Continuing Agricultural Education: Relationship Between Adult Learning Styles and Educational Delivery Method Preferences

The Yuma County Cooperative Extension service plays a significant role in providing a range of information sources to the agricultural industry through outreach and Extension programming. Littlefield (2000) noted that Arizona vegetable growers are the main clientele in Cooperative Extension programming, specifically in desert vegetable research.  In addition, agricultural pest control advisers (PCAs) are provided essential continuing education credits from university programming. Further clientele who are kept abreast of current research include industry personnel such as crop production consultants, seed, fertilizer, and agrichemical industry representatives, pesticide applicators, equipment manufacturers, storage operators, and truckers (Littlefield, 2000). The purpose of this study was to identify the learning styles and preferred methods of receiving agricultural information on new or innovative farming practices among Yuma, AZ, area growers, pest control advisors, and industry personnel. A review of the literature suggested there is a continual need for evaluation of instructional methods and technology in adult education (Martin & Omer, 1990). Most studies in adult education in agriculture have focused on the need for adult education (Creswell & Martin, 1993). Those studies which have focused on instructional methods recommended further study was needed on the appropriate methods and tools to use in adult education programs in agriculture (Creswell & Martin, 1993). As non-experimental correlational research, relationships were examined between learning styles and selected demographic characteristics (age, profession, number of years in the agricultural industry, education, and gender) of adult continuing agricultural education learners. Relationships were examined between preferred delivery method and selected demographic variables (age, profession, number of years in the agricultural industry, education, and gender) of adult continuing agricultural education learners. Moreover, relationships were examined between learning styles and preferred delivery methods of adult continuing agricultural education learners. Conclusions from the study indicated the following: a moderate correlation (Davis, 1971) exists between learning styles and the demographic characteristics of age, education, and profession. A moderate correlation (Davis, 1971) exists between the demographic characteristic, profession, and preferred delivery methods of adult continuing agricultural education learners. A moderate correlation (Davis, 1971) exists between VARK learning styles (visual, aural, read/write, and kinesthetic) and preferred delivery methods of adult continuing agricultural education learners with a grower or industry personnel profession. Research implications concluded that Extension agents and instructors of adult continuing agricultural education learners should focus on the demographic characteristic (profession) when seeking to develop program delivery methods that will effectively meet the needs of these adult learners.