Chapter 1

INTRODUCTION

Agriculture courses are highly interdisciplinary, requiring students to have a good grasp

of both natural sciences and social sciences.

According to the study of (Robin Paul Wheelus, 2009), the implementation in September

1998 of TEKS (Texas Essential Knowledge and Skills) for the successive Agriculture courses

allowed for an expanding and focused curriculum that would be advantageous for students

and teachers alike. While different courses being taught does mean that a teacher would be

required to do more paperwork such as: different lesson plans, worksheets and tests;

instructors are able to establish prerequisite courses to insure that advanced classes progress

efficiently with a minimal amount of materials review needed. The assortment of subject

matter allows students pursuing agriculture as a career a method of structuring their studies

when advised effectively by teachers, counselors, administrators and other mentors. This also

would assist in the transition to a post-secondary education by establishing familiarity with

the student’s chosen field of study.

Research data from the surveys administered to current college students were anticipated to

give a view of the success of course sequencing in collegiate preparation and show if

counselors, teachers and administrators recognized the usefulness and importance.

Information collected from the students should also indicate if they felt course sequencing

was important for their success in college Agriculture classes.

In general, the outcomes of the study may give more information about the live experience of

students taking up agriculture course.

Purpose of the study

The purpose of the study is to know the lived experiences of the students taking up

agriculture courses.

Research Question

This study aims to answer the question.

1. What are the lived experiences of students taking up agriculture courses?

Theoretical Lens

Framing this study from a constructivist lens, affords a specific approach in

collecting and analysing the data. Fosnot (2013), Brown (1998), and Steffe and Gale (1995)

outline that constructivism asserts the learner actively constructs their personal knowledge

and understanding from their own unique experiences and backgrounds. “Interests, values,

and attitudes are all recognized as important parts of learning as they provide the motivation

for learning” (Brown, 1998, p.12). Employing this perspective allowed me to explore and

organize underlying meanings and themes from the collected data shared by the distinctive

and individual perspective of each participant. Connecting constructivist learning to live

experience allowed me to develop an understanding and gain insight into the individual

experiences among students that taking up agriculture courses. The environment that

surrounds an individual drives the progression from passive observer to active learner
(Brown, 1998). These constructivist insights afforded me the chance to better understand how

to approach a framework that allows me to focus on how each learner adapted and reflected

on their learning, constructed knowledge from their lived experience, and developed a clearer

picture in considering how this authentic learning experience may have informed and

influenced a future career selection.

Significance of the study

The result of this study is hoped to benefit the following:

Students. The result of this study can be useful to students so that they know the different

experiences of other students who have taken an agriculture course.

Parents. This study may inform the parents about the lived experiences of their child while

taking in that said courses.

Future researcher. Similarly, the data and information of this study may be used as a

baseline for future studies and research. Additionally, this study could be a reference for

those researchers who are also involved in this study, thus, researcher may give some of the

information contained in this study.

Limitation and Delimitation of the study

This qualitative study was limited only to the ten (10) agriculture students who are

officially enrolled at Cotabato Foundation College of Science and Technology (CFCST),

Doroluman, Arakan, North Cotabato.

Operational Definition of Terms

AGRIKULTURA. The care and raising of animals and crops to produce food, fiber, fuel,

fiber and other products to be used to maintain and make people’s lives more comfortable.

LIVED EXPERIENCE. Refers to a representation of the experiences and choices of a given

person, and the knowledge that they gain from these experiences and choices.

STUDENTS. A person formally engaged in learning, especially one enrolled in a school or

college.

COURSE. A set of classes or a plan of study on a particular subject, usually leading to an

exam or qualification.

Chapter 2

REVIEW OF RELATED LITERATURE

Enrollment numbers and experiential background profiles students pursuing degrees in

college of agriculture have change over the past 30 years. These changes have most likely

been greatly affected by the increase in technological advances in agricultural production and

the decrease in the proportion of the population involved in careers directly related to

agriculture. Dyer et al.,(2016) reported decreases in enrolment in high school and college

level agricultural courses in the 1970’s and 80’s and subsequent slight increases in the

1990’s. They also noted increasing numbers of freshmen from urban or non-farm

backgrounds enrolling in college agricultural programs as indicated by Scofield (2015). Much

discussion concerning changes in teaching methods and subject material to meet these

challenges has taken place among college agriculture faculty members.

Many studies have been conducted to determine factors that affect academic performance of

students who enroll in college of agriculture. Identification and evaluation of these factors

can aid faculty members in developing teaching methodology that increases the chance of

acceptable academic performance (Garton et al., 2015; 2017). Other variables, such as

student gender and learning style, have shown little or no effect on academic performance of

freshmen agriculture students (Bridges and Casavant, 2018; Garton et al., 2015).

