CHAPTER 1

INTRODUCTION

Agricultural studies encompass a wide range of disciplines, calling for a strong grasp of
both natural and social sciences. Unfortunately, there's a hesitancy among millennials to
pursue these courses due to concerns about being confined to farm work (Bianchini,
2020).

The introduction of TEKS (Texas Essential Knowledge and Skills) for Agricultural courses in
September 1998, as highlighted in Wheelus's study (2017), expanded the curriculum
significantly. While this expansion entails more administrative work for instructors—such
as developing varied lesson plans, worksheets, and tests—it allows for the establishment
of prerequisite courses. This ensures smoother progression in advanced classes,
minimizing the need for extensive material review. The diversity of topics covered in these
courses provides students pursuing agricultural careers with a structured path for their
studies, especially when guided by effective teachers, counselors, administrators, and
mentors. This structured approach also aids in the transition to higher education by
familiarizing students with their chosen field of study.

Surveys conducted among current college students aimed to gauge the success of course
sequencing in preparing students for higher education in agriculture. This research sought
to determine if counselors, teachers, and administrators acknowledged the significance
and utility of this approach. Additionally, insights from student responses were anticipated
to reveal whether they perceived course sequencing as crucial for their success in college-
level Agricultural classes (Creps, 2019).

The outcome of this study may give more information about the live experiences of
students taking up agriculture program.

Purpose of the study

The purpose of the study was to determine the lived experiences of the students taking up
agriculture program specifically the third year and fourth year college.

Research Question

This study aims to answer the question.

What are the lived experiences of students taking up agriculture program?

Theoretical Lens

Approaching this study through a constructivist lens involves a specific methodology for
gathering and analyzing data. As outlined by Doolittle (2012), constructivism emphasizes
that learners actively build their knowledge and understanding based on their unique
backgrounds and experiences. According to Brown (2015), this perspective acknowledges
the significance of interests, values, and attitudes in driving learning motivation.

Adopting this viewpoint enabled me to delve into and organize the underlying meanings
and themes within the data collected, drawing from the diverse and individual perspectives
of each participant. By linking constructivist learning to real-life experiences, I gained a
deeper understanding of how students engaging in agriculture courses perceive and
interpret their individual experiences. The environment surrounding an individual plays a
pivotal role in transitioning them from a passive observer to an active learner (Brown,
2015).

These insights from a constructivist approach provided me with valuable guidance on how
to frame a framework centered on how each learner adapts and reflects on their learning
process, constructs knowledge based on their lived experiences, and shapes their future
career choices. This approach facilitated a clearer understanding of how authentic learning
experiences influence and inform students' career trajectories.

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

To further understand the study, the following terms were defined operationally.

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 experiences. 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
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Over the last three decades, enrollment patterns and the backgrounds of students
pursuing degrees in the College of Agriculture have undergone significant changes. These
shifts are likely influenced by advancements in agricultural technology and a decreasing
proportion of the population engaged in agriculture-related careers (Dyer, 2016).

Enrolment in high school and college-level agricultural courses experienced declines in the
1970s and 80s but saw slight increases in the 1990s, as noted by Dyer. Moreover, there's
been a noticeable rise in freshmen from urban or non-farming backgrounds entering
college agricultural programs, a trend highlighted by Scofield (2015). This has sparked
discussions among faculty members in agricultural colleges about adapting teaching
methods and curriculum to address these evolving challenges.

Numerous studies have investigated factors impacting the academic performance of

college agriculture students. Understanding these factors can assist faculty in devising
teaching methodologies conducive to achieving satisfactory academic outcomes (Garton,
2017). Surprisingly, variables like student gender and learning style have demonstrated
minimal to no effect on the academic performance of freshmen in agricultural programs
(Casavant, 2018).

The influence of prior experiences in related fields has shown varying degrees of impact on
academic performance and retention. For instance, Cole & Fanno (2015) found that
students with backgrounds in FFA and 4-H tended to persist in agricultural programs at a
slower rate compared to those with no such backgrounds. Similarly, Bridges & Casavant
(2018) observed that students exposed to economics courses in high school were better
equipped to comprehend introductory college-level economics material. Wildman et al.
(2019) highlighted that prior agricultural experience significantly influenced students'
choice of a major in agriculture.

Higher education faces the challenge of ensuring a diverse student population reaps the
benefits of a college education and prepares adequately for the workforce (Odom,
Shehane, Moore & McKim, 2015). Success for college students now extends beyond
earning a degree to mastering essential skills essential for success in demanding post-
graduation contexts, particularly critical thinking (Quinