Thesis Abstract

Abstract
This thesis explores the utilization of virtual reality (VR) technology to enhance agricultural science education in secondary schools. The project aims to address the challenges faced in traditional agricultural science education by leveraging the immersive and interactive capabilities of VR technology. The study investigates the effectiveness of integrating VR applications in teaching agricultural science concepts to secondary school students, with the goal of improving learning outcomes and engagement levels. The research begins with a comprehensive review of the existing literature on VR technology in education and agricultural science instruction. Various studies have highlighted the potential benefits of using VR for enhancing learning experiences, including increased student motivation, improved knowledge retention, and enhanced practical skills development. The literature review also examines the current state of agricultural science education in secondary schools and identifies areas where VR technology can make a positive impact. The methodology section outlines the research approach, including the design of the VR-based educational intervention, participant selection, data collection methods, and analysis procedures. The study involves implementing a series of VR modules that cover key agricultural science topics, such as crop cultivation, animal husbandry, and sustainable farming practices. Data on student performance, engagement, and perceptions are collected through pre- and post-intervention assessments, surveys, and interviews. The findings from the study indicate that the integration of VR technology in agricultural science education leads to improvements in student learning outcomes and engagement levels. Participants demonstrated increased understanding of complex agricultural concepts, higher levels of motivation to learn, and enhanced practical skills through hands-on VR simulations. The results suggest that VR technology offers a promising solution to the limitations of traditional classroom instruction, providing a more interactive and immersive learning environment for students. The discussion section delves into the implications of the research findings and their significance for the field of agricultural science education. The study highlights the potential of VR technology to transform teaching and learning practices in secondary schools, offering new opportunities for experiential and inquiry-based learning in agricultural science. The discussion also addresses the challenges and considerations associated with implementing VR technology in educational settings, such as access to equipment, training for educators, and curriculum integration. In conclusion, this thesis demonstrates the potential of utilizing virtual reality technology for enhancing agricultural science education in secondary schools. By leveraging the immersive and interactive nature of VR applications, educators can create engaging learning experiences that promote deeper understanding and practical skill development in agricultural science. The findings of this study contribute to the growing body of research on technology-enhanced education and provide insights for educators, policymakers, and stakeholders interested in leveraging VR technology for educational purposes.

Thesis Overview