Teaching strategies, their use and effectiveness as perceived by teachers of agriculture: A national study

Abstract

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Perception and understanding of agricultural extension: perspective of farmers and public agricultural extension in Taba Nchu

“…The highest negative perception index was observed by farmers for films with -0.22 and AEO internet/ email aided instruction with -0.60. This finding concurs with the finding of Shinn (1997) who found that real-object approaches ranked highly in the same study while the following tools and strategies, namely magnetic boards, dramatic skits, opaque projectors, flip charts, radio programmes, seminars, and learning centres were rarely used or not used at all. Faure et al (2012) highlighted that the importance of using teaching aids and tools in favouring cooperation between AEO and farmers, who should both work together to resolve farm management problems.…”

Agricultural extension educators' perceptions regarding the teaching and learning processes as related to sustainable agriculture: implications for agricultural extension education

“…Agricultural extension educators perceived demonstrations, group discussions and one-on-one instruction as effective teaching methods for providing education regarding sustainable agricultural practices. Similar to this finding, Shinn (1997) reported that demonstrations and group discussions are effective teaching methods in teaching agriculture. Problem solving case studies and hands-on type experiential programs were identified as very effective teaching methods by a few respondents.…”

An analysis of the food safety educational processes in the Cooperative Extension System of the North Central Region of the United States

“…On the other hand, Shinn (1997) found that learning contracts, distance education and case studies were not being used much by agricultural educators in the United States which is in line with the findings from this study. Berger, Caffarella, and O'Donnell (2004) suggested that learning contracts can be used in a variety of settings with diverse adult learners.…”

“…The findings appeared to be consistent with the studies of Shinn (1997), Jayaratne (2001, Camara (2006) and Kwaw-Mensah (2008). Shinn found that teachers of agriculture in the United States perceived laboratories to be effective followed by demonstrations, projects and real objects for teaching agriculture.…”

“…The findings regarding the extent of use of teaching methods and tools appeared to be consistent with past related studies. Shinn (1997) found that teachers of agriculture in the United States more often used demonstrations followed by discussion. Kwaw-Mensah (2008) also reported discussion and lecture-discussion to be among the more often used teaching methods by extension educators of the NCR in livestock waste management education.…”