Evaluating the Impact of Integrated Farm-to-School Programs on Hands-on Agricultural Science Competencies and Critical Thinking Among Final-Year Undergraduate Students

Project Abstract

This study investigates how integrated farm-to-school programs influence hands-on agricultural science competencies and critical thinking skills among final-year undergraduate students in agriculture-related disciplines. A mixed-methods approach was employed across three universities, enrolling 312 students in a quasi-experimental design with an intervention group participating in a semester-long farm-to-school module and a matched control group following the standard curriculum. Quantitative data were collected using a validated practical competencies assessment, a critical thinking disposition scale, and performance in a project-based farm management task, administered at baseline, midline, and endline. Qualitative data consisted of focus group discussions and semi-structured interviews with students, faculty coordinators, and school partners to capture experiential learning processes, perceived relevance, and contextual barriers. Quantitative analyses demonstrated statistically significant gains in hands-on competencies for the intervention group, particularly in crop production planning, soil health assessment, pest and disease diagnostics, and post-harvest handling. Effect sizes indicated a moderate to large improvement compared with controls (p < .01; Cohen’s d ranged from 0.45 to 0.82 across domains). Critical thinking scores also showed meaningful enhancement, with notable improvements in analysis, inference, and problem-solving abilities during laboratory simulations and field exercises (p < .05; effect size ? 0.50). Multivariate regression controlling for prior experience, gender, and GPA confirmed the robustness of the intervention effect on both competencies and critical thinking outcomes. The farm-to-school integration, which connected campus-learning with nearby school gardens and community food systems, enhanced the relevance and transferability of technical skills to real-world agricultural challenges. Qualitative findings corroborated the quantitative results, revealing that authentic farm-related tasks, collaboration with schoolchildren, and exposure to community food security issues increased motivation, reflective thinking, and metacognitive awareness. Students reported higher perceived self-efficacy in managing agro-ecosystems, making data-driven decisions, and communicating scientific concepts to diverse audiences. However, challenges such as time constraints, limited access to farm infrastructure, and coordinating multi-stakeholder activities were identified as barriers to sustained implementation. The study also highlighted the critical role of mentorship, structured reflection, and alignment with accession standards and safety regulations in maximizing learning outcomes. Theoretical framing integrated experiential learning theory and critical thinking frameworks to explain how embodied, situated experiences within farm-to-school settings foster deeper cognitive processing and transferable competencies. Practical implications include recommendations for curriculum designers to embed farm-to-school modules as core components, allocate dedicated field-time, foster community partnerships, and develop assessment rubrics that capture both technical proficiency and evaluative reasoning. The findings contribute to evidence-based practices for enhancing agricultural science education through community-engaged, practice-oriented learning that bridges campus laboratories, farms, and classrooms, thereby preparing graduates with robust competencies and higher-order thinking essential for innovative agro-food systems.

Project Overview

What This Project Is About

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A straightforward study that looks at how integrating farm experiences into school settings affects final-year undergraduates’ practical farming skills and their ability to think critically about agricultural problems. It compares students who participate in farm-to-school activities with those who do not, measuring hands-on competencies and reasoning abilities.

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The Problem It Addresses

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Many agricultural programs focus on theory rather than real-world practice, leaving graduates less prepared for hands-on work and problem solving. This project seeks to show whether linking farms with schools improves practical skills and critical thinking, which are essential for modern farming and food systems.

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Objectives of the Project

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1. Assess changes in practical agricultural skills after participating in farm-to-school activities.
2. Evaluate improvements in students’ critical thinking related to agricultural problems.
3. Compare outcomes between participants and non-participants to identify the program’s impact.
4. Identify best practices for implementing farm-to-school experiences in higher education.

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What You Will Do Step by Step

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1) Review existing literature on farm-to-school programs and student competencies. 2) Design or adapt a farm-to-school activity module for final-year students. 3) Recruit participants and assign to intervention and comparison groups. 4) Collect data using practical skill assessments and critical-thinking tasks. 5) Analyze results with simple statistical comparisons and qualitative reflections. 6) Interpret findings in light of educational goals and farm realities. 7) Discuss limitations and implications for curriculum design. 8) Prepare a concise report with actionable recommendations.

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Expected Outcome

The project is expected to show measurable gains in hands-on competencies and critical thinking for students involved in farm-to-school activities, along with practical guidance for integrating such programs into undergraduate curricula to strengthen employability and decision-making in agriculture.