Impact of Field-Based Learning on Agricultural Science Education Outcomes in Smallholder Schools

Thesis Abstract

Field-based learning (FBL) has been proposed as a transformative approach to agricultural science education in contexts where theoretical instruction remains detached from practical farming realities. This study addresses the persistent gap between classroom knowledge and its application in smallholder farming systems, where limited access to resources, mentorship, and real-world experimentations constrict student engagement and achievement. The aim is to evaluate how structured field-based learning interventions influence educational outcomes among agricultural science students in smallholder schools. Specific objectives are to (i) assess changes in conceptual understanding of key agricultural science concepts, (ii) examine shifts in practical competencies, including crop management, soil health assessment, and data collection, (iii) evaluate improvements in inquiry-based learning skills and student motivation, and (iv) identify contextual facilitators and barriers to scaling FBL in resource-constrained school settings. The study uses a mixed-methods, convergent design underpinned by Kolb’s experiential learning theory and Bandura’s social cognitive theory to capture both learning processes and outcomes. The population comprises senior secondary school students enrolled in agricultural science programs and their respective teachers across twelve smallholder schools in a peri-urban farming belt. A stratified random sampling approach selects 360 students (30 per school) and 12 agricultural science teachers, with proportional representation of gender and grade level. Data collection instruments include a validated agricultural knowledge test administered as pre- and post-tests, practical skills assessments conducted through field-based tasks, and a structured questionnaire measuring self-efficacy and motivation. Qualitative data are gathered through semi-structured teacher and student interviews and focused field observations during the intervention. Instrument validity and reliability are established through content validity checks with subject-matter experts and a Cronbach’s alpha of at least 0.78 for scales. The field-based intervention comprises eight weeks of planned field activities integrated into the existing curriculum, including farmer-led demonstrations, on-farm experiments, and reflective journals, complemented by teacher professional development on FBL facilitation. Quantitative data are analyzed using repeated-measures ANOVA to detect within- and between-group effects on knowledge and practical competencies, with factorial designs examining interaction effects between gender, school resources, and prior achievement. Multivariate regression models assess predictors of student outcomes, incorporating engagement, self-efficacy, and teacher feedback quality as covariates. Qualitative data undergo thematic analysis driven by an inductive approach to identify emergent patterns related to motivation, perceived relevance, and contextual constraints; triangulation with quantitative findings enhances interpretive rigor. A conceptual model depicting the relationships among field-based experiences, cognitive and affective learning outcomes, and contextual factors is developed and tested against the empirical results. Expected findings anticipate that the FBL program will produce statistically significant improvements in conceptual understanding (p < 0.01), practical competencies (p < 0.01), and intrinsic motivation (p < 0.05) relative to conventional classroom instruction. It is further expected that gains will be moderated by school resource availability and prior achievement, with higher effects observed in schools possessing closer linkages to local farmers and more active extension services. The study contributes to knowledge by providing empirical evidence on the efficacy of FBL in improving agricultural science education outcomes in smallholder contexts, clarifying the mechanisms through which field experiences translate into learning gains, and identifying scalable strategies for policy and curriculum design. The findings will inform educators, policymakers, and non-governmental organizations about the design and implementation of field-based interventions that are resource-sensitive and contextually appropriate. The main conclusion is that well-structured field-based learning, supported by ongoing teacher development and strong farmer-school linkages, can meaningfully enhance both theoretical understanding and practical competencies among students in smallholder schools. Recommendations include integrating FBL into national curricula with explicit assessment rubrics for field tasks, investing in local extension partnerships to sustain on-site learning opportunities, developing low-cost field tools and digital logs to support reflection, and conducting longitudinal studies to examine longer-term impacts on academic trajectories and agricultural practice adoption in neighboring farming communities.