Action Research Design Research Articles

Eliminating student misconceptions regarding the unit, Adventure of Democracy, in sixth grade social studies lessons

Misconceptions are judgments formed in the mind of an individual about a concept that contradicts scientific principles. Identifying and correcting existing misconceptions in students’ minds is an important part of education. To help students properly grasp the concepts covered in the curriculum, any existing misconceptions should be identified and eliminated first, which will ensure that they will better learn the concepts that they encounter in the future. Adopting an action research design, we aimed to examine whether the misconceptions of 6th grade students regarding the study unit, The Adventure of Democracy, have been resolved. The study group consisted of 24 students in classes 6/A and 6/B at the Havuz Secondary School in the Kangal district of the Sivas province of Turkey in the 2017/2018 academic year. Certain methods were used to produce activities aimed at teaching concepts and eliminating misconceptions – audio recordings and field notes were used as the data collection tools. The data were analysed through descriptive analysis. The analysis revealed that the action research activities were effective in teaching the targeted concepts and eliminating the misconceptions held by students.

Nurturing the Temporal Dynamic of Reflection Among Pre-Service Teachers: the Contribution of Peer Observation and Written Reflection

This study aimed to examine how peer observation and written reflection could led Pre-Service Teachers (PSTs) in improving the temporal dynamics of their reflection during the Physical Education practicum. Given its dynamic and collaborative nature, an action-research design was conducted throughout an academic year to explore the ongoing and deliberate adaptation of peer observation and written reflection strategies to develop PSTs’ reflection. Six PSTs and the first author, who took on the dual role of external facilitator and researcher, participated in this study. As facilitator, the first author scaffolded the implementation of both pedagogical strategies over the school year. PSTs’ reflections were gathered through semi-structured interviews and reflective journal. Also, additional field notes were gathered by the facilitator during participant observation. The findings showed that an intentional structured combination of peer observation and written reflection helped PSTs to develop their ability to reflect-in-action and to reflect on reflection-in-action. The interaction between peer observation and written reflection enabled PSTs to understand the problems derived from their own pedagogical practice, as well as the need to search for new and better solutions. Doing so, PST started to reflect in an action-oriented and critical way. From a practical standpoint, we recommend that Physical Education Teacher Education programs include the development of a temporal dynamic of reflection not only through peer observation and written reflection, but also using multiple strategies (e.g., audio recordings, video analysis, etc.). By nurturing the temporal dynamic of reflection, PSTs can ongoingly re-examine themselves and their pedagogical intervention critically.

Peningkatan Kreativitas dan Hasil Belajar Siswa Pada Materi Gereja Menguduskan Dengan Metode PBL Fase F SMAN 1 Siluq Ngurai

This research aims to investigate the improvement of students' creativity and learning outcomes on the topic of Sanctifying the Church through the implementation of the Problem-Based Learning (PBL) method in Phase F at SMAN 1 Siluq Ngurai. The study adopts a reflective classroom action research design. The subjects of the research are students of class XI in Phase F at SMAN 1 Siluq Ngurai. Data collection involves observation and tests, and the obtained data are analyzed descriptively. The research findings reveal that the application of the Problem-Based Learning (PBL) model enhances both creativity and learning outcomes of students on the topic of Sanctifying the Church in Phase F at SMAN 1 Siluq Ngurai. This is evidenced by the test results at the end of each cycle, where the score increased from 84% in cycle 1 to 87% in cycle 2. Similar improvements are observed in other indicators. Overall, there is an increase in the average indicator from 77% in cycle 1 to 81% in cycle 2. The students' learning achievements also improved, with the number of students classified as proficient increasing from 83 (25%) in cycle 1 to 5 (42%) in cycle 2. The number of students classified as achieving a satisfactory level decreased from 4 (33%) to 2 (17%). This indicates an improvement of 3 students becoming proficient.