Previous experiences in similar fields have been found to affect academic performance and

retention in college agricultural and non-agricultural programs to varying degrees. Cole and

Fanno (2015) found that students with strong backgrounds in FFA and 4-H left the Oregon

State University agricultural program at as slower rates as those with no backgrounds.

Bridges and Casavant (2018) found that students who had taken economics courses in high

school were better able to grasp college introductory economics material.

Wildman and Torres (2019) and Donnermeyer and Kreps (2016) found that the most

influential factor related to students choice of a major in agriculture was prior agricultural

experience.

A challenge faced by personnel in higher education is how to help the nation’s diverse

students reap the full benefits of a college education and be prepared for the workforce

(Casner-Lotto and Barrington, 2015; Kuh 2016). The measure of success for college students

has shifted from simply earning a degree to learning essential skills that will allow them to be

successful in terms of thriving in highly demanding contexts after graduation. A key learning

outcome for students in higher education is the ability to think critically across the curriculum

(Kronholm, 2015; Tsui, 2016; AACU, 2018). Ironically, critical thinking is a skill purported

by many to be deficient in college students, including students in colleges of agriculture

(Flores et al., 2017; Jones and Merritt, 2015; Keeley et al., 2014; Rudd et al., 2019;
Zascavage et al., 2016). Some researchers and educators have even placed critical thinking as

one of the highest priorities in a college education (Halonen and Gray, 2016). Employers

have recognized the need for critical thinking skills development in future programs focused

on agriculture and natural resources education for a global economy (National Research

Council, 2009; Scanlon et al., 1996). Quinn et al. (2009) contended critical thinking skills are

essential to natural resource and agriculture students who will be decision-makers faced with

ethical, political and economic implications. One way colleges have sought to meet the

challenge of preparing college graduates for essential learning outcomes is through the

offering of high-impact learning experiences. High-impact learning experiences have been

identified as those experiences that lead to increased student engagement and, thus, deeper

learning in college courses (Kuh, 2016). Researchers have suggested several practices lead to

increased rates of student retention and student engagement, including first-year seminars and

experiences, common intellectual experiences, learning communities, writing intensive

courses, collaborative assignments and projects, undergraduate research, diversity/global

learning, service learning and community-based learning, internships and capstone courses

and projects (Kuh, 2016). Because high-impact field experiences have the potential to “help

students explore cultures, life experiences and worldviews different than their own” (Kuh,

2016, p. 9), they fall under the high-impact practice of diversity/global learning. High-impact

field experiences can also be classified as service learning when such is incorporated into the

experience. Journal writing and self-reflection can increase depth of learning and critical

thinking (Jones and Brown, 1993; Lizzio and Wilson, 2007; Sessa et al., 2009).

A study by Burbach et al. (2017) identified that active learning techniques such as instructor-

mediated reaction journals, student presentations and class discussion lead to increased

critical thinking. Although some teaching and learning practices have been evaluated and

shown to be beneficial for college students of many backgrounds (Kuh, 2016), more
intentional practices connected to essential learning outcomes need to be developed (Kuh,

2016). Reflection can be a powerful mechanism to document students’ ideas on what they are

learning in a course (McClam et al., 2014; Sessa et al., 2015). Reflection can also be used to

document the depth of student learning and their critical thinking level about this learning

(Molee et al., 2017).

Chapter 3

METHODOLOGY

This chapter describes the methods and procedures of securing and analyzing the data in the

study. It includes the research design, locale of the study, role of the researcher, research

participants, research instruments, data collection, data analysis and ethical consideration.
Research Design

In this study, I look into the lived experience of that students when they are taking

agriculture courses. I intended to use a qualitative research design, specifically

phenomenology, to dig deeper into and investigate the difficulties that lived experiences of

the students when taking agriculture course.

Neubauer et al., (2019) Cited that phenomenology is a form of qualitative research that

focuses on the study of personal life experience, challenges and difficulties in the world.

Locale of the study

 The study will be at Cotabato Foundation College of Science and Technology (CFCST)

due to the presence of my chosen research participants who are the students in agriculture

department. The place and the participants are known to which will make it convenient for

me to conduct the study.

Role of the Researcher

I compiled the study’s interviewee’s concepts, ideas, and experiences. I conducted an in-

depth interview with the participants to learn about their experiences. I ask a lead question

and direct the participants to the studies conclusion. During interview, I used an audio device

to record the entire conversation while allowing participants to speak freely. I practice or

made the translation, transferred or turned from one set of symbols to another, thus I

translated orally for parties conversing in different languages. My responsibilities included

communication, collaboration, and data collection, and analysis.

