Impact of Farmer Field Schools on Rice Yield and Knowledge Transfer in Smallholder Systems

Thesis Abstract

Farmer Field Schools (FFS) have emerged as a collaborative learning approach for disseminating agroecological knowledge among smallholder rice farmers, yet empirical evidence on their effect on yield and knowledge transfer remains inconclusive in densely populated tropical frontiers. This study addresses the problem of limited understanding of how FFS participation translates into measurable agronomic performance and practical knowledge diffusion within smallholder rice systems. The aim is to quantify the impact of FFS participation on rice yield and to unpack the mechanisms of knowledge transfer among participants and non-participants in targeted irrigation districts. Specific objectives are (1) to compare rice yield between FFS participants and non-participants after one cropping cycle, controlling for baseline productivity and farm characteristics; (2) to assess changes in technical knowledge, adoption of improved practices, and problem-solving abilities using a knowledge transfer framework; (3) to identify institutional and social drivers that facilitate or hinder knowledge diffusion; and (4) to evaluate the sustainability of knowledge improvements over time through a follow-up assessment. The study adopts a mixed-methods research design that combines quasi-experimental impact evaluation with qualitative process tracing. The population comprises smallholder rice farmers in two purposively selected irrigation schemes with established FFS programs in Southeast Asia. A sample of 320 households is selected via stratified random sampling, including 160 FFS participants and 160 non-participants matched on farm size, soil type, baseline yield, and access to extension services. Primary data are collected through structured surveys, field measurements of plot-level yield and input use, and instrumented observation of farming practices. Complementary qualitative data are gathered from 24 in-depth interviews with key informants (FFS facilitators, lead farmers, and local extension agents) and 6 focus group discussions with farmer groups to capture mechanisms of knowledge transfer and social interaction. Data collection instruments are pre-tested and show Cronbach’s alpha values above 0.78 for knowledge scales and yield measurement protocols are calibrated against standard crop sampling methods. Quantitative analysis proceeds with propensity score matching to address selection bias, followed by regression analysis (ordinary least squares and fixed-effects models) to estimate the impact of FFS on yield while controlling for covariates such as rainfall, fertilizer use, and access to credit. A difference-in-differences approach supplements the analysis using baseline and endline data to strengthen causal inference. Knowledge transfer is analyzed through structural equation modeling to test a theoretical framework linking participation, social learning processes, and adoption of improved practices, complemented by thematic analysis of interview and focus group transcripts to identify emergent mechanisms, barriers, and enablers. Theoretical grounding draws on Social Learning Theory and Diffusion of Innovations to interpret pathways from collective learning within FFS to individual practice change and community-level diffusion. Expected findings include a positive and statistically significant impact of FFS participation on rice yield, mediated by higher adoption rates of improved agronomic practices such as precision fertilizer application, integrated pest management, and water management. It is anticipated that knowledge transfer will be strongest among participants but will exhibit spillover effects to non-participants within the same social networks, contingent on facilitator quality, group cohesion, and extension support. The study also expects to identify context-specific constraints such as land tenure insecurity, input affordability, and climate variability that moderate the effectiveness of FFS programs. The study contributes to knowledge by providing rigorous, field-based evidence on the causal impact of FFS on yield and the mechanisms of knowledge diffusion in smallholder rice systems, enabling refinement of extension strategies and policy design for scalable farmer learning platforms. Practical implications include recommendations for optimizing FFS curricula, enhancing facilitator training, and fostering institutional linkages to sustain knowledge transfer. The main conclusion is that well-implemented FFS programs can significantly elevate rice yields and accelerate knowledge diffusion when complemented by supportive extension services and conducive socio-economic conditions. Recommendations emphasize strengthening monitoring and evaluation frameworks, investing in facilitator capacity, and integrating FFS with broader value-chain interventions to sustain practice change.