Peningkatan Hasil Belajar Dengan Model PBL Pada Materi Sepuluh Perintah Allah di Kelas IV SDN 29 UPT SP IV

The learning outcomes of class IV students at SD Negeri 29 UPT SP IV for the 2022/2023 academic year are still low because they are only focused on activities such as listening, doing assignments, and relying completely on books resulting in less active learning. As a result, interaction between teachers and students and between students with each other becomes limited, causing learning to be not optimal and having a negative impact on achieving student learning outcomes. The material is delivered through the lecture method, teachers do not relate the material to real situations, and students are less active in the learning process. . This research aims to improve the learning achievement of class IV students and teacher performance in teaching the ten commandments of God as a guide to life by implementing the PBL model at SD Negeri 29 UPT SP IV. This research uses a classroom action research design consisting of two cycles. Each cycle consists of four steps: planning, implementing, observing, and reflecting. Data was collected through formative tests and observation and documentation. The results of research in cycle I showed that the average score reached 81.2 with a classical pass percentage of 70.59%. In cycle II, the average score increased to 89.00 with a classical pass percentage reaching 92.16%. The student attendance rate remained high in both cycles, namely 97.39%. Student involvement in learning also increased from 66.28% (high) in cycle I to 76.50% (very high) in cycle II. The teacher performance score increased from 82.25 (AB) in cycle I to 93.58 (A) in cycle II. In this series, it can be concluded that the application of the PBL model is effective in improving student learning achievement and teacher performance in teaching Catholic religious education material and morals about the ten commandments of God as a guide to life in class IV of SD Negeri 29 UPT SP IV

Optimizing learning engagement and performance in technical education: Harnessing the power of video tutorials for enhanced motivation and skill development in Shield Metal Arc Welding Subject

This study aimed to enhance the quality of Shield Metal Arc Welding instruction in Class XI Welding Engineering at State Vocational High School 1 Bukittinggi through the integration of interactive media videos. Employing a class action research design with saturated sampling, the research findings revealed that the implementation of video tutorials significantly improved student motivation and learning outcomes. The use of video tutorials captured students' interest, resulting in increased motivation for learning Shield Metal Arc Welding. In the initial cycle, student motivation in Class XI Welding Engineering at State Vocational High School 1 Bukittinggi, as measured in meeting I, stood at 54%, indicating a less motivated state. By meeting II of cycle I, the motivation increased to 61%, categorized as moderately motivated. In the subsequent cycle, meeting I recorded a motivation level of 72%, demonstrating a motivated state, while meeting II in cycle II reached 82%, indicating a highly motivated state. Consequently, there was a noticeable progression in student learning motivation from cycle I to cycle II. Furthermore, student learning outcomes in Shield Metal Arc Welding for Class XI Welding Engineering at State Vocational High School 1 Bukittinggi improved when videos were utilized as interactive media. In cycle I, the average student learning outcome was 77.88, categorized as moderate. In cycle II, the average increased to 79.06, reflecting a high level of achievement. This indicates a positive shift in student learning outcomes, moving from moderate to good performance.

Use of Virtual Reality in Interdisciplinary Multimodal Pain Treatment With Insights From Health Care Professionals and Patients: Action Research Study.

Chronic pain is a widespread global health problem. Interdisciplinary multimodal pain treatment (IMPT) is a treatment option for people with chronic pain. Virtual reality (VR) could be used to broaden IMPT programs. However, despite the advantages of VR, it is rarely used in daily clinical practice. This research aimed to explore how, when, and with whom VR can be used meaningfully during IMPT, either as an addition or substitution as a component of IMPT. This research used an action research design to help health care professionals and patients learn how, when, and with whom they can use VR. Data were collected through reflection sessions with health care professionals and semistructured interviews with patients in 2 specialized centers that provide IMPT for chronic pain. Two researchers performed direct content analyses. In total, 4 physiotherapists, 1 occupational therapist, 3 psychologists, and 22 patients participated in this research. Three iteration cycles, including 9 reflection sessions and 8 semistructured interviews, were performed. Both health care professionals and patients considered VR to be useful in therapy as an addition but not a substitution. VR was used as a diagnostic and intervention tool with all patients at the rehabilitation center or home. VR was used to gain insight into patients' pain beliefs, cognitions, and irrational cognitions about additional damage and physical abilities. Considering VR as an intervention tool, the health care professionals had 3 goals: balancing relaxation and competition, grading activities, and exposure in vivo. VR could be a valuable addition to IMPT for both patients with chronic pain and health care professionals. More research should be performed to assess the additional effects of VR on patients' participation in daily life.

