Enhancing Agricultural Science Pedagogy Through Mobile Learning Platforms and Virtual Labs

Thesis Abstract

The persistent challenge of engaging agricultural science students and improving practical skill acquisition in traditional classroom settings necessitates innovative pedagogical approaches that leverage technological advancements. This study investigates the effectiveness of mobile learning platforms combined with virtual laboratories in enhancing the pedagogical processes, conceptual understanding, and practical competencies of undergraduate agricultural science students. The primary aim is to determine whether these ICT-driven tools can facilitate improved learning outcomes compared to conventional teaching methods. To achieve this, the study posits three specific objectives (1) to evaluate students' perceptions of mobile learning and virtual labs, (2) to assess the impact of these tools on students' academic performance and practical skills, and (3) to explore the relationship between technology acceptance and learning effectiveness within agricultural science education. The research employs a mixed-methods design, integrating quantitative and qualitative approaches to provide comprehensive insights. The quantitative phase adopts a quasi-experimental pretest-posttest control group design involving 200 undergraduate students majoring in agricultural science from a nationally representative university, divided into experimental (n=100) and control groups (n=100). The experimental group interacts with a customized mobile learning application integrated with virtual labs, while the control group receives traditional instruction. Data collection instruments include validated questionnaires measuring technology acceptance, engagement, and perceived learning, along with practical assessments scored using standardized rubrics. Qualitative data are obtained through semi-structured interviews with 20 students and 10 instructors to explore perceptions and contextual factors influencing adoption. Validity and reliability of instruments are established through pilot testing, expert reviews, and Cronbach’s alpha coefficients exceeding 0.80. Data analysis involves descriptive statistics, t-tests, and ANCOVA to examine differences in academic performance, alongside thematic analysis for qualitative insights. Regression analysis tests the influence of perceived ease of use, perceived usefulness, and facilitating conditions (based on the Unified Theory of Acceptance and Use of Technology) on students' engagement and learning outcomes. Additionally, a structural equation model may be employed to analyze relationships among variables, and thematic analysis facilitates interpretation of qualitative data. Expected findings suggest that the integration of mobile learning platforms and virtual labs significantly enhances students’ conceptual understanding, practical skills, and motivation relative to traditional methods. It is anticipated that higher levels of technology acceptance positively correlate with improved engagement and learning gains. The study also hypothesizes that perceived ease of use and perceived usefulness are critical mediators in the adoption process. These findings will fill existing gaps in empirical research concerning ICT integration in agricultural science pedagogy, particularly in developing country contexts where resource-based limitations often impede active learning. The research contributes to the body of knowledge by providing evidence-based insights into how mobile and virtual laboratory tools can transform agricultural science education, informing curriculum development and instructional strategies. It also extends the theoretical understanding of technology acceptance in the context of agricultural education, grounded in the Unified Theory of Acceptance and Use of Technology and constructivist learning theories. The study concludes by recommending the broader adoption of ICT tools in agricultural education, emphasizing infrastructure development, user training, and curriculum integration to maximize pedagogical benefits. It advocates for further longitudinal research to assess the long-term impacts of such technological interventions and calls for policy initiatives to support scalable implementation across diverse educational settings.