Thesis Abstract

Abstract
This thesis investigates the impact of experiential learning activities on student engagement and learning outcomes in agricultural science education. The study aims to explore how hands-on learning experiences in agricultural science courses can enhance student engagement and improve academic performance. The research will be conducted using a mixed-methods approach, combining quantitative data analysis with qualitative insights from interviews and surveys. The introduction provides a background to the importance of agricultural science education and the increasing need for innovative teaching methods to enhance student learning outcomes. The problem statement highlights the current challenges faced in traditional agricultural science education, such as passive learning and lack of practical application. The objectives of the study include assessing the effectiveness of experiential learning activities, identifying factors that influence student engagement, and evaluating the impact on academic performance. The literature review discusses existing research on experiential learning in agricultural science education, highlighting key theories and empirical studies that support the benefits of hands-on learning experiences. The review also explores factors that contribute to student engagement and successful learning outcomes in the agricultural science field. The research methodology section outlines the design of the study, including the sampling strategy, data collection methods, and analysis procedures. The study will involve collecting data from students enrolled in agricultural science courses through surveys, observation of experiential learning activities, and interviews with educators. The data will be analyzed using statistical techniques to measure the relationship between experiential learning activities, student engagement, and academic performance. The findings section presents the results of the study, including quantitative data on student engagement levels, academic performance metrics, and qualitative insights from interviews with students and educators. The discussion explores the implications of the findings, highlighting the significance of experiential learning activities in enhancing student engagement and improving learning outcomes in agricultural science education. In conclusion, this thesis contributes to the ongoing discourse on innovative teaching methods in agricultural science education. The study provides valuable insights into the impact of experiential learning activities on student engagement and academic performance, offering practical recommendations for educators and policymakers to enhance the quality of agricultural science education.

Thesis Overview