––––––––––––––––––––
Frequency Percentage
little more than one tenth (13.04 per cent) of
the respondents were undecided with the Very low (Below 35) 01 2.17
statement like ‘content was organized and easy Low (36 to 38) 10 21.74
to follow’, ‘material distributed were helpful’ and Medium (39 to 44) 25 54.35
‘training objectives were met’ respectively. It High (45 to 47) 08 17.39
Very high (48 and above) 02 4.35
was also observed that less than one fifth (13.04
Total 46 100
per cent) of respondents were disagreement with
Mean 41
the ‘time allotted for the training was sufficient’.
SD 6
It can be seen from Table 3 that more than
one half (54.35 per cent) of the respondents Table 4. Scale for evaluating positive and negative
were reported ‘medium level’ of perceived statements
effectiveness for python training. Followed by
Positive Evaluation Negative
‘low level’ (21.74 per cent). Nearly less than one statement statement
fifth (17.39 per cent) of the respondents were
reported ‘high level’ of perceived effectiveness. Strongly disagree Upto 1 Strongly agree
Disagree Above 1 to Upto 2 Agree
Only 4.35 per cent of the respondents reported
Undecided Above 2 to Upto 3 Undecided
‘very high level’ and only 2.17 per cent of the
Agree Above 3 to Upto 4 Disagree
respondents were reported the ‘very low’ level
Strongly agree Above 4 Strongly disagree
of perceived effectiveness for python training.
The result supports the findings of Ranjan et al.
(2017) and Singh and Singh (2014). The total score of each statement,
corresponding mean weighted score and its
evaluation have been depicted in Table 5. The
results presented in evaluation of responses have
been summarized for positive/favorable
perception and negative/unfavorable perception
by participant students which have been
Fig. 5. Distribution of the respondents presented and summarized briefly in Table 5.
according to their overall perceived
effectiveness It is observed Table 5 that MWS showed that
participant students had clear positive response
Evaluation of Perception of Respond- towards python programming training
ents towards Python Training Programme programme. These findings are suggestive to
: Based on all responses, total score and mean Educational Institution for preparing a suitable
weighted score were computed for each strategies for implementation of python
statement. The mean weighted score was programming training to students in order to
worked out by dividing the total score of each develop cognitive compartment of the students
statement by number of respondents. The mean with regards to help in learning programming
weighted score (MWS) for 10 statements was languages in climate s mart agriculture and
evaluated as per criterion prescribed in Table 4. students will able to apply python programming
208 Ghadge et al.

Table 5. Showing Total score, Mean Weighted Score, Evaluation, Extent Potential Ratio and Total Effectivess Score for each
perceptions statement of student trainees

Statement Respondents (N= 46)

––––––––––––––––––––––––––––––––––––––––––––––––
TS MWS Evaluation EPR TES

Objectives of the training were clearly defined 206 4.48 SA 0.52 52

Participation and interaction were encouraged 203 4.41 SA 0.51 51
Topics covered were relevant 201 4.37 SA 0.50 50
Content was organized and easy to follow 185 4.02 SA 0.46 46
Material distributed were helpful 191 4.15 SA 0.48 48
Training experience will be useful for future 204 4.43 SA 0.51 51
Trainer was knowledgeable about the training topics 203 4.41 SA 0.50 50
Training objectives were met. 192 4.17 SA 0.48 48
Time allotted for the training was sufficient 178 3.87 A 0.45 45
Training room and facilities were adequate and comfortable 166 3.61 A 0.42 42

to illustrated complicated problems research associates of Center for Advanced Agricultural

activities in climate smart agriculture. Science and Technology for Climate Smart
Agriculture and Water Management, Mahatma
Further it could be observed from Table 5 Phule Krishi Vidyapeeth, Rahuri for their
that the total effectiveness score of ten enormous support and cooperation to carry out
statements was ranged from 42 to 52 per cent. the training smoothly.
However the effectiveness with regards to
training room and facilities were adequate and References
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