Impact of experiential learning modules on practical competency in agricultural science undergraduates during final year fieldwork in secondary schools

Project Abstract

The study investigates how experiential learning modules influence practical competency among agricultural science undergraduates during final year fieldwork in secondary schools, aiming to bridge the gap between theoretical knowledge and applied teaching and management skills. A mixed-methods approach was adopted, combining quasi-experimental design with qualitative inquiry to capture both measurable competency gains and contextual insights. A sample of 240 final-year students from three universities participated in a 12-week experiential learning intervention integrated into their fieldwork placement, while a comparison group of 120 students followed the traditional fieldwork curriculum. Practical competency was assessed using a validated performance rubric that evaluated technical skills (soil analysis, crop management, pest and disease identification and management), instructional competencies (lesson planning, demonstration execution, student engagement, safety practices), and reflective practice (self-assessment, journaling, and feedback incorporation). Data were collected at three points baseline, mid-intervention, and post-intervention, complemented by semi-structured interviews and focus group discussions with students, supervisors, and host teachers to explore experiential elements, perceived challenges, and enabling factors. Quantitative analysis employed repeated-measures ANOVA to determine changes in competency scores over time, while thematic analysis was used for qualitative data to identify recurrent patterns related to learning experiences, mentorship quality, resource availability, and alignment with secondary school contexts. Findings indicate a statistically significant improvement in overall practical competency for the experiential learning group compared with the control group (p < 0.01), with pronounced gains in applied technical skills and classroom instructional capabilities. The experiential modules, which encompassed farm-to-classroom simulations, community-based farming projects, reflective journaling, peer teaching, and iterative feedback from host teachers, fostered higher-order competencies such as critical decision-making, adaptive problem-solving, and instructional design tailored to diverse learner needs. Qualitative results revealed that structured mentorship, access to authentic farm and classroom environments, and deliberate reflection were critical drivers of skill development, while constraints included time limitations, administrative load, and variability in host school support. The study also documents enhanced student confidence, perceived readiness for professional practice, and potential improvements in student retention and post-graduate employability. Implications for curriculum designers emphasize embedding structured experiential sequences within final year fieldwork, with clear alignment to national agricultural education standards and performance benchmarks. Recommendations include scalable mentorship frameworks, standardized assessment rubrics across institutions, provision of portable teaching kits, and professional development for host teachers to maximize learning transfer. Limitations acknowledged include potential selection bias, short intervention duration relative to full field exposure, and contextual differences across partner schools. Overall, the integration of experiential learning modules demonstrates substantial promise for elevating practical competency in agricultural science undergraduates during final year fieldwork, with broader implications for teacher preparation, agricultural extension education, and policy initiatives aimed at strengthening STEM-to-teacher pipelines.

Project Overview

What This Project Is About

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A plain-language overview of the topic focused on hands-on learning during final-year fieldwork in agricultural science. The project looks at how hands-on activities, real farm tasks, and guided practice in schools help students build practical skills and confidence beyond classroom theory.

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The Problem It Addresses

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Many students graduate with strong theoretical knowledge but limited real-world farming skills. This gap can reduce readiness for fieldwork, internships, and early career responsibilities. The project investigates whether experiential learning modules bridge this gap and improve practical competency and decision-making in real scenarios.

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Objectives of the Project

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1. Assess current practical competency levels of final-year agricultural science undergraduates during fieldwork.
2. Design and implement experiential learning modules tailored to secondary school field settings.
3. Evaluate changes in practical skills, problem-solving, and field safety awareness after module implementation.

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What You Will Do Step by Step

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1) Review existing teaching methods and identify practical skill gaps. 2) Develop simple, structured learning activities for fieldwork. 3) Pilot the modules with a small group in a secondary school setting. 4) Collect feedback from students and supervisors. 5) Assess skill improvements through practical tests and reflective journals. 6) Analyze results to determine effectiveness. 7) Suggest improvements for broader use in programs. 8) Prepare a concise report with recommendations.

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Expected Outcome

Students demonstrate improved hands-on skills, better interpretation of field data, and greater confidence in applying knowledge in real farm tasks. The study offers a practical blueprint for incorporating experiential modules into agricultural science curricula, with potential benefits for employability and student engagement.