Factors influencing the use of certain agricultural extension teaching methods for increased adoption of innovations in Mvomero and Morogoro districts

MSc-Thesis in Agricultural Education and ExtensionSpecifically, the objectives of the study were to identify the commonly used extension-teaching methods by ALEOs, to examine criteria that ALEOs used to select certain extension-teaching methods, and to assess factors that hindered ALEOs to select certain extension methods. The population included all ALEOs working in the selected wards of Morogoro and Mvomero districts and smallholder farmers. Total numbers of respondents were 50 ALEOs, 25 from Mvomero and 25 from Morogoro District selected purposively, and 100 farmers, where 50 were from Mvomero and 50 from Morogoro District selected using table of random numbers. Data were collected using personal interviews, non–participant observation, and focus group discussions. Descriptive statistics such as frequencies, and cross tabulations were used to explain and compare field information. Combination of individual and group agricultural extension teaching methods was commonly used to deliver agricultural information to farmers. The commonly used methods included discussion meetings, method demonstration and result demonstrations. ALEO considered availability of funds from coordinating institution, available time for farmers to participate and cultural context when selecting extension teaching methods. Farmers suggested considering easiness for themselves to understand, cost of preparation and delivery, time spent when attending extension sessions, and farmer participation. The study found that unavailability of teaching media, lack of funds and poor working environment hindered ALEOs from selecting some agricultural extension teaching methods. This study recommends that ALEOs should incorporate various agricultural extension teaching methods, and use methodologies that increase the interactive participation of smallholder farmers. However, it is imperative that individual countries make situational analyses of the social, political, technical, economic and cultural conditions prevalent in their areas before adopting any extension teaching method