Impact of Farmer Field Schools on Agricultural Education Outcomes in Smallholder Communities

Thesis Abstract

Farmers’ Field Schools (FFS) operate as immersive, experiential learning platforms intended to enhance agricultural knowledge and practices among smallholder farmers. This study investigates the impact of FFS participation on agricultural education outcomes, addressing the gap in empirical evidence on how participatory learning models translate into measurable knowledge, skills, and practice changes in smallholder contexts. The aim is to determine the effect of FFS attendance on (i) agricultural knowledge acquisition, (ii) adoption of integrated pest management and soil fertility practices, (iii) learning transfer to on-farm decision making, and (iv) empowerment indicators such as participation in farmer groups and confidence in technical problem solving. The research adopts a quasi-experimental design with a mixed-methods approach to capture both quantitative outcomes and qualitative learning experiences. The population comprises smallholder farmers in two agroecological zones within a midwestern region of a developing country, with an estimated population of 28,000 eligible farmers. A multi-stage sampling strategy yields a sample of 420 farmers, including 210 FFS participants and 210 non-participants matched on age, education, farm size, and baseline productivity. Data collection instruments include structured knowledge tests comprising 60 multiple-choice and scenario-based items validated by agricultural extension experts, a 40-item on-farm practice survey, harvest and input-use records, and a five-point Likert scale for empowerment and learning transfer measures. Qualitative data are obtained through 40 in-depth interviews and 12 focus group discussions with participants, facilitators, and extension staff to explore contextual factors, learning processes, and barriers to practice change. Validity and reliability are ensured through pilot testing, Cronbach’s alpha checks (? > 0.75 for all scales), and triangulation across instruments. Quantitative data are analyzed using multivariate regression to estimate the effect of FFS participation on knowledge scores, chi-square tests for adoption rates, and propensity score matching to reduce selection bias. Structural equation modeling (SEM) is employed to examine the mediation pathways linking knowledge acquisition, on-farm practices, and empowerment outcomes. Thematic analysis guides the qualitative data interpretation, with coding validated by intercoder agreement (Cohen’s ? > 0.80). Expected findings include higher knowledge test scores among FFS participants, increased adoption of IPM and soil health practices, enhanced on-farm decision-making competence, and greater participation in collective action. It is anticipated that knowledge gains will partially mediate practice changes, with empowerment indicators moderating the relationship between knowledge and adoption. The study contributes to knowledge by providing robust, field-based evidence on the educational impact of FFS as a learning ecosystem for smallholders, detailing the mechanisms through which experiential learning translates into concrete agricultural improvements, and identifying contextual determinants that enhance or constrain effectiveness. The findings are expected to inform policy and program design, emphasizing targeted facilitator training, iterative learning cycles, and integration of FFS with extension services to sustain educational gains. The main conclusion posits that FFS positively influence agricultural education outcomes through enhanced knowledge, practical skill development, and empowerment, particularly when complemented by strong extension support and favorable learning environments. Recommendations include scaling FFS with standardized curricula, incorporating farmer-to-farmer mentoring, ensuring continuous monitoring of adoption outcomes, and aligning FFS activities with market and input-access initiatives to sustain behavior change and productivity gains.