A critical analysis of agricultural education and extension in developing countries

Chaudhry, Muhammad Anwar; Alhaj, Fatima

doi:10.1016/0309-586x(85)90021-4

Cited by 2 publications

(4 citation statements)

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“…Since our review focused on the impact of educational technology on agricultural education and its learning outcomes and the majority of studies employed a quantitative/mixed methodology (n = 73, 87.95%), we adhered to the recommended quantitative research guidelines: a large sample size is more than 250 participants, a medium sample size is between 100 and 250, and a small sample contains less than 100 participants [86,92,97,101]. In accordance with these sample size indicators, 44 articles (53.01%) had small sample sizes, 22 articles (26.51%) had medium sample sizes, and only 11 (13.25%) had large sample sizes.…”

Section: Methodological Features Of the Studiesmentioning

confidence: 99%

“…Therefore, we also coded the duration of an intervention. A duration of three months was the cutoff [86] because the typical K-12 school year is 180 days, and three months represents at least half of the year. If an educational technology program was used for more than three months, it was coded as long.…”

Section: Characteristics Of Educational Technology In Agricultural Ed...mentioning

confidence: 99%

“…Eighteen studies (21.69%) included in the current scoping review did not provide relevant information on duration. Previous studies indicated that the educational technology program's intensity and duration have a fundamental impact on the effect of the programs [86,101]. We highly recommend that future studies provide relevant information regarding intensity and duration in order to measure the effectiveness of educational technology in agricultural education.…”

Section: Characteristics Of Educational Technology In Agricultural Ed...mentioning

confidence: 99%

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A Scoping Review on the Impact of Educational Technology in Agricultural Education

Xu,

Adeyemi,

Landaverde

et al. 2023

Education Sciences

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As the global demand for agricultural systems increases, agricultural education programs are implementing educational technologies to train industry professionals to meet 21st-century agricultural demands. No reviews have focused exclusively on the use of educational technologies in agricultural education. This scoping review presents a summary of 83 journal articles and conference papers published between 2000 and 2022 aimed at examining the impact of the use of educational technologies in agricultural education programs. Our results indicate: (1) most studies on this topic have been conducted in the United States in the context of agricultural sciences; (2) most of the studies implemented quantitative designs using researcher-designed instruments; (3) online/distance education technologies were the most widely used; and (4) there was a statistically significant increase in the use of simulation/digital games between 2000 and 2010 and 2011 and 2022. Based on our analysis, we discuss the methodological and reporting limitations that should be considered in future research, the pedagogical contributions of educational technologies in agricultural education, and the current and future research trends, highlighting gaps in the literature.

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Section: Methodological Features Of the Studiesmentioning

confidence: 99%

Section: Characteristics Of Educational Technology In Agricultural Ed...mentioning

confidence: 99%

Section: Characteristics Of Educational Technology In Agricultural Ed...mentioning

confidence: 99%

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A Scoping Review on the Impact of Educational Technology in Agricultural Education

Xu,

Adeyemi,

Landaverde

et al. 2023

Education Sciences

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“…The challenges of development have created problems to agricultural extension in less developed countries (LDCs), resulting in a growing criticism about its efficiency (Bordenave, 1980;Chaudry & Al-Haj, 1985;Higgs, 1976;Jiggins, 1978;Moore, 1984;Orivel, 1981;Rice, 1971; Roling & de Zeeuw, 1984;Woods, 1983). The fact that societies want to obtain the highest value for the public resources in which they invest, because of the increasing difficulty for governments to finance their budgets, is leading to question whether or not there is a place for extension (Nitsch, 1988;Persons, 1992).…”

Section: Introductionmentioning

confidence: 99%

An evaluation of agricultural development projects recently conducted in Uruguay: guidelines for extension

DeHegedus

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prices for Uruguay's principal exports, and growing protectionism of main external markets. Consequently, Uruguay's economy begun to unravel. Under these circumstances, the welfare system became an increasingly heavy burden for public sector. The growing external debt, very important if it is considered per capita, aggravated the situation after the 1970s. Nevertheless, the country's Gross Domestic Product per capita is traditionally one of the highest in Latin America. Uruguay belongs to the group of upper middle income countries of Latin America, which also includes Argentina, Brazil, Chile and Mexico (Fujii, 1991). The primary sources of energy are imported petroleum and hydroelectricity. During the 1980s, the latter grew in importance. Agriculture, especially livestock production, has historically been the main economic activity of the country. This is due to the fact that soil availability is very high; 85% of its total area, which is 16 million hectares, can be cultivated or devoted to pasture. It accounts for just 13 percent of the Gross Domestic Product (GDP) and employs relatively few people, but it is relevant in terms of exports. Annual rate of increase in total agricultural production and population growth are basically identical over the last decades, just one percent. This means that agricultural production has been stagnant. Large livestock farmers have relied on the bounties of the pastureland they owned, and have neglected to adopt or encourage new technologies that would have raised productivity. Although land tenure is highly concentrated in Uruguay, a trend which is expected to continue, land distribution was never a major political issue. In this sense, the central government played a great role by providing jobs to those who were expelled from rural areas. This chapter considered the results of the evaluation of six projects on rural development recently carried out in Uruguay. The conceptual framework and methodology described in previous chapters were taken into account. Each project evaluation was followed by a short annotation labeled introduction, intending to provide a general view of the project setting, a description of the project, a matrix describing the project development process, and key findings related to this process.

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A critical analysis of agricultural education and extension in developing countries

Cited by 2 publications

References 3 publications

A Scoping Review on the Impact of Educational Technology in Agricultural Education

A Scoping Review on the Impact of Educational Technology in Agricultural Education

An evaluation of agricultural development projects recently conducted in Uruguay: guidelines for extension

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