Implications of a critical friend in the resignificance of pedagogical leadership practices

ABSTRACT The objective of the study is to describe the academic counseling developed by a critical friend to a school directive team and its implications in the transformation of their pedagogical leadership practices. The participants were seven school directors in a school in the south of Chile and a teacher advisor who fulfilled the role of ‘critical friend’. This qualitative case study was framed within a sequential participatory action-research design that was divided into a diagnostic phase, a design and implementation of practices phase, and a transformation process evaluation phase. The collection of information was carried out through a follow-up logbook to support the directive team. This allowed documenting the pedagogical leadership ‘practice problems’. Likewise, discussion groups between the critical friend and the directive team were developed to inquire about the beliefs that supported their pedagogical decisions. The results showed a little involvement of the directive team in learning. On these critical knots, the friend`s support guided collaborative reflection processes and leadership practice development, which were based on key pedagogical principles for the construction of a learning community. It may be concluded that there is a need to expand the support experiences to directive teams from a dialogical and participatory perspective.

How can coaches tailor the coaching practices to scaffold players’ learning development? An insider action-research study in youth volleyball team

ABSTRACT Through an insider action-research (AR) design, this study explored how a volleyball coach applied different pedagogical strategies to scaffold players' technical skills acquisition and tactical understanding. Also, it was investigated how scaffolding procedures impacted on players’ learning development. Fifteen female players and one head-coach – who undertook a dual role of coach-researcher – participated in this study. Three AR-cycles were completed, lasting a full competitive season. Coach’s insights were documented using reflexive diary and field notes, while the players’ insights were recorded through focus-group interviews. Data were examined using thematic analysis and following an inductive approach during each AR-cycle to inform the subsequent. Findings emphasised the interplaying of scaffolding components (i.e. contingency, fading, transfer of responsibility) to support learning development. This study innovates by demonstrating when, how and why the coach shifted among guidance- and discovery-based support, considering players’ response to the practice structuration, context characteristics, and competitive moment.

Applying Learning Principles Within Parent Education: Exploring Nurses' Practice and Parents' Experiences.

In parent-education practice nurses use Learning Principles (LPs) when helping parents to develop the knowledge and skills required to care for their children. LPs are basic precepts of learning, comprising people's beliefs, behaviors and reasoning processes. LPs underpin parents' active engagement, confidence building and decision-making, as information provided becomes usable knowledge. However, the ways nurses apply LPs in parent-education practice are poorly explained in healthcare. Likewise, descriptions of parents' learning experiences, associated with the use of LPs in nurse/parent-education interactions, are lacking. This study aimed to explore and describe nurses' perceptions and use of LPs, and parents' learning experiences in one healthcare organization. Using an action research design, 25 nurses and 18 parent participants were purposively recruited across metropolitan Adelaide, Australia. Data were collected through observations and semi-structured interviews and thematically analyzed simultaneously June-December 2017. The LPs nurses used, and those important to parents' learning experiences created three overarching themes: 1) collaborative relationships, 2) deepening learning insights, 3) the learning environment. Despite their apparent use, nurses struggled to explicitly describe how they perceived LPs, believing their knowledge and use was sub-conscious - tacit. However, tacit knowledge hinders communication and explanation of LPs used within parent-education to other nurses. The member-checking of interview data helped to stimulate the nurses' metacognition (thinking about their thinking), unlocking their LPs awareness. Nurses used LPs in practice but their knowledge was tacit. Through metacognition, nurses started to recognize the ways LPs influenced their practice and parents' learning capabilities. Increasing healthcare constraints, including time allowed for parent-education, require nurses to optimize their use of LPs. Future research should identify ways nurses can communicate their use of LPs, potentially enhancing parents' active learning experiences and concordance with health recommendations.

Implementation Social and Emotional Learning (SEL): Promoting Students’ Learning Activities

This research is motivated by issues that indicate the students' activities at Senior High School 2 Palembang in biology education are still below the minimum criteria. The purpose of this study is to promoting students' learning activities in the topic of ecosystems by implemented of Social Emotional Learning (SEL). Method of this research is Classroom Action Research (CAR) design involving planning, action, observation, and reflection cycles during 2 cycles. In this research, the sample consists of students from class X.7. The data collected included observations of students' learning activities and documentation. The observation of learning activities covers several aspects, including visual activities, oral activities, writing activities, and mental activities. The results showed a significant increase in the percentage of students' average learning activity scores, from 37.1875% before the implementation (Pre-cycle) of Social Emotional Learning to 53.90625% after the implementation of Cycle I of Social Emotional Learning, and further increased to 77.5% after the implementation of Cycle II of Social Emotional Learning. Based on the results, it can be concluded that the implementation of Social Emotional Learning has significant potential in improving students' learning activities in the ecosystem subject.

