Impact of Integrated Pest Management Training on Final-Year Agricultural Education Students’ Competency and Attitudes Toward Sustainable Crop Protection

Project Abstract

This study evaluates the impact of a structured Integrated Pest Management (IPM) training program on the competencies and attitudes of final-year agricultural education students toward sustainable crop protection. Employing a quasi-experimental design, the research compared a treatment group receiving a 12-week IPM curriculum integrated into the pre-service teacher training program with a control group following the standard pest management course. A mixed-methods approach combined quantitative assessments of knowledge, skills, and attitudinal scales with qualitative insights from focus group discussions and mentor observations. Theoretically, the study is anchored in constructivist learning theory and the diffusion of innovations model to explore how experiential, inquiry-based IPM activities influence students’ conceptual understanding, practical application, and willingness to promote sustainable practices in future classrooms and farming communities. Quantitative instruments included a validated IPM knowledge test, a practical competency rubric assessing scouting, pest identification, decision-making, and implementation of control measures, and a Likert-scale attitude survey addressing sustainability beliefs, risk perception, economic considerations, and perceived self-efficacy in IPM. Data were collected at three points baseline (pre-intervention), immediately post-intervention, and a follow-up after three months to gauge retention and transfer. Qualitative data were drawn from semi-structured interviews with instructors, reflective journals by students, and classroom observations to triangulate findings and capture contextual factors affecting learning transfer. Results indicate a statistically significant improvement in both knowledge (p < 0.01) and practical competencies (p < 0.01) for the IPM-trained cohort compared with the control group, with effect sizes indicating moderate to large practical gains. Attitude measures showed a meaningful shift toward sustainability-oriented perspectives, including increased perceived relevance of IPM, heightened concern for environmental and non-target impacts, and greater confidence in advising future pupils on crop protection strategies. The follow-up assessment revealed sustained gains in core competencies and attitudinal shifts, though some attenuation occurred in senior-level confidence without ongoing professional support. Qualitative findings illuminated how hands-on simulations, field scouting exercises, and case-based reasoning fostered deeper conceptual understanding and greater autonomy in decision-making under uncertainty. Barriers identified included limited field exposure outside the program, resource constraints in partner schools, and initial resistance to adopting biological controls among some students. The study contributes empirical evidence supporting the integration of IPM training into agricultural education curricula to enhance preservice teachers’ readiness to teach sustainable crop protection and to model environmentally responsible pest management in diverse agro-ecological contexts. Implications for curriculum designers include embedding iterative field experiences, providing mentorship from agroecosystem professionals, and aligning assessment strategies with authentic IPM practices. Policy recommendations emphasize collaboration with extension services to scale experiential IPM modules and create communities of practice that sustain attitudinal and competency gains beyond graduation. Limitations include the single-institution setting and potential selection bias; future research should replicate across multiple institutions, examine long-term classroom implementation, and explore the impact on student teaching outcomes and agricultural literacy in diverse learner populations.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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What problem or gap this project tackles and why it matters to the field or society.

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Objectives of the Project

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1. Assess how training in integrated pest management (IPM) affects students’ practical skills in pest identification and crop protection.
2. Measure changes in students’ attitudes toward sustainable farming practices after IPM training.
3. Identify which parts of IPM training most influence competency and attitude shifts.
4. Provide recommendations for incorporating IPM into final-year agricultural education curricula.

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What You Will Do Step by Step

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1. Review simple IPM concepts and select a practical training module suitable for final-year students.
2. Recruit participants from the final-year cohort and obtain consent.
3. Deliver a hands-on IPM training session(s) covering monitoring, decision-making, and non-chemical control methods.
4. Test participants’ knowledge and skills before and after training using short quizzes and practical tasks.
5. Collect attitudes data via a simple survey before and after training.
6. Analyze changes in competency and attitudes using comparison and basic statistical methods (e.g., average scores, change scores).
7. Discuss which elements of the training had the strongest impact and why.
8. Summarize findings and suggest curriculum improvements for agriculture education programs.

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Expected Outcome

Students should demonstrate improved ability to identify pests, select appropriate IPM strategies, and show more favorable views toward sustainable crop protection, supporting curriculum expansion and better farming practices in their future careers.