Design and evaluate a digital module for enhancing agricultural science teaching skills

Thesis Abstract

The persistent gap between the evolving requirements of agricultural science education and the conventional pedagogical skills of instructors necessitates innovative approaches to professional development, particularly through digital integration. This study aims to design, implement, and evaluate a digital training module tailored to enhance agricultural science teaching skills among secondary school educators. The specific objectives include identifying key competence gaps in current teaching practices, developing an interactive digital module based on contemporary pedagogical theories, and assessing its effectiveness through empirical analysis. Employing a quasi-experimental research design, the study was conducted within the agricultural science departments of 15 secondary schools. The target population comprised 150 agricultural science teachers, with a purposive sampling technique selecting 80 teachers for participating in the intervention. The sample was divided into experimental (n=40) and control groups (n=40). Data collection instruments included a validated teaching skills assessment questionnaire, structured interview protocols, and classroom observation checklists. The digital module was developed based on principles from the Technological Pedagogical Content Knowledge (TPACK) framework and Bloom’s Revised Taxonomy, structured to promote active engagement, practical demonstrations, and reflection. Data analysis involved descriptive statistical techniques such as frequency distributions and means to profile participants' baseline skills, followed by inferential analyses. Paired t-tests and ANCOVA were employed to evaluate pre- and post-intervention differences within and between groups, respectively. Thematic analysis was applied to qualitative interview and observation data to explore contextual factors influencing the implementation and reception of the digital module. It is anticipated that the digital training module will significantly improve teachers’ pedagogical content knowledge, instructional strategies, and confidence in utilizing digital tools for teaching agricultural science. The expected findings include statistically significant differences in post-test scores of teaching skills between experimental and control groups (p<0.05), corroborated by qualitative feedback indicating increased self-efficacy and instructional innovation among participants who used the digital module. Consequently, the study is projected to contribute novel insights into the integration of digital technologies within agricultural science education, extending the theoretical base of instructional enhancement through digital modules grounded in TPACK and Bloom’s frameworks. Furthermore, the study will offer evidence-based recommendations for curriculum developers, educational policymakers, and teacher training institutions to adopt and scale digital modules as professional development tools in agricultural education contexts. The findings underscore the importance of contextualized digital interventions that are aligned with pedagogical and content-specific needs, thereby fostering more dynamic and effective teaching practices. The research concludes that integrating well-designed digital modules into teacher development programs can substantially elevate instructional competence, promoting sustainable improvements in agricultural science education at the secondary school level. Future research may explore longitudinal impacts of digital modules and adapt the intervention across diverse geographical and socio-economic settings to validate generalizability and scalability.