Project-Based Learning Model Assisted by Video Tutorials and Sponti Mini Book to Enhance Creativity in Handicraft Skills for Students in SMPLB C SLB Negeri 2 Yogyakarta

This research aims to enhance the creativity of craft skills in students with intellectual disabilities using the Project-Based Learning model assisted by Video Tutorials and Sponti Mini Book students at SMPLB C Negeri 2 Yogyakarta in the academic year 2021/2022. The research employs a Classroom Action Research design based on Kemmis's model within Suharsimi Arikunto's framework. The research subjects are four students with intellectual disabilities in the 6th grade of SDLB C SLB Negeri 2 Yogyakarta. The study consists of three cycles, each comprising four sessions with evaluations based on observations and performance tests. The data analysis method used is qualitative and quantitative descriptive, presenting data in tables and graphs. The research results indicate that using the Project-Based Learning model assisted by Video Tutorials and the Sponti Mini Book can enhance the creativity of craft skills students at SMPLB C. This is evidenced by the increase in students' learning observation scores in Cycle I, averaging 67.50%. In Cycle II, the scores increased to an average of 75.00%; in Cycle III, the average scores were 85.00%. The performance test results in Cycle I averaged 67.50%, which increased to 75.00% in Cycle II. There was also an improvement in Cycle III, with an average score of 82.50%. In conclusion, the Project-Based Learning model, assisted by Video Tutorials and Sponti Mini Book, was effective in enhancing the creativity of craft skills in students at SMPLB C Negeri 2 Yogyakarta in the academic year 2021/2022

Improving Learning Outcomes Of Islamic Religious Education In Civil Decisions Material Implementing Prophets And Apostles Through Cooperative Learning Types Of Investigation Groups For Class V Students UPTD Negara 06 Koto Primary School, Guguak District

The problem of this research begins with the condition of the Islamic Religious Education and Character Education learning process in class V UPTD SD Negeri 06 Guguak VIII Koto, Guguak District, Limapuluh Kota Regency, which is conventional and monotonous, and student learning outcomes have not yet reached completeness according to the Minimum Completeness Criteria (KKM)—namely 70. To improve the conditions of the learning process and student learning outcomes, Group Investigation (GI) type cooperative learning is carried out through Classroom Action Research design. The research subjects were 11 students of class V UPTD SD Negeri 06 Guguak VIII Koto, Guguak District, Limapuluh Kota Regency. The research was carried out in the even semester of the 2022/2023 academic year from February to March 2023. The research procedure was carried out in 3 cycles, each going through stages: planning, implementation, observation, and reflection. Sources of research data come from students, teachers, and colleagues. Data collection techniques include tests, observations, interviews, and discussions. Research data was analyzed quantitatively and qualitatively. The results of the research show that the Group Investigation (GI) type of cooperative learning that is implemented significantly improves student learning outcomes, starting from pre-cycle activities with a completion percentage of (36.36%), cycle 1 with a completion percentage of (54.55%), cycle two the percentage of completeness was (63.64%), and cycle three the percentage of completeness was (90.91%).

Implementation of Virtual Worlds to Promote Distance Practice Teachers' Participation in the English Learning Process

Distance education has adopted innovative technology-assisted approaches to improve teacher engagement, with virtual worlds emerging as a potentially promising tool for enhancing the participation of distance practice teachers in the learning process. In this context, the purpose of this study is to investigate the incidence of using virtual worlds as a resource to increase distance practice teachers’ participation in the learning process. An action research design that incorporated a combination of both quantitative and qualitative research was used to carry out the study. The techniques applied to collect the information were a survey, an interview, and an observation checklist. The sample consisted of 116 participants (44 male and 72 female) whose ages ranged from 25 to 35 years. They were enrolled in the English major of a distance program at a private university in a southern city in Ecuador. They participated actively in 16 synchronic activities during the intervention period (one per week). The results showed that the use of virtual worlds allowed pre-service teachers to increase the frequency of their participation during synchronic classes. Besides, practice English teachers had positive perceptions regarding the use of virtual worlds as a resource for learning because the sense of presence provided by the platform motivated them to participate in the activities. From the findings of the study, it is recommended that further research consider the use of virtual worlds for fostering participation in on-site learning environments to further triangulate the results of the study and for comparative analysis.

