Examining educational outcomes: A mixed methods evaluation of farmer-to-farmer initiatives and innovation lab paired assignments in Malawi and Zambia

Sub-Saharan African (SSA) smallholder farmers, cultivating two hectares or less, face historically low adoption rates of modern agricultural practices, limiting their benefits from agricultural advances. While much has been written on SSA farmer adoption, proven education models remain scarce. This dissertation evaluates the effectiveness of unique Farmer-to-Farmer (F2F) volunteer assignment models developed during COVID-19 travel bans, where local volunteers were virtually paired with U.S. experts and USAID Feed the Future Innovation Labs in soybean and peanut. The study examines adoption and satisfaction under three F2F assignment types: (1) traditional U.S. volunteer assignments, (2) local volunteers paired with U.S. experts, and (3) local volunteers paired with Innovation Labs (IL). Adoption is measured through yield increases, farmer satisfaction, peer-to-peer training, and gender-related adoption differences. Using a convergent mixed-methods approach, the study evaluates 101 F2F assignments in Malawi and Zambia (2019–2023), integrating quantitative surveys with qualitative insights on learning, knowledge transfer, and yield improvements. The study is grounded in Rogers' Diffusion of Innovations, Freire’s Critical Pedagogy, and Bandura’s Social Cognitive Theory, the study explores participatory extension models and their role in adoption. Results indicate that all models improved farmer outcomes, though value chain sensitivity and high variability limited some statistical significance. IL-assisted assignments resulted in higher satisfaction, particularly in implementation confidence. However, climatic events and resource access (e.g., improved seed varieties) played a significant role in adoption outcomes. Cooperatives with higher percentages of female members had statistically significant higher yields. Despite this, there was disparity on how men and women viewed gender equity in sharing financial benefits from harvests. Many women stated that benefits were not shared. Time of instruction was also important, analysis suggests that 25 hours are optimum, before returns dissipate. Peer-to-peer dissemination of best practices, the cascade effect, increased with cooperative size, aligning with participatory learning models where social interaction empowers farmers and enhances engagement. Findings emphasize contextualized education, demonstrating that peer influence, dialogue, and observation enhance adoption and sustainability, regardless of assignment type, informing programmatic recommendations to strengthen F2F smallholder extension strategies in SSA.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Donnelly, Annette

Contributors dc:contributor

• Lindgren, Samantha
• Kang, Hyun-Sook
• Burbules, Nicholas
• Goldsmith, Peter

• Farmer-to-Farmer
• Smallholder Farmer
• Education
• Learning
• Sub-Saharan Africa

Statement dc:rights

• Copyright 2025, Annette Donnelly

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/129381

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F129381