An identification and assessment of Extension educational delivery systems for training of private pesticide applicators

The purpose of this study was to identify and assess educational delivery systems used by selected county Extension agriculturalists in private pesticide applicator training. The study provided information on educational delivery systems, teaching methods and instructional tools, the pesticide applicator training program, and demographic information of selected county Extension agriculturalists in a four-state area in the upper Midwest;A stratified sample consisting of one-half of the county Extension agriculturalists in Iowa, Nebraska, North Dakota, and Wisconsin provided the participants in this study. A mailed survey instrument was used in data collection. Data were statistically analyzed by using means, standard deviations, analysis of variance, t-tests, frequencies, percentages, and correlations;The major conclusions of the study were that the average county Extension agriculturalist surveyed: (1) was male, in his forties, had some formal teaching experience, was about mid-career, and had a master\u27s degree; and (2) did not apply a variety of teaching-learning principles nor a variety of teaching methods and instructional tools in pesticide applicator training programs. Statistical differences among states regarding teaching methods and instructional tools may reflect the extent of training received by participants and the availability of these methods/tools. Statistical differences among states with respect to perceptions regarding pesticide applicator training and program evaluation may reflect the attitudes, leadership and organizational policy of state legislatures and state Extension administrators;State Extension administrators should: (1) encourage the use of a variety of instructional methods and teaching tools; (2) give county Extension agriculturalists the means to modify private pesticide applicator training to meet clientele needs; (3) encourage local involvement in program planning; (4) provide training in use of instructional methods/teaching tools, and in program evaluation; (5) make an education specialist a part of the state staff/administrative team; and (6) base performance reviews of Extension professionals equally on teaching (process) skills and product goals achieved