Impact of experiential learning through farm-based field trips on the achievement and attitude of final-year undergraduate Agricultural Science Education students toward sustainable farming practices

Project Abstract

This study investigates the effect of experiential learning delivered through farm-based field trips on the academic achievement and attitudinal orientation of final-year undergraduate students in Agricultural Science Education toward sustainable farming practices. A convergent mixed-methods design was employed to capture both quantitative outcomes and qualitative insights, ensuring a holistic understanding of how hands-on field experiences influence cognitive gains and value systems related to sustainability. The sample consisted of 240 final-year students drawn from four universities, randomly assigned to an experimental group exposed to a structured farm-based field trip sequence over a 12-week period and a control group following the conventional curriculum without compulsory field experiences. Quantitative data were collected using a standardized achievement test aligned with national agricultural education standards, a validated attitudes toward sustainable farming practices scale, and a practical agricultural task assessment administered at pre-test, mid-intervention, post-test, and a three-month follow-up to examine retention of learning gains and attitudinal shifts. Qualitative data were gathered through focus group discussions with students, reflective journals maintained by participants after each field trip, and semi-structured interviews with supervising instructors and farm partners to explore contextual factors facilitating or constraining experiential learning. Results indicated a statistically significant improvement in general achievement for the experimental group compared with the control group, with large effect sizes observed in practical task performance and problem-solving in real-world farm scenarios. Attitudinal measures revealed a significant positive shift toward sustainable farming practices among students who participated in field trips, including greater perceived relevance of sustainable principles, increased willingness to adopt environmentally friendly techniques, and enhanced sense of responsibility toward agricultural stewardship. Retention analysis showed that gains in achievement and attitudes persisted at the three-month follow-up, though modest attenuation was evident for specific attitudes toward resource use efficiency, suggesting a need for reinforcement strategies beyond the field trip experiences. Mediation analyses identified experiential reflection, peer collaboration during field activities, and direct interaction with farm practitioners as key mechanisms linking field-based experiences to improved learning outcomes and attitudinal change. Qualitative findings corroborated these results, revealing themes of authentic learning, situational relevance, and enhanced self-efficacy in applying sustainable practices to classroom and community contexts. Contextual factors such as farm accessibility, alignment between field activities and theoretical content, and the quality of mentorship emerged as critical determinants of effectiveness. The study thus provides robust evidence that well-structured farm-based field trips can elevate both achievement and attitudes toward sustainability among future Agricultural Science Education professionals. Implications for curriculum designers include integrating long-term field experiences with intentional reflection and assessment, fostering partnerships with progressive farms, and embedding sustainability competencies across module objectives. Limitations include potential variability in farm partnership quality and the generalizability of results across different educational systems. Future research could explore longitudinal impacts across professional practice and investigate differential effects by gender, prior exposure to farm work, and institutional resources.

Project Overview

What This Project Is About

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The project looks at how hands-on learning during farm-based field trips affects what final-year Agricultural Science Education students know (achievement) and how they feel about sustainable farming (attitude). It compares field-based experiences with traditional classroom learning to see which approach better prepares future teachers to promote sustainable farming practices.

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The Problem It Addresses

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Objectives of the Project

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1. Assess students' achievement in sustainable farming concepts after field trips versus classroom-only instruction.
2. Evaluate changes in students’ attitudes toward sustainability in farming after experiential learning.
3. Identify which aspects of field trips (practical activities, farm visits, farmer interactions) most influence learning outcomes.
4. Provide recommendations for curriculum design that integrates field-based learning.

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What You Will Do Step by Step

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1. Review relevant literature on experiential learning and sustainability education.
2. Design a study comparing two groups: field-trip participants and classroom-only learners.
3. Develop assessment tools for achievement (tests, practical tasks) and attitude (surveys, reflection logs).
4. Organize farm-based field trips and supervise activities.
5. Collect pre- and post-test data from both groups.
6. Analyze data using simple statistics to compare groups and identify trends.
7. Interpret results and discuss implications for teaching practice.
8. Prepare recommendations and a concise guide for educators.

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Expected Outcome

The study is expected to show that experiential field trips improve both achievement and positive attitudes toward sustainable farming, with clearer links to future teaching practice. Findings should support integrating farm-based experiences into Agricultural Science Education programs to build confident, sustainability-minded teachers.