Meningkatkan Budaya Kerja Positif Disiplin Kehadiran Guru di Sekolah Dengan Menggunakan Metode Reward And Punishment di SMP Negeri 1 Juwiring Kabupaten Klaten Tahun 2023

The reality shows that there are still teachers who do not have role models, especially in terms of pedagogy. Teachers often start lessons late for various reasons. This problem was discovered by researchers at SMP Negeri 1 Juwiring. After the questionnaire is distributed to respondents (students), the names of teachers who are often late will be collected. One way to overcome this problem is to provide training to increase teacher motivation to come to class on time. In this training, the Reward and Punishment method was applied with a positive work culture. When teachers (participants) have achieved the specified indicators, they will receive a reward, while teachers who have achieved the indicators will receive a punishment. The indicator of success in this research is that 100% of participants always arrive on time when starting lessons. This research uses the spiral method from Kemmis and Taggart. Kemmis and Mc model action research design. According to Taggart, there are four stages of action research, namely planning, action, observation and reflection. The data collection instruments were in the form of observation sheets for researchers and assessment sheets for participant attendance levels. The results of the research were that after carrying out positive culture training at SMP Negeri 1 Juwiring in cycle I, none of the participants had completed it. There is no participant who has succeeded 100% in not being late, but there is 1 participant whose accuracy level has reached 93%, this means that the participant has experienced improvement. Meanwhile, the accuracy rates for the other 4 participants ranged between 55%, 58%, 2% and 77%. After carrying out cycle II while continuing to use Reward and Punishment with a positive culture, 5 participants completed it.

Interactive dashboard development for Irish general practices to visualise and compare patient data

Abstract Background Health information technology has increased worldwide, transforming health and healthcare programs in which information visualisation and visual analytics processes are central. However, aggregating and comparing patient data remains challenging. Therefore, a dashboard was developed with and for Irish general practitioners (GPs) to improve their understanding of their patient population, disease management and prescribing. This paper describes the design and development process of the CARA dashboard. Methods The design and development of the CARA dashboard used an Action Design Research approach, which consists of (1) problem formulation, (2) building, intervention and evaluation, (3) reflection and learning and (4) formalisation of learning. The process included interviews, to explore what type of information GPs need, as well as iterative testing of the CARA dashboard prototype. Results Key challenges identified from the interviews (Context, Sense-making, Audits, Relevancy, Action, Engagement and Ease of Use) formed the basis for the development of the CARA dashboard prototype. The first exemplar dashboard focused on antibiotic prescribing to develop and showcase the proposed platform, including automated audit reports, filters (within practice) and between-practice comparisons as well as a visual overview of practice demographics. Conclusions User involvement in the design and development of the CARA dashboard is crucial to ensure GPs are enabled and supported to visually access and monitor their patients’ data. Next steps will include an exploratory study on dashboard engagement and the development of additional dashboards for topics such as chronic disease and mental health. Key messages • Good knowledge of operating systems, effective use of data, user interaction and context factors are required to design and implement an interactive dashboard. • Crucial components to make sense of the information provided in dashboards include the context, transparency about the data transformation processes and adherence to design principles.

Penerapan Metode Bernyanyi untuk Meningkatkan Hasil Belajar Mufradat Siswa DTA Baiturrohim Purwakarta

This research is motivated by the inefficiency of using vocabulary learning methods (mufradat) in Arabic language instruction. Many students perceive learning Arabic and memorizing mufradat as difficult and unenjoyable, leading to a decreased interest in learning the Arabic language. The research aims to investigate two aspects: 1) student learning activities in mufradat instruction using the singing method, and 2) student learning outcomes in mufradat instruction through the application of the singing method. The study was conducted at DTA Baeturrohim in Cibeber Village, Kiarapedes District, Purwakarta Regency. The research subjects comprised 16 students from grade 1 of DTA Baeturrohim in the academic year 2022/2023. This research employed a classroom action research design with qualitative and quantitative analysis methods. Data collection techniques included interviews, observations, tests, and documentation. The findings of this research can be summarized as follows: 1) The application of the singing method can enhance student learning activities, as evidenced by the increase in the percentage of student activities from 70% to 93%; 2) The application of the singing method can improve student learning outcomes in mastering mufradat, as demonstrated by increased learning achievement and the average learning outcomes of students in each action cycle.

