Design and evaluation of a flipped classroom for agricultural science fieldwork skills

Thesis Abstract

This study addresses the persistent gap between theoretical instruction and practical fieldwork competencies in agricultural science education by evaluating a flipped classroom model designed to enhance fieldwork skills among undergraduate agricultural science students. The aim is to determine whether an asynchronous, student-centered pre-class learning phase combined with structured in-class operational fieldwork activities improves practical skill competence, procedural knowledge, and reflective judgment compared with traditional lecture-based pedagogy. Specific objectives include (1) assessing the impact of the flipped model on objective fieldwork performance scores, (2) examining changes in students’ self-efficacy and motivation for fieldwork tasks, (3) identifying whether the flipped approach enhances higher-order cognitive outcomes such as analysis, synthesis, and evaluation during field activities, (4) exploring student and faculty perceptions of feasibility, acceptability, and instructional fidelity, and (5) developing a scalable implementation framework for replication in similar agricultural science programs. The study employs a quasi-experimental design with a mixed-methods approach. The population comprises 420 second- and third-year undergraduate agricultural science students across three intact cohorts at a mid-sized national university. A total of 180 students were purposively sampled from two sections, with one section assigned to the flipped intervention (n=90) and the other to continued traditional instruction (n=90). Data collection instruments include a validated practical fieldwork rubric assessing core competencies (planning, data collection, safety, measurement accuracy, and problem-solving), pre- and post-test measurements of procedural knowledge, a 5-point Likert-scale questionnaire measuring self-efficacy in fieldwork tasks, and a motivation scale adapted from existing educational psychology instruments. Additional instruments comprise semi-structured interviews with 12 students (6 per group) and 6 instructors, as well as classroom observation checklists to verify fidelity of intervention delivery. Instrument validity and reliability are established through content validation by agricultural education experts, pilot testing (n=30), and Cronbach’s alpha analyses (? > .80 for all scales). Data analysis employs a robust sequential explanatory approach. Quantitative data will be analyzed using ANCOVA to compare post-intervention fieldwork scores between groups while controlling for baseline performance, paired t-tests for within-group gains, and multiple regression to examine predictive relationships between self-efficacy, motivation, and performance. Descriptive statistics will summarize demographic and attitudinal variables. Qualitative data from interviews and observations will be analyzed through thematic analysis to identify patterns related to instructional fidelity, student engagement, and perceived constraints. Triangulation will integrate quantitative outcomes with qualitative insights to interpret divergent results. The study will also apply social constructivist and Cognitive Theory of Multimedia Learning (Mayer) as interpretive lenses, with alignment to the flipped classroom design principles and Kolb’s experiential learning cycle to frame the progression from concrete field experiences to reflective observation. Expected findings include higher post-test fieldwork performance in the flipped group (estimated effect size Cohen’s d ? 0.50 to 0.70), significant improvements in self-efficacy and intrinsic motivation for field activities, and enhanced higher-order cognitive skills evidenced by rubric scores in planning and data interpretation tasks. Qualitative data are anticipated to reveal positive student experiences with pre-class content, improved time-on-task in in-class practice, and practical challenges related to resource constraints and technician support. Potential moderating factors include prior fieldwork exposure, digital literacy, and quality of pre-class materials. The study contributes to knowledge by providing empirical evidence on the effectiveness of flipped instruction for agricultural fieldwork skill development, offering a validated assessment framework for field competencies, and delivering a scalable implementation guide that integrates content design, assessment, and faculty development. It informs policy and curriculum design by demonstrating cost-effective strategies to close the theory-practice gap in agricultural science education and by outlining conditions under which flipped learning yields durable skill transfer to real-world field tasks. The main conclusion is that a well-structured flipped classroom can significantly enhance practical fieldwork skills, self-efficacy, and motivation among agricultural science students when supported by high-quality pre-class materials, targeted in-class practice, and ongoing instructor facilitation. Recommendations include investing in curated multimedia pre-class modules, developing discipline-specific fieldwork rubrics, providing formal professional development for instructors in flipped pedagogy, and expanding the model across different crops, sites, and seasons to validate generalizability.