Impact of experiential learning on agricultural science practical skills in high schools

Thesis Abstract

Experiential learning has the potential to bridge the gap between theoretical agricultural science concepts and practical skill competencies in high school education, where limited hands-on opportunities often undermine student confidence and readiness for further study or entry-level agricultural work. This study addresses the problem of insufficient development of practical agricultural skills among high school students and investigates whether a structured experiential learning (EL) approach enhances observable competencies in agricultural science practical tasks, compared with conventional instruction. The aim is to evaluate the effect of EL on students’ practical skills, with specific objectives to (1) assess baseline practical skill levels in both EL and control groups, (2) measure changes in practical competencies following a 12-week EL intervention, (3) examine changes in student attitudes toward farming and self-efficacy in performing practical tasks, (4) determine the relationship between EL exposure duration and skill gains, and (5) identify contextual facilitators and barriers to implementing EL in high school settings. The study adopts a quasi-experimental design with a mixed-methods approach, conducted in 12 public high schools within a metropolitan district. The population comprises Grade 11 students enrolled in Agricultural Science courses (N ? 1,200). A purposive stratified sampling strategy will select three schools per district with comparable resources, randomly assigning two to the experimental EL condition and one to the traditional instruction condition within each district, yielding 6 EL groups and 6 control groups. The final sample comprises approximately 720 students (360 per condition), with data collected at three time points pre-intervention, post-intervention (12 weeks), and a three-month follow-up. Data collection instruments include (i) a performance assessment rubric for practical tasks (soil analysis, crop propagation, irrigation planning, pest management demonstrations) validated for reliability (Cronbach’s alpha ? 0.80) and incorporating a standardized scoring scheme; (ii) a structured questionnaire measuring self-efficacy in agricultural practices and attitudes toward farming, adapted from validated scales and pilot-tested for construct validity; (iii) classroom and laboratory observation checklists to capture fidelity and contextual factors; and (iv) semi-structured interviews with a purposive subsample of 48 students and 12 teachers to explore experiential learning processes, perceived challenges, and enablers. Data analysis employs (a) ANCOVA to compare post-test practical skill scores between groups while controlling for pre-test ability, (b) repeated-measures ANOVA to examine skill trajectories over time, (c) multiple regression to explore the relationship between EL exposure dose and skill gains, (d) thematic analysis of interview transcripts to elucidate experiential learning mechanisms, and (e) descriptive statistics for attitude and self-efficacy measures. Validity and reliability procedures include triangulation across performance assessments, surveys, and observations; inter-rater reliability checks for the rubric (ICC > 0.75); and member checking for qualitative data. Key expected findings include statistically significant improvements in practical skill scores for the EL group relative to the control group, with effect sizes in the small-to-moderate range (Cohen’s d ? 0.40–0.80), and sustained skill gains at the three-month follow-up. It is anticipated that EL will positively influence students’ self-efficacy and positive attitudes toward agricultural careers, mediated by enhanced engagement, autonomy in task execution, and authentic-task relevance. The study also expects to identify district-level resource constraints and teacher professional development needs as critical moderators of EL effectiveness. The study contributes to knowledge by providing empirical evidence on the efficacy of experiential learning in enhancing high school agricultural science practical competencies, clarifying mechanisms through which EL drives skill development, and offering a scalable, resource-conscious implementation framework. It advances theory by integrating Kolb’s experiential learning cycle with situated cognition and self-efficacy theory to explain how concrete experiences translate into improved performance and motivation in agricultural contexts. Practical implications include policy recommendations for curriculum designers to embed structured EL modules, teacher training programs focusing on hands-on assessment rubrics, and resource allocation strategies to support sustainable EL adoption in secondary agricultural education. The main conclusion is that well-designed EL interventions can significantly elevate practical skill proficiency and student motivation in agricultural science, with implications for improving post-secondary agricultural readiness and workforce preparedness. Recommendations emphasize iterative curriculum refinement, ongoing professional development, stakeholder engagement, and longitudinal studies to assess long-term impacts on academic and career pathways.