Developing a Mobile App to Enhance Practical Skills in Agricultural Science Education

Thesis Abstract

The practical skills of students in agricultural science education are critical for successful agricultural productivity and sustainable development, yet traditional instructional methods often fail to provide sufficient hands-on experience, especially in resource-limited settings. Recognizing the pervasive use of mobile technology among students and the potential for digital tools to facilitate experiential learning, this study aims to develop and evaluate a mobile application designed to enhance practical skills in agricultural science education. The specific objectives include designing an interactive mobile app aligned with agricultural practical curricula, assessing the app’s usability and content relevance, and determining its effectiveness in improving students’ practical competencies. Employing a mixed-methods research design, the study integrates quantitative experimental procedures with qualitative usability assessments. The target population comprises agricultural science students enrolled in the second and third years at a large agricultural faculty within a regional university, totaling approximately 300 students. A stratified random sampling technique selects a sample of 120 students, evenly divided into control and experimental groups. The control group continues with conventional practical training, while the experimental group utilizes the mobile app over a semester. Data collection instruments include a standardized Practical Skills Assessment Test, designed based on Bloom’s taxonomy and validated through expert review, and a usability questionnaire adapted from the System Usability Scale (SUS), with reliability confirmed via Cronbach’s alpha coefficient exceeding 0.85. Additionally, focus group discussions and semi-structured interviews explore user experiences and contextual challenges. Data analysis involves descriptive statistics such as means and standard deviations to summarize demographic data and pre-test scores. Paired t-tests evaluate within-group improvements, while independent samples t-tests compare post-intervention practical skills between groups. Regression analysis examines predictors of skill enhancement, focusing on app usage frequency and engagement levels. Thematic analysis of qualitative data identifies recurring themes related to usability, content relevance, and pedagogical impact, guided by Braun and Clarke’s framework. The study also employs a structural equation modeling (SEM) approach to explore the relationships among usability, engagement, and skill acquisition effectiveness. Expected findings suggest that the mobile app significantly improves practical skills among agricultural students compared to traditional methods, with higher usability scores correlating with greater skill gains. The app is anticipated to be rated as highly usable, engaging, and contextually relevant, facilitating active learning outside the laboratory environment. These results will demonstrate that mobile-driven experiential learning tools can effectively supplement conventional agricultural education, addressing gaps in practical exposure and enhancing digital literacy among students. This research makes a noteworthy contribution to knowledge by empirically validating a scalable, technology-based intervention tailored for agricultural science education, rooted in constructivist learning theories and innovative pedagogical frameworks. It highlights the potential for mobile applications to democratize practical training, particularly in settings with limited access to physical resources. The study concludes that integrating tailored mobile learning solutions into agricultural curricula can foster improved competency development and preparedness for modern agricultural practices. Recommendations include scaling the app for broader institutional use, ongoing content updates to reflect emerging agricultural techniques, and further research into long-term skill retention and behavioral change. Future studies should explore the integration of augmented reality features and the effectiveness of such digital tools across diverse educational contexts, contributing to the evolving landscape of agricultural education innovation.