Relevance of Experiential Learning in the Training of Extension Agents in Nigeria: A Proposal (Published)
Extension agents have been described as essential backbones for extension services. The efficiency of the activities of extension agents as multi-purpose staff is determined by the quality of the training received. In other words, for extension agents to excel in service delivery opportunities must be given for training and retraining in the current trends and issues experientially in extension work. It is against this background that this paper proposes the kind and the nature of training for Nigerian extension workers. To this end, the paper examines the nature of extension work, role and qualities of extension agents, overview of extension agents training in Nigeria with a view to determining the kind of training that will facilitate their work as multi-purpose change agents. The paper concludes that curriculum of Adult and Non-formal Education in Nigerian higher institution of learning should reflect current trends in extension services and be made relevant to the real life situation to enable extension agents discharge their responsibilities as multi-purpose workers. Also opportunities for retraining through seminars, conferences, workshops, etc should be made available to practising extension workers.
Keywords: Agent, Experiential Learning, Proposal, Training, extension
Indices of Discrepancy between Students’ Learning Styles and Their Grade Achievement at Masters’ Level (Published)
The present study aimed at finding out indices of discrepancy between students’ learning styles and their grade achievement at Masters’ level. Sample consisted of eight hundred and twenty students studying in third and fourth semester of Masters level in public sector universities (Pakistan). Sample was drawn from Education, Psychology, Mass Communication, Economics, Statistics, History, Defence and Strategic Studies, Sociology, Pakistan Studies, Anthropology, and Management Sciences. Kolb’s Learning Style Inventory was used for assessing learning styles of students. The students’ first two semesters’ results were used in order to find out their grade achievement. Data were analyzed by using, frequencies/percentages, and one way ANOVA. Divergent learning style was found to be learning style of majority of student irrespective of the difference of departments or disciplines of study. It was concluded that learning styles had a significant effect on grade achievement at Masters’ level. The divergent, assimilative, accommodative, and convergent learners acquired higher grades respectively.
Keywords: Accommodative Style, Assimilative Style, Convergent Style, Divergent Style, Experiential Learning, learning styles