Assessing Digital Pedagogy Impacts in Agricultural Education Fieldwork

Thesis Abstract

Digital pedagogy in agricultural education fieldwork is increasingly adopted to enhance experiential learning, yet evidence on its effectiveness for practical skill development, conceptual understanding, and learner engagement remains fragmented. This study addresses the gap by empirically evaluating how digital pedagogical interventions influence field-based competencies among agricultural education students in tertiary institutions. The aim is to determine the impact of digital tools and instructional strategies on fieldwork outcomes, encompassing technical skills, data collection proficiency, problem-solving, and reflective practice. Specific objectives are (1) to assess differences in practical competencies between cohorts exposed to digital fieldwork modalities and traditional field activities; (2) to examine changes in conceptual understanding of agronomic principles under digital-guided field experiences; (3) to explore student engagement, motivation, and perceived self-efficacy associated with digital fieldwork; (4) to identify moderating effects of prior digital literacy and institutional support on learning gains; and (5) to synthesize teacher and student perspectives to inform scalable digital pedagogy in agricultural fieldwork. A mixed-methods explanatory sequential design will be employed. The population comprises final-year bachelor’s and taught master’s students enrolled in agricultural education programs across six universities in a specified region. A stratified random sample of 240 students will be selected, with 120 assigned to a digital fieldwork (intervention) condition and 120 to conventional field activities (control). Data collection instruments include a validated practical competency assessment consisting of performance tasks scored via rubric (ranging 0–100), a conceptual understanding test with multiple-choice and short-answer items, a student engagement and motivation survey (Likert scale), a digital literacy baseline assessment, and semi-structured interview guides for sub-samples. Instrument validity will be established through expert review and pilot testing (n=30), with reliability confirmed by Cronbach’s alpha exceeding 0.80 for all scales. Data collection will occur across two field seasons to account for seasonal variability. Quantitative data will be analyzed using multivariate analysis of covariance (MANCOVA) to compare post-test outcomes between groups while controlling for prior achievement and digital literacy. Regression analyses will examine predictors of practical competency gains, including frequency and quality of digital tool usage. Structural equation modeling (SEM) will test a proposed model linking digital pedagogy, engagement, self-efficacy, and learning outcomes. Qualitative data from interviews will undergo thematic analysis, guided by the theoretical framework of Vygotsky’s social constructivism and the TPACK (Technological Pedagogical Content Knowledge) model, to elucidate mechanisms by which digital fieldwork influences learning. Triangulation will integrate quantitative and qualitative findings to present a comprehensive interpretation. Anticipated findings include (i) statistically significant improvements in practical competencies and concept mastery for the digital fieldwork group, (ii) higher engagement and self-efficacy scores associated with interactive simulations, real-time data logging, and mobile field apps, (iii) nuanced moderation by prior digital literacy and institutional support, with greater gains in universities providing ongoing technical and pedagogical scaffolding, and (iv) qualitative insights into perceived affordances and challenges, such as data quality, workflow integration, and fidelity of digital instruments in authentic field contexts. The study’s contribution to knowledge lies in providing robust empirical evidence on the effectiveness of digital pedagogy in agricultural fieldwork, clarifying how digital tools interact with pedagogical design to enhance outcomes, and offering a validated framework for implementing scalable digital fieldwork that aligns with agronomic competencies, environmental stewardship, and experiential learning principles. Based on the findings, the study will offer practical recommendations for curriculum designers, field supervisors, and policy makers, including guidelines for selecting digital instruments, scaffolding strategies to support novices, professional development programs for instructors, and resource allocation to sustain digital fieldwork initiatives. The conclusion will underscore the potential of well-designed digital pedagogy to transform agricultural education fieldwork by promoting equitable access to high-quality experiential learning, while outlining avenues for further research into long-term retention of field competencies and impact on practitioner readiness.