International Journal of Agriculture Extension and Social Development

author(s)
Soujanya Kotte, Madhu Babu K, Venu Gopala Reddy CH, Malla Reddy M and Srinivasa Chary D

abstract
The rapid transition to online teaching-learning methods during the COVID-19 pandemic significantly altered the delivery of higher education across disciplines, including agricultural education. This study was conducted at Professor Jayashankar Telangana Agricultural University (PJTAU) to assess the effectiveness of online teaching-learning processes and examine how teacher-related factors influence overall teaching-learning effectiveness. The research adopted an ex-post facto research design, collecting data through a structured questionnaire administered to teaching faculty. The effectiveness of online teaching-learning was assessed using seven key indicators: teaching competencies, student readiness, academic resources, curriculum adaptability, student engagement, work environment distractions, and teacher satisfaction. Based on these indicators, respondents were classified into less effective, moderately effective, and highly effective categories. Results indicated that 53.75% of respondents perceived the online teaching-learning process as moderately effective, with 18.75% rating it as highly effective and 23.75% classifying it as less effective. In parallel, five teacher-related independent variables were assessed: resource use behavior in content development, time management in delivery, student welfare orientation, meta-cognitive awareness, and perception toward online teaching. Correlation analysis revealed statistically significant positive relationships between these variables and overall effectiveness, with resource use behavior (r = 0.486) and meta-cognitive awareness (r = 0.362) emerging as particularly important. A multiple linear regression analysis demonstrated that these teacher characteristics collectively explained 48.5% of the variance (R² = 0.485) in online teaching-learning effectiveness, with meta-cognitive awareness (p = 0.006) emerging as the strongest predictor. To refine the model, step down regression analysis retained only two significant predictors—resource use behavior and meta-cognitive awareness—which together explained 40.8% of the variance. The findings underscore the need for capacity-building programs that enhance teachers’ digital content utilization skills and foster reflective teaching practices, thereby improving the overall effectiveness and sustainability of online education in agricultural universities.