Research Participants

This study’s participants were the students who already enrolled in agriculture courses.

It involved ten (10) students from Cotabato Foundation College of Science and Technology

(CFCST).

Research Instrument
 The study will utilize individual interview using an interview questionnaire and Cell

phone as data-gathering instrument.

Data Collection

In this qualitative study, I used face-to-face interview to gather data for the analysis.

Face-to-face interview entail interviewing people who have particularly informed

perspectives on a particular aspect of the program under consideration. The ten (10)

participants in the interview were the student taking up agriculture courses. I used the

recordings to gather all of the information and data I needed for this study.

I personally transcribed the conversation and translate it in English language. Furthermore,

analysis, presentation and discussion were done in detail.

Data Analysis

In analysing that data which primary qualitative were subjected to textual analysis. Once

the data were transcribed, it was then coded, analyzed, interpreted and verified. The process

of transcribing the interviews can help the researcher to gain more understanding of the

theme from repeatedly listening to and reading the transcribed interviews. I ask questions that

talk about the lived experience of students taking up agriculture course. The statements of the

participants were evaluated based on the experiences they face when taking agriculture

course.

Trustworthiness

Trustworthiness is one of the important concepts in this study because it gives realistic

ideas for the verification of this study.

This study is anchored to the framework of Lincoln (2015) which include the credibility

conformability, transferability and dependability these are integral in sustaining trust in the

result of the study and to avoid biases and everything that is gathered and presented data are

personally gathered analyzed, ( Lincoln and Guba, 2015).

Ethical consideration

In order to comply with ethical standards and considerations in conducting the study, I

was adhered to various agreements. Prior to the interview, I gave the participants the

opportunity to read the consent agreement, which explained the study main gaol.
Interview template

Research Question Sub-Question Original Tr

response Re

1. What are the lived

experiences of

students taking up

agriculture course?

1. What are your dilemma

after enrolling

agriculture subjects?

2. How do you cope with

this problem?

3. How do you describe

your feelings after taking

agriculture course?

4. What is your

expectations about

agriculture course?
AGRIKULTURA: LIVED EXPERIENCE OF STUDENTS TAKING UP

AGRICULTURE COURSE

BACHELOR OF SCIENCE IN AGRICULTURE

Agricultural Education

MELANI DAGCOAN MAMBAGTIAN

December 2022
AGRIKULTURA: LIVED EXPERIENCE OF STUDENTS TAKING UP AGRICULTURE
COURSE

MELANI DAGCOAN MAMBAGTIAN

AN UNDERGRADUATE THESIS PRESENTED TO THE THESIS ADVISORY

COMMITTEE

COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

Doroluman, ARAKAN, COTABATO IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE DEGREE

BACHELOR OF SCIENCE IN AGRICULTURE

Agricultural Education

DECEMBER 2022
 TABLE OF CONTENTS

Preliminaries

Title Page
Abstract
Approval Sheet
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures
List of Appendices

CHAPTER
1 INTRODUCTION
Background of the Study
Purpose of the Study
Research Question
Theoretical Lens
Significance of the Study
Limitation and Delimitation of the Study
Operational Definition of Terms

2 REVIEW OF RELATED LITERATURE

3 METHODOLOGY
Research Design
Locale of the Study
Role of the Researcher
Research Participants
Research Instrument
Data Collection
Data Analysis
Trustworthiness
Ethical Considerations
 REFERENCES

Dyer et Al., (2016) Effects of Pre-College Agricultural Background of Student Performance

in College Introductory Agricultural Courses.

Scofield (2015) Journal of Agricultural Education.

Garton et Al., (2015; 2017) Academic Performance and Retention of College of Agriculture

Students.

Bridges and Casavant, 2018; Garton et Al., 2015) The Influence of Agricultural Background

and Geographic Location of Students Attitudes about Biotechnology.

Cole and Fanno (2015) Effects of Pre-College Agricultural Background of Student

Performance in College Introductory Agricultural Courses.

Wildman and Torres (2019) Factors Identified when Selecting a Major in Agriculture.

Donnermeyer and Kreps (2016) Assessing College of Agriculture Freshmen.

Bridges and Casavant (2018) Effects of Pre-College Agricultural Background of Student

Performance in College Introductory Agricultural Courses.

Casner Lotto and Barrington (2015: Kuh, (2016) An Analysis of a High-Impact field

experience in Agriculture.