Assessing the Impact of Mobile-Based Learning Platforms on Agricultural Students' Competencies

Thesis Abstract

The integration of mobile-based learning platforms into agricultural education has become increasingly prominent as a response to the need for innovative pedagogical approaches that enhance students’ competencies amid technological advancements. Despite the widespread adoption of mobile technologies in various educational contexts, limited empirical evidence exists regarding their specific impact on agricultural students’ skills, knowledge, and overall competency development. This study aims to assess the influence of mobile-based learning platforms on the competencies of agricultural students enrolled in tertiary institutions. The specific objectives include evaluating students’ perceived effectiveness of mobile learning, measuring changes in competency levels pre- and post-intervention, and identifying factors that facilitate or hinder mobile learning adoption among this demographic. The research adopts a mixed-methods sequential explanatory design to provide a comprehensive understanding of the phenomenon. Quantitative data were collected through a quasi-experimental pretest-posttest control group design involving 320 agricultural students from four universities using stratified random sampling. Participants in the experimental group engaged with a tailored mobile learning platform integrating multimedia content, interactive quizzes, and virtual simulations over a 12-week period, while the control group received conventional classroom instruction. Data collection instruments comprised validated questionnaires measuring agricultural competencies based on the Educational Measurement and Evaluation framework, as well as focus group discussions and semi-structured interviews to explore user experiences. Quantitative data were analyzed using paired t-tests, ANCOVA, and multiple regression analysis to determine the significance of changes in competencies and identify predictors of successful mobile learning outcomes. Qualitative data underwent thematic analysis to extract insights into perceptions, motivations, and barriers related to mobile platform usage. The anticipated findings suggest that students utilizing mobile-based platforms will demonstrate statistically significant improvements in key competency areas such as technical agricultural skills, problem-solving, research literacy, and digital proficiency. Regression analysis is expected to reveal that factors like technological self-efficacy, perceived ease of use, and prior familiarity with mobile devices predict positive learning outcomes. Thematic analysis of qualitative data will likely uncover themes related to increased engagement, flexible learning opportunities, and challenges such as connectivity issues and interface complexity. These findings are expected to substantiate the Technology Acceptance Model (TAM) and Social Cognitive Theory (SCT) as relevant frameworks underpinning mobile learning adoption and efficacy in agricultural education contexts. This study contributes to existing knowledge by providing empirical evidence on the effectiveness of mobile learning platforms for competency development among agricultural students, highlighting key facilitators and barriers influencing learning outcomes, and informing policymakers, educators, and software developers about best practices for integrating mobile technologies into agricultural curricula. The research emphasizes that well-designed mobile learning interventions can significantly enhance practical skills, foster independent learning, and improve digital literacy, which are critical for contemporary agricultural practices. The main conclusion underscores the potential of mobile-based learning platforms to transform agricultural education by augmenting traditional pedagogies and promoting student-centred learning. Based on the findings, it is recommended that educational institutions invest in reliable digital infrastructure, develop contextually relevant mobile content, and provide training to enhance students’ digital competencies. Future research should explore longitudinal impacts, expand to diverse educational settings, and examine the role of emerging technologies such as augmented reality and artificial intelligence in agricultural mobile learning environments. Overall, this study advocates for strategic adoption of mobile platforms as a means to boost agricultural students’ competencies, ultimately contributing to sustainable agricultural development through improved educational practices.