Thesis Abstract

Abstract
This thesis investigates the impact of hands-on learning activities on student engagement in agricultural science education. The aim of this study is to explore how incorporating practical, experiential learning opportunities can enhance student engagement and learning outcomes in the field of agricultural science. The research is motivated by the need to address the challenges faced in traditional classroom settings, where passive learning approaches often result in decreased student interest and motivation. By emphasizing hands-on activities, this study seeks to promote active learning experiences that can stimulate student curiosity, critical thinking, and practical skills development. The literature review in this thesis provides a comprehensive overview of existing research on student engagement, hands-on learning, and agricultural science education. Drawing upon a variety of scholarly sources, the review highlights the benefits of experiential learning approaches in enhancing student motivation, retention, and academic performance. The review also examines different types of hands-on activities that can be implemented in agricultural science education, such as field trips, laboratory experiments, and practical demonstrations. The research methodology chapter outlines the design and implementation of a mixed-methods study conducted with undergraduate students enrolled in agricultural science courses. The data collection methods include surveys, interviews, and classroom observations to assess the impact of hands-on learning activities on student engagement. The study aims to gather both qualitative and quantitative data to provide a comprehensive understanding of the relationship between experiential learning and student outcomes. The findings chapter presents the results of the study, which indicate a positive correlation between hands-on learning activities and student engagement in agricultural science education. The data reveal that students who participated in practical, experiential activities showed higher levels of interest, motivation, and learning satisfaction compared to those who experienced traditional lecture-based instruction. The findings also highlight the importance of incorporating diverse hands-on activities to cater to different learning styles and preferences among students. The discussion chapter delves into the implications of the study findings for educators, curriculum designers, and policymakers in the field of agricultural science education. The chapter explores strategies for integrating hands-on learning activities into existing instructional practices, as well as considerations for promoting student engagement and active participation in the classroom. Additionally, the chapter addresses potential challenges and limitations associated with implementing experiential learning approaches and offers recommendations for future research in this area. In conclusion, this thesis underscores the significance of hands-on learning activities in enhancing student engagement and learning outcomes in agricultural science education. By providing students with opportunities to actively participate in practical experiences, educators can foster a deeper understanding of complex concepts, promote critical thinking skills, and cultivate a passion for agricultural science. The findings of this study contribute valuable insights to the ongoing discourse on innovative pedagogical approaches that can enrich the teaching and learning process in agricultural science education.

Thesis Overview