Thesis Abstract

Abstract
This thesis explores the impact of experiential learning on agricultural education among high school students. Experiential learning is a hands-on educational approach that allows students to learn through practical experiences, promoting active engagement and enhancing knowledge retention. This study focuses on assessing how experiential learning can improve agricultural education outcomes and cultivate a deeper understanding of agricultural concepts among high school students. The research methodology employed in this study includes a case study approach, where data is collected from a specific high school setting to provide a detailed analysis of the impact of experiential learning on agricultural education. The study utilizes both qualitative and quantitative research methods to gather data from participants, including students, teachers, and administrators involved in agricultural education programs. The literature review section of this thesis delves into existing research on experiential learning and agricultural education, examining the benefits and challenges associated with this teaching approach. The review also explores the theoretical frameworks that support experiential learning and its effectiveness in enhancing student learning outcomes in agricultural education. Findings from the study reveal that experiential learning has a significant positive impact on agricultural education among high school students. Students who engage in hands-on learning experiences demonstrate increased knowledge retention, improved critical thinking skills, and a greater appreciation for the agricultural industry. Teachers and administrators also report benefits such as increased student motivation and engagement in agricultural education programs. The discussion section of the thesis provides a detailed analysis of the research findings, highlighting the key implications for agricultural education practices in high schools. The study emphasizes the importance of incorporating experiential learning activities into agricultural education curricula to enhance student learning outcomes and foster a deeper understanding of agricultural concepts. In conclusion, this thesis underscores the value of experiential learning in improving agricultural education among high school students. By providing opportunities for hands-on experiences and practical learning activities, educators can enhance student engagement, knowledge acquisition, and skill development in the field of agriculture. The findings of this study contribute to the ongoing discourse on innovative teaching approaches in agricultural education and provide valuable insights for educators, policymakers, and stakeholders seeking to enhance the quality of agricultural education programs in high schools.

Thesis Overview