Developing an E-Learning Platform to Enhance Agricultural Science Pedagogy

Thesis Abstract

The rapid advancement of digital technology has transformed educational methodologies globally, yet agricultural science pedagogy remains predominantly reliant on traditional classroom and field-based approaches, which often limit student engagement and practical understanding. This study addresses the persistent challenge of enhancing agricultural science education through innovative technological interventions by developing a comprehensive e-learning platform tailored specifically to the pedagogical needs of agricultural education. The primary aim is to design, implement, and evaluate an interactive e-learning platform that facilitates practical skills development, theoretical knowledge acquisition, and pedagogical effectiveness among agricultural science students. The study is guided by specific objectives to identify the pedagogical gaps in current agricultural science teaching, to design the architecture of an e-learning platform aligned with curriculum standards, to assess user acceptance and engagement, and to evaluate the impact on learning outcomes. Employing a mixed-methods research design, the study combines quantitative and qualitative data collection and analysis techniques to provide a holistic understanding of the platform’s effectiveness. The target population comprises 300 undergraduate agricultural science students and 30 instructors from five agricultural colleges in the region. A stratified random sampling technique is used to select 150 students and 15 instructors for the quantitative phase, with purposive sampling employed for qualitative insights. Data collection instruments include a structured questionnaire adapted from validated e-learning acceptance scales, focus group discussion guides with students, and interview protocols for instructors. The questionnaires measure perceived ease of use, perceived usefulness, and behavioral intention, while the qualitative data explores user experiences, pedagogical challenges, and contextual factors influencing adoption. The validity and reliability of instruments are established through pilot testing, with Cronbach’s alpha coefficients exceeding 0.80. Data analysis involves descriptive statistics, inferential analysis using multiple regression to test the relationships between acceptance factors, and thematic analysis for qualitative data. The study hypothesizes that the e-learning platform will significantly improve students' engagement and comprehension of agricultural concepts and that user acceptance will be influenced by ease of navigation, perceived relevance, and institutional support. Expected findings suggest that the platform will be positively received, leading to increased motivation and improved academic performance, especially in practical modules through multimedia simulations and virtual labs. The study’s contribution to knowledge lies in providing empirical evidence on the integration of ICT-driven instructional tools within agricultural science education, emphasizing pedagogical innovations that enhance learning and teaching efficacy. It also advances understanding of user acceptance models in the context of agricultural education technology and offers a replicable framework for developing e-learning solutions in similar resource-constrained settings. The main conclusion emphasizes the potential of tailored e-learning platforms to complement traditional pedagogical approaches, thereby fostering more engaging, accessible, and effective agricultural education. Based on the findings, the study recommends the adoption of the platform by agricultural institutions, continuous professional development for instructors in e-learning facilitation, and periodic platform updates based on user feedback. It also suggests further research to explore long-term impacts on learning outcomes and to adapt the platform for other disciplines within agricultural sciences. Ultimately, this research advocates for a strategic shift towards integrating ICT tools into agricultural pedagogy to address contemporary educational challenges and improve the quality and reach of agricultural science training.