Design of an Interactive Microgreen Cultivation Lab for Agricultural Science Education: Implementation and Evaluation

Thesis Abstract

The rapid globalization of agricultural knowledge and the rising demand for innovative STEM education intersect in secondary and tertiary agricultural science programs, where traditional laboratories struggle to engage students with practical, hands-on experiences in controlled environments. This study addresses the persistent gap between instructional design and experiential learning by developing an interactive microgreen cultivation laboratory module that integrates biology, technology, and pedagogy to enhance conceptual understanding, inquiry skills, and sustainability literacy among agricultural science students. The aim is to design, implement, and evaluate a scalable microgreen lab that leverages low-cost hydroponics, Arduino-based environmental sensing, and inquiry-based learning, to determine its effects on student achievement, engagement, and practical competencies. Specific objectives are (1) to design an interactive microgreen cultivation lab with modular activities aligned to national agricultural science curricular standards; (2) to implement the lab in two pilot sections (n=60 students per section) across a semester and refine it through iterative feedback from students and instructors; (3) to evaluate learning outcomes using a quasi-experimental design comparing the intervention group with a control group (n=60) receiving traditional laboratory instruction; (4) to analyze student engagement and motivation through validated instruments and classroom observations; and (5) to assess teachers’ perceived feasibility and adaptive guidance needs for scaling the lab. A mixed-methods approach is employed. The study uses a quasi-experimental design with non-equivalent control groups over one academic term. The population comprises undergraduate agricultural science students enrolled in a horticulture laboratory course at a mid-sized public university. A total sample of 120 students is recruited, with 60 allocated to the intervention (interactive microgreen lab) and 60 to the control (conventional lab). Data collection instruments include a researcher-designed multiple-choice and short-answer test for content knowledge, a Practical Skills Rubric for microgreen cultivation competencies, the Motivated Strategies for Learning Questionnaire (MSLQ) for engagement and motivation, and structured classroom observation checklists grounded in Active Learning Frameworks. Instrument validity and reliability are established through content validation with three subject matter experts and a pilot study (n=30). Data analysis employs a combination of descriptive statistics, independent-samples t-tests and ANCOVA to compare post-test outcomes while controlling pre-test differences, and regression analysis to examine predictors of achievement. Qualitative data from student reflections and teacher interviews are analyzed using thematic analysis to identify perceived benefits, challenges, and implementation facilitators. A convergent parallel design enables integration of quantitative and qualitative findings to produce a comprehensive evaluation. The hypothesized outcomes include (1) higher post-intervention content knowledge scores for the intervention group relative to the control group; (2) improved practical cultivation competencies as measured by the Practical Skills Rubric in the interactive lab; (3) greater student engagement and intrinsic motivation in the intervention condition as indicated by MSQ subscales; and (4) affirmative teacher perceptions regarding feasibility, scalability, and required professional development. The study contributes to knowledge on design-based implementation of active-learning laboratories in agricultural education, offering empirical evidence on how low-cost, technology-enhanced microgreen systems can support experiential and inquiry-based learning. The theoretical framing integrates constructivist learning theory, situated cognition, and the Technology-Enhanced Learning (TEL) model, with practical alignment to Collis and Moonen’s design-based research principles to iteratively refine the lab pedagogy. A conceptual model linking lab design features (hands-on cultivation, environmental sensing, data logging, and inquiry prompts) to learning outcomes and affective factors is proposed. Expected implications include a scalable blueprint for integrating interactive microgreen labs into agricultural curricula, with detailed guidance on equipment specifications, instructional materials, assessment rubrics, and professional development requirements for instructors. Policy implications concern resource allocation for lab modernization, while pedagogical contributions address how microgreen-based laboratories can bridge theoretical knowledge and practical competencies in sustainable agriculture, precision farming, and bioscience literacy. The main conclusion anticipates that the interactive microgreen cultivation lab will significantly enhance knowledge retention, practical skills, and student motivation, and that targeted professional development and modular design enable broader adoption. Recommendations emphasize iterative refinement through ongoing classroom-based research, expansion to diverse crop systems, integration with digital phenotyping platforms, and longitudinal studies to assess lasting impacts on students’ academic trajectories and career readiness.