Developing a Mobile App to Enhance Practical Skill Acquisition in Agricultural Education

Thesis Abstract

The persistent gap between theoretical knowledge and practical skill acquisition in agricultural education undermines the preparedness of students to meet the demands of modern agriculture, particularly in regions where traditional instructional methods are limited by resource constraints and logistical challenges. Recognizing the increasing integration of Information and Communication Technologies (ICTs) into educational practices, this study seeks to develop and evaluate a mobile application aimed at enhancing practical skills among agricultural students. The primary aim is to create an interactive, user-friendly mobile learning tool that supplements conventional teaching, thereby improving practical competency and knowledge retention. The specific objectives of this research include designing the mobile app guided by experiential learning theory and constructivist learning principles; assessing the usability and acceptance of the app among agricultural students; evaluating the impact of the app on students’ practical skill development; and identifying facilitators and barriers to the integration of mobile technology within agricultural education. To achieve these objectives, the study adopts a mixed-methods research design, combining quantitative and qualitative approaches for comprehensive insights. The quantitative phase involves a quasi-experimental pretest-posttest control group design, with a sample of 200 second-year agricultural science students selected via stratified random sampling from a state university’s agricultural faculty. The control group receives traditional instructional methods, while the experimental group utilizes the developed mobile app over a semester. Data collection instruments include structured questionnaires measuring students’ self-efficacy and skill levels before and after intervention, usability scales such as the System Usability Scale (SUS), and practical skill assessments through performance-based tasks evaluated using a standardized rubric. Qualitative data are gathered through focus group discussions and semi-structured interviews to explore students’ experiences, perceptions, and perceived barriers regarding app usage. Validity and reliability of the instruments are ensured through pilot testing, expert review, and Cronbach’s alpha calculation, targeting a reliability coefficient of at least 0.80. Data analysis employs descriptive statistics—including means, standard deviations, and frequencies—to portray the demographic and initial skill levels. Inferential analyses involve paired t-tests and ANCOVA to determine the significance of differences in skill acquisition between groups, while regression analysis examines the predictors of app acceptance and effective use. Thematic analysis is utilized to interpret qualitative data, providing contextual understanding of user experiences. The theoretical underpinning derives from Kolb’s Experiential Learning Theory and Vygotsky’s Constructivist Theory, providing a basis for the app’s interactive and participatory features. Expected findings suggest that students who utilize the mobile app will demonstrate statistically significant improvements in practical skills compared to the control group, with higher self-efficacy and engagement scores. Usability assessments are anticipated to confirm the app’s user-friendliness and acceptability, facilitating sustained engagement. Qualitative insights are expected to reveal that the app enhances experiential learning, promotes autonomous practice, and lowers logistical barriers to skill acquisition, though challenges such as limited digital literacy and infrastructural issues may emerge. This research contributes to the body of knowledge by offering empirical evidence on the effectiveness of mobile applications as pedagogical tools in agricultural education, particularly in skill-based training contexts. It extends the application of experiential and constructivist learning theories into digital environments and provides a validated framework for developing similar mobile-based instructional interventions. The study highlights practical implications for curriculum developers, educators, and policymakers aiming to leverage ICTs to improve agricultural training outcomes. In conclusion, the study advocates for the integration of mobile applications into agricultural curricula, emphasizing their potential to bridge practical training gaps, foster learner autonomy, and improve competency standards among future agricultural practitioners. Recommendations include the scaling of the app across other agricultural disciplines, continuous user training to enhance digital literacy, and infrastructural improvements to support widespread adoption. Future research should explore longitudinal effects of mobile learning interventions and investigate their applicability within diverse educational settings to optimize practical skill development in agriculture.