This document discusses factors that influence the selection and combination of extension teaching methods. It outlines 8 key factors to consider: 1) the audience's individual differences, size, knowledge and adoption stage; 2) the teaching objective like knowledge, attitudes or skills; 3) the complexity of the subject matter; 4) the stage of extension organization; 5) the size of the extension staff; 6) available communication media; 7) the relative cost of methods; and 8) an extension worker's familiarity with methods. It also notes that using a combination of methods through repetition in different ways is most effective for influencing behavior change according to studies in the US and India.

1. PRESENTATION ON
FACTORS INFLUENCING THE SELECTION AND
COMBINATION OF EXTENSION
TEACHING METHODS
SUBMITTED TO SUBMITTED BY
MISS. POONAM PRAJAPATI PRATIKSHA TRIPATHI
DEPT. OF EXTENSION B.SC.3rd YEAR 2 Sem.

3. No single “rule-of-thumb” can be given for the selection and use
of the various extension methods to ensure success in all
situations.
 However, some guiding principles will be helpful in general.
 Basically, the individual contact methods furnish the most direct
opportunities for influencing people effectively.
 All the other methods of group and mass procedures are
dilutions or compromises created by the pressure of necessity.
 We must reach more people, teach them more often, and keep
down the cost per contact. In order to get most effective results,
the extension worker should

4. (i) select the “appropriate methods
(ii) have a suitable combination of the selected methods and
(iii) use them in proper sequence, so as to have repetition in
a variety of ways.
For doing this, a number of factors should be considered.

5. 1. THE AUDIENCE:
(A) Individual and collective differences:
 People vary greatly in their knowledge, attitudes, skills, their position
in the “diffusion process”, and in the “adoption categories”, their
educational training, age, income level, social status, religious
beliefs etc. Some are progressively seeking change, others are
slow to change.
 Some are “eye-minded” while others are “ear-minded”.
 These individual and collective differences influence the
teaching approach.
 For instance, people with little or no education, and low incomes
may respond to personal visits and result demonstrations.

6. The better educated and the more progressive elements of
the population usually respond well to methods like group
meetings and discussions, exhibits and written materials.
 A man in “awareness stage” cannot straight away jump to
“adoption stage” but can be gradually brought to the
adoption stage by using suitable methods.
 For “late adopters”(conservatives), direct approach may
not yield so good results as approaching through the
“early adopters” and “informal leaders”.

7. (b) Size of Audience:
It is also a factor influencing the choice of extension
methods.
 For instance, group discussion cannot be used
effectively when the number of participants exceeds
 thirty; method demonstration can be used for a
relatively small audience, while lecture meetings can
be used for large audiences.

8. 2. THE TEACHING OBJECTIVE:
(or nature of change aimed at).
Do you want to bring about a change
(i) in thinking or knowledge?
(ii) In attitude or feeling?
(iii) In action or skill? If you want
merely to inform or influence a large number of people
slightly, you should use mass media.
 If you want to influence a relatively small number of
people to make maximum improvements resort to individual
contact methods.
 If you want to change attitudes or arrive at a consensus of
opinion, arrange group discussion or work through village
leaders.
If you want to teach a skill, use the method demonstration.

9. 3. THE SUBJECT MATTER:
Where the new practice is simple or familiar (i.e., similar to
those already being followed) the news article, radio or
circular letter will be effective, whereas complex or
unfamiliar practices will require face-to-face contacts, written
materials and audio-visual aids.
4. THE STAGE OF DEVELOPMENT OF EXTENSION
ORGANISATION:
In the initial stages of extension, result demonstrations will be
necessary to gain confidence of farmers.
But if extension work is already well established and the
farmers have confidence in extension services, result
demonstrations may not be necessary and local illustrations of
adoption by village leaders will suffice.

10. 5. SIZE OF EXTENSION STAFF In relation to the
size of extension clientele:
The larger the
number of extension workers, the greater is the
scope for direct or personal contact method.
6. THE AVAILABILITY OF CERTAIN
COMMUNICATION MEDIA:
Such as newspapers,
telephones, radio, internet etc., will also have a
direct bearing on the extent to which these methods
can be used.

11. 7. THE RELATIVE COST OF THE METHOD:
(i.e., the amount expended on extension teaching in relation
to the extent of practices changed) is also an important
consideration in their selection and use.
8. AN EXTENSION WORKER’S FAMILIARITY:
with, and skill in the use of the several extension methods
will also influence his choice and use of the methods.

12. B. Combination of Methods
 Extension field studies conducted in U. S. A. over a long
period of years show that people are influenced by
extension education to make changes in behavior in
proportion to the number of different teaching methods with
which they come in contact.
 As the number of methods of exposure to extension
information increases from 1 to 9, the number of farm
familie changing behavior increases from 35% to 98%.
 Therefore, if widespread response is desired, people must
be exposed to teaching effort in several different ways.
(i.e. repetition but in a variety of ways).

13. Similar results have been reported by researchers in
India.
 For instance, Nagoke’ concluded that combined
use of several different methods is of the utmost
importance in extension teaching.
The adoption of practices was high when more than
five methods were used as compared to single
and two to five methods.

14. THANK
YOU