Thesis Abstract

Abstract
This thesis investigates the impact of experiential learning on agricultural science education in high schools. The study aims to enhance the understanding of how experiential learning methods can improve the teaching and learning of agricultural science. A case study approach is utilized to examine the effectiveness of incorporating experiential learning activities in agricultural science education. The research methodology includes qualitative data collection through interviews, observations, and document analysis to gather insights from high school students and teachers participating in the experiential learning program. The literature review presents a comprehensive analysis of existing studies on experiential learning, agricultural science education, and the benefits of hands-on learning in enhancing student engagement and knowledge retention. By synthesizing previous research, this study establishes a theoretical framework for assessing the impact of experiential learning in the context of agricultural science education. The research methodology chapter outlines the design of the study, including the sampling strategy, data collection methods, and analysis techniques employed. Through a mixed-methods approach, the study gathers both qualitative and quantitative data to provide a holistic understanding of the impact of experiential learning on agricultural science education. The findings chapter presents the results of the study, highlighting the experiences and perceptions of students and teachers regarding the effectiveness of experiential learning activities. The analysis of the data reveals the positive impact of hands-on learning experiences on student engagement, knowledge acquisition, and skill development in agricultural science education. In the discussion chapter, the findings are critically analyzed and interpreted in relation to the existing literature. The implications of the study for educational practice and policy are discussed, emphasizing the importance of incorporating experiential learning approaches in agricultural science curriculum design and delivery. In conclusion, this thesis underscores the significance of experiential learning in enhancing agricultural science education in high schools. By providing empirical evidence of the benefits of hands-on learning experiences, this study contributes to the ongoing discourse on innovative teaching practices in the field of agricultural science education. The findings of this research have implications for educators, policymakers, and curriculum developers seeking to enhance the quality of agricultural science education through experiential learning methodologies.

Thesis Overview