ASSESSMENT OF FARMERS’ LEARNING STYLES AND THEIR IMPLICATIONS FOR AGRICULTURAL EXTENSION TEACHING METHODS

Abstract

Farmers differ considerably in the ways they acquire, process and apply agricultural information. Understanding these learning preferences is essential for designing effective and farmer-centred extension education programmes. The present study was undertaken to assess the learning styles of farmers and to identify suitable extension teaching methods corresponding to different learning styles. Farmers' learning styles were assessed using four broad categories, namely Converger/Pragmatist, Diverger/Reflector, Assimilator/Theorist, and Accommodator/Activist. A rank ordering approach was used to identify the relative preference of farmers for the different learning styles. Among small and marginal farmers, Converger/Pragmatist emerged as the prominent learning style, whereas Accommodator/Activist was the predominant learning style among large farmers. Based on the identified learning styles, suitable extension teaching methods were recommended. Practical methods such as on-farm demonstrations, trials and farm visits were suggested for Converger/Pragmatist learners; discussion and audio-visual methods for Diverger/Reflector learners; conceptual and information-oriented methods for Assimilator/Theorist learners; and participatory and experiential methods for Accommodator/Activist learners. The findings highlight the importance of considering farmers' learning preferences while planning extension education and communication programmes. A combination of practical, reflective, conceptual and participatory teaching approaches can help extension personnel provide more farmer-centred learning opportunities.