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Effect of Farmer Field Schools on Farmers’ Adoption of Improved Agricultural Practices

Abstract

Farmer Field Schools are participatory agricultural extension approaches that provide farmers with opportunities to learn improved farming practices through practical field-based activities, demonstrations, observation, and group discussions. Unlike conventional information delivery methods, Farmer Field Schools allow farmers to gain practical experience and apply recommended techniques under real farm conditions. Such programmes may therefore influence farmers’ understanding, confidence, and willingness to adopt improved agricultural practices. This study will examine the effect of Farmer Field Schools on farmers’ adoption of improved agricultural practices. It will assess how participation in Farmer Field School activities influences the adoption of recommended crop production, soil management, pest management, input application, and other agricultural practices. The study will also examine the extent to which farmers who participate in Farmer Field Schools apply the knowledge and skills gained through practical field-based learning. The study will focus on Farmer Field Schools, farmers’ adoption, improved agricultural practices, participatory extension, practical training, field demonstrations, agricultural knowledge, crop production, soil management, pest management, input utilization, and agricultural productivity. Attention will be given to the nature and frequency of Farmer Field School activities and the types of improved practices adopted by participating farmers. A quantitative research approach will be adopted for the study. Data will be collected from selected farmers using structured questionnaires, adoption assessment schedules, and relevant farm records where available. Descriptive statistics, frequency distributions, percentage analysis, mean scores, correlation analysis, and regression analysis will be used to examine the relationship between participation in Farmer Field Schools and adoption of improved agricultural practices. Comparative analysis may also be used to examine differences in adoption levels among farmers with varying levels of participation. The study is expected to reveal that participation in Farmer Field Schools may have a positive effect on farmers’ adoption of improved agricultural practices. Farmers exposed to practical demonstrations and participatory learning may demonstrate greater understanding and application of recommended techniques than farmers with limited exposure to such programmes. The extent of adoption may vary according to the quality, relevance, frequency, and practical nature of the field school activities. The study will be useful to agricultural extension officers, smallholder farmers, government agricultural agencies, non-governmental organizations, agricultural development programmes, policymakers, and agricultural researchers. It may provide useful information for strengthening participatory extension approaches and improving the practical delivery of agricultural knowledge. The findings may also assist agricultural institutions in designing Farmer Field School programmes that effectively address farmers’ production needs. The study concludes that Farmer Field Schools can serve as an important participatory extension approach for promoting farmers’ adoption of improved agricultural practices through practical learning and field-based demonstrations. It is therefore recommended that agricultural extension agencies strengthen Farmer Field School programmes, provide adequate technical support and learning materials, and encourage regular practical activities to improve farmers’ adoption of appropriate agricultural practices.

Keywords: Farmer Field Schools, farmers’ adoption, improved agricultural practices, agricultural extension, participatory extension, practical training, field demonstrations, agricultural knowledge, crop production, soil management, pest management, input utilization, farmer education, agricultural productivity, extension services.