Empowering Farmers through the Farmers’ Field School Approach: A Constructive Pathway to Knowledge Acquisition

Enhancing farmers’ knowledge through the Farmers’ Field School (FFS) approach is vital for boosting agricultural production. This study aimed to evaluate farmers’ knowledge acquisition through the FFS approach and identify the factors influencing it. The research was conducted in the Saidpur Upazila (sub-district) within the Nilphamari district of Bangladesh. Face-to-face interviews were held with 75 FFS farmers, selected randomly as participants for the study. Data collection occurred from April to May 2025. Farmers’ understanding of the FFS approach served as the dependent variable and was measured using 18 questions aligned with six levels of Bloom’s revised taxonomy of the cognitive domain. The results categorized farmers’ knowledge into low, medium, and high levels: 61.3% of respondents demonstrated medium knowledge, 36% exhibited high knowledge, while only 2.7% displayed low knowledge. Descriptive statistics (number, percent, mean, standard deviation) and inferential statistics (correlation and regression analysis) were employed to evaluate knowledge acquisition and identify the factors influencing it. Key factors influencing this knowledge included age, education level, family size, farming experience, farm size, annual family income, organizational involvement, social mobility, and contact with extension media. Multiple linear regression analysis revealed that age, education level, and farming experience significantly impacted farmers’ knowledge levels. It is essential for relevant authorities, particularly the Department of Agricultural Extension (DAE), to implement further initiatives to support farmers and improve their knowledge. Additionally, increasing institutional support and providing follow-up assistance are crucial for maximizing the long-term benefits of FFS training.