Thesis Abstract

Abstract
The implementation of hands-on learning activities in agricultural science education has gained momentum in recent years as a means to enhance student engagement and understanding. This thesis investigates the impact of hands-on learning activities on student learning outcomes in agricultural science education. The study aims to assess the effectiveness of hands-on activities in improving student engagement, comprehension, and retention of agricultural science concepts. The research methodology employed a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from a sample of agricultural science students. Chapter 1 provides an introduction to the study, presenting the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of key terms. Chapter 2 offers a comprehensive literature review of ten key studies related to hands-on learning activities in agricultural science education, highlighting the benefits and challenges associated with this pedagogical approach. Chapter 3 outlines the research methodology, including the research design, participants, data collection methods, data analysis procedures, ethical considerations, and limitations. The findings presented in Chapter 4 demonstrate a positive impact of hands-on learning activities on student engagement and understanding in agricultural science education. The results indicate that students who participated in hands-on activities showed higher levels of interest, motivation, and knowledge retention compared to those who did not engage in such activities. The discussion delves into the implications of these findings for teaching practices in agricultural science education and provides recommendations for future research and practice. In conclusion, Chapter 5 summarizes the key findings of the study and discusses their implications for enhancing student engagement and understanding in agricultural science education through hands-on learning activities. The study contributes to the existing literature by providing empirical evidence of the benefits of hands-on activities in improving student learning outcomes in agricultural science education. Future research should focus on exploring additional factors that influence the effectiveness of hands-on learning activities and developing best practices for their implementation in educational settings.

Thesis Overview