Francisco, R. A., Fassinou Hotegni, N. V., Sogbohossou, D. E., Houdegbe, C. A., Achigan-Dako, E. G., & Bokonon-Ganta, A. H. (2024). Knowledge and management of insect pests affecting Gynandropsis gynandra [(L.) Briq (Cleomaceae)] among vegetable growers in Benin. International Journal of Tropical Insect Science, 1-12. https://doi.org/10.1007/s42690-024-01344-z
Spider plant (Gynandropsis gynandra) is a traditional leafy vegetable with the potential to address malnutrition and food insecurity in Africa. To date, little is known about farmers’ perception and knowledge of pests and diseases affecting this plant species and their management practices in Africa. This study aimed at assessing farmers’ perceptions and knowledge of insect pests in Benin in order to develop a sustainable pest management scheme for spider plant cultivation. One hundred and eighty (180) farmers were interviewed using a semi-structured questionnaire, group discussions, and direct field observations through ethno-entomological surveys in August and September 2017. The results from the survey indicated insect pests as the main constraints for spider plant cultivation in southern Benin. Three groups of insect pests were recorded on spider plant; these included lepidopteran larvae [pod borer (Hellula undalis)], aphids (Lipaphis erysimi), and green vegetable bugs (Acrosternum millieri). This indicated that farmers had a good knowledge of insect pests which varied significantly across municipalities. The result of the ordered probit regression showed that among all socio-economic variables, only “education level” and “farm size” had respectively negative and positive significant relationships with farmers’ knowledge. Although most farmers did not actually control insect pests on spider plant, some of them (15.05% at Djakotomey) used chemical pesticides. Based on our results, we propose that an Integrated Pest Management scheme including the use of botanical pesticides and resistant varieties combined with good agronomic practices should be developed and shared with farmers through participatory farmers’ field schools.