Educators working together: Listening to children’s voices and stories about cultural and family artifacts during pandemic teaching

This paper is located within a larger study of children’s voice and storytelling. The focus is on how children use artifacts, such as special objects and photographs, to tell stories about their lives. We studied the collaborative learning of educators, in two schools in Eastern Canada, as they used sharing circles and multimodal pedagogies, and worked to elevate and listen to children’s voices during a period of pandemic teaching. This study examines children’s things/artifacts as material culture and relates things/artifacts to artifactual literacies. The action research design included a consideration of children’s voice in early years research alongside the collaborative professional development inquiry undertaken by educators in the study. An analysis of key findings as they relate to evolving pedagogies, including how artifacts were used to tell stories, and how voice can be viewed through this artifact sharing is presented. We argue that building voice and collaboration can result from pedagogies of classroom sharing and listening. Educators’ challenges in this research and their classroom teaching during a constantly shifting set of teaching conditions are fore fronted. Insights from children’s particular artifacts and their stories enhanced educator and peer awareness of difference, and of cultural practices in families. Finally, implications for practice, and future research possibilities are presented, along with an argument for viewing children’s voice as emergent alongside classroom multimodal pedagogical practices that augment children’s voices.

Employees Perceptions on the Usage of Balanced Scorecard

This study examined employees’ perceptions on the usage of the balanced scorecard (BSC) performance management system in Tanzania. It assessed employees' perception on use of the Balanced Scorecard performance management system tool in Tanzania. The study used participatory action research and survey research design. It applied mainly qualitative and slightly quantitative research approaches. Data was collected through interviews and documentary review. Data validity and reliability were done through pretesting of data collection instruments. Findings revealed that employees perceived a balanced scorecard as a user- friendly tool, fair tool from planning stage, implementation stage, appraisal stage to rewarding stage, increased employees’ commitment to work, motivated employees and that balanced scorecard had a great influence on the quality of services and products deliveredcontrary to any other previously used tool. The conclusion is that there was a direct relationship between a balanced scorecard on the one hand and organizational performance in terms of quality of services and products delivered on the other hand and that employees have positive perception on the usage of balanced scorecard.

Effect of using Culture-Themed Documentaries on Guided Writing Skills in Teaching Turkish to Foreigners

The present study aimed to determine whether using culture-themed documentaries in Turkish teaching of B2 level international students has effects on the development of guided writing skills. The study had an action-research design, which is one of the qualitative study approaches. The study group consisted of 12 international students at the B2 level who learned Turkish in the 2022-2023 academic year at the Turkish Teaching Application and Research Center of a state university in Turkey. The data collection process was performed under two headings as “developing an action plan” and “implementing the action plan”. During the developing an action plan stage, the themes and documentaries to be used in the activities were determined by receiving the opinions of the experts. In the next step, guided writing activities were prepared in line with the writing acquisitions by consulting experts. The pilot applications of the activities were performed at the Turkish Teaching Application and Research Center of a state university in Turkey. Quantitative and qualitative data collection tools were used and the developmental status of the students was monitored to interpret how the guided writing skill activities developed in the classroom environment progressed. The worksheets of the students were evaluated by using the “Guided Writing Scoring Key”, which was developed by the researchers. Students’ pre-test, application order, post-test, and permanency scores were determined with this key. Based on the findings obtained in the study, it was concluded that using culture-themed documentaries in Turkish teaching of international students improved the guided writing skill levels of the students.

Transforming Agriculture through Radio in Selected Value Chains in Nakuru County, Kenya

The objective of this paper is to identify performance requirements and the knowledge, skills, and abilities gaps that the agricultural programme at Egerton Radio (101.7 FM) can address for farmers to improve adoption of technologies. The study used a participatory action research design that allowed the researcher and the study participants to collaborate in collecting and, analysing data, and re-defining the research question and the research method in a cyclical process. A baseline survey was conducted to establish the current situation in participatory monitoring and evaluation within the agricultural programme at Egerton Radio (101.7 FM). The study found out that most of the participants are male (53.5%) who are middle-aged (46years) with enough experience (10years) and attained formal education to only primary level (45.8%). The population falls within the lower range of the scale being measured in terms of land size ownership of up to 2 acres. Most of the individuals had enough experience in different farming activities. The most common source of information is local chicken farming which also the leading source of training needs for the radio programme. Further, regarding Training and Knowledge areas, dairy cow stands out to be most common training need for the radio programme. In this regard, the study recommends that, the government and non-governmental organizations should empower farmers practicing various farming activities through offering of radio programmes, trade fairs, and capacity building to impart more knowledge and skills to the farmers to transform agriculture.