Thesis Abstract

Abstract
The integration of digital technologies in education has revolutionized the teaching and learning process across various disciplines, including agricultural science. This thesis investigates the utilization of digital technologies to enhance agricultural science education for high school students. The study aims to explore the impact of incorporating digital tools and resources in agricultural science instruction, with a focus on improving student engagement, understanding, and retention of knowledge. A mixed-methods research approach was employed, combining quantitative surveys and qualitative interviews to gather data from high school students, teachers, and educational technology experts. Chapter One provides an introduction to the research topic, outlining the background, problem statement, objectives, limitations, scope, significance, structure of the thesis, and definition of key terms. Chapter Two presents a comprehensive literature review covering ten key areas related to the use of digital technologies in agricultural science education. The review highlights existing research, best practices, challenges, and opportunities in this field, providing a theoretical framework for the study. Chapter Three details the research methodology, including the research design, participants, data collection methods, and analysis procedures. The chapter also discusses ethical considerations and limitations of the study. Chapter Four presents the findings of the research, analyzing the data collected from surveys and interviews. The discussion delves into the perceptions, experiences, and recommendations of high school students, teachers, and experts regarding the use of digital technologies in agricultural science education. The study reveals that the integration of digital technologies offers numerous benefits for enhancing agricultural science education, such as improved student engagement, interactive learning experiences, access to diverse resources, and real-world applications. However, challenges such as digital divide, lack of teacher training, and resource constraints were identified as barriers to effective implementation. Recommendations are provided for educators, policymakers, and technology developers to address these challenges and maximize the potential of digital tools in agricultural science education. Chapter Five concludes the thesis by summarizing the key findings, discussing implications for practice and future research directions. The study contributes to the growing body of literature on the integration of digital technologies in education and offers valuable insights for stakeholders involved in enhancing agricultural science education for high school students.

Thesis Overview

The project titled "Utilization of Digital Technologies in Enhancing Agricultural Science Education for High School Students" aims to investigate the potential benefits and challenges of incorporating digital technologies in the teaching and learning of agricultural science in high schools. With the rapid advancement of technology, it is imperative to explore how digital tools can be effectively utilized to enhance the educational experience of students in the field of agricultural science. The research will begin with a comprehensive review of existing literature on the use of digital technologies in education, particularly focusing on agricultural science education. This review will provide insights into the various digital tools and platforms that have been employed in educational settings and their impact on student learning outcomes. The methodology chapter will outline the research design, data collection methods, and analysis techniques used in the study. Surveys, interviews, and observations may be conducted to gather data on the current practices and attitudes towards digital technologies in agricultural science education among high school students and educators. The findings chapter will present the results of the research, highlighting the advantages and challenges identified in the utilization of digital technologies in enhancing agricultural science education. The discussion will delve into the implications of these findings for curriculum development, teaching practices, and student engagement in agricultural science education. In conclusion, the study will provide recommendations for the effective integration of digital technologies in high school agricultural science education to optimize student learning outcomes and prepare them for future careers in the agricultural industry. Overall, this research aims to contribute to the ongoing discourse on the role of digital technologies in transforming educational practices and enhancing student learning experiences in the field of agricultural science.