Enhancing Technical Assistance Through Experiential Learning Among Sugarcane Farmers In Migori County Kenya

Abstract

This study investigates the effectiveness of experiential learning in enhancing the delivery of technical assistance and improving agricultural productivity among sugarcane farmers in Migori County, Kenya. Despite the sector’s pivotal role in rural livelihoods and Kenya’s broader agricultural economy, sugarcane production in the region is hindered by persistently low yields and an underperforming extension system dominated by conventional training methods. In response, this study explores whether participatory, hands-on learning approaches grounded in Kolb’s experiential learning theory can offer a more impactful alternative. Focusing on two core objectives of assessing the effectiveness of experiential learning in delivering technical assistance and evaluating its impact on farm-level productivity the research adopts a convergent mixed methods design. Quantitative data were collected from 97 smallholder farmers, supplemented by qualitative insights from key informant interviews and focus group discussions with extension agents, financial officers, and institutional stakeholders. Statistical analyses, including chi-square tests and the Wilcoxon signed-rank test, were applied to evaluate the associations and outcomes The results demonstrate a statistically significant association between participation in experiential learning programs and perceived effectiveness of technical assistance (χ² = 26.86, p = 0.0015), as well as farmer satisfaction with the support received (χ² = 38.24, p < 0.00001). Farmers who frequently engaged in demonstration plots, peer exchanges, and field-based training reported markedly higher satisfaction levels and rated the support as more effective compared to those exposed to conventional methods. Additionally, yield performance data before and after training revealed significant improvements. A Wilcoxon signed-rank test confirmed that farmers achieved higher yield ratings post-intervention (W = 44.00, p < 1.3 × 10⁻¹²), while Spearman’s correlation indicated a modest yet significant relationship between participation intensity and yield change. These findings substantiate the transformative potential of experiential learning in bridging the knowledge implementation gap that has long characterized Kenya’s extension services. The evidence underscores the need for policy shifts toward participatory extension models that integrate practical field experiences, peer-led training, and contextual adaptation. The study offers actionable insights for aligning extension reforms with the Agricultural Sector Transformation and Growth Strategy (ASTGS 2019–2029), contributing to the broader agenda of inclusive, knowledge-driven, and productivity-oriented rural development in sub-Saharan Africa.