Assessing the Impact of Practical Training on Agricultural Science Students' Competencies

Thesis Abstract

The increasing emphasis on practical skills within agricultural education necessitates a rigorous evaluation of how hands-on training influences the competencies of agricultural science students, as these skills are critical for addressing contemporary agricultural challenges. This study aims to assess the impact of practical training programs on the development of core competencies among agricultural science students in public universities. Specifically, the research seeks to determine the extent to which practical training enhances students' technical, problem-solving, communication, and entrepreneurial competencies, as well as to identify factors that facilitate or hinder effective practical learning. Employing a convergent mixed-methods research design, the study integrates quantitative and qualitative approaches to provide a comprehensive understanding of the phenomenon. The target population comprises 1,200 second and third-year undergraduate agricultural science students enrolled across five public universities. A stratified random sampling technique selected a sample of 300 students for quantitative data collection, supplemented by 20 in-depth interviews with students, faculty members, and industry practitioners to contextualize the quantitative findings. Data collection instruments include a standardized competency assessment questionnaire developed based on established agricultural competency frameworks, interview guides, and document analysis of practical training curricula. The validity and reliability of the questionnaire were ensured through expert validation and a pilot study, with Cronbach’s alpha recorded at 0.89, indicating high internal consistency. Quantitative data were analyzed using descriptive statistics, t-tests, and multiple regression analysis to identify relationships between practical training exposure and competency development. Qualitative data from interviews were thematically analyzed using NVivo software to explore perceptions and contextual factors influencing practical training outcomes. The study draws on experiential learning theory and constructivist learning theory to interpret how practical engagement enhances competency acquisition. It is anticipated that the findings will reveal a statistically significant positive relationship between the level of practical training and students’ technical and entrepreneurial competencies, with variations attributable to factors such as training duration, mentorship quality, and resource availability. Qualitative insights are expected to highlight challenges such as inadequate infrastructure, limited industry links, and student motivation, which affect training effectiveness. The results are expected to demonstrate that students with more comprehensive and structured practical training exhibit higher levels of confidence, problem-solving ability, and readiness for industry employment. This research contributes novel insights into the empirical linkages between curricular practical components and competency development specifically within the context of agricultural science education, addressing a gap in existing literature that predominantly focuses on theoretical knowledge. It provides a validated conceptual model illustrating how practical training components influence various competency domains, integrating both cognitive and affective learning outcomes. This model can be applied to inform curriculum design and policy formulation to enhance practical training strategies. The study concludes that practical training significantly improves various competencies critical for agricultural productivity and industry readiness. Based on the findings, it recommends that universities strengthen industry-university collaborations, invest in practical infrastructure, and integrate industry mentoring into training curricula to optimize competency outcomes. Further research is suggested to longitudinally examine the sustainability of skills acquired and their impact on graduates’ employment success, as well as comparative studies across different agricultural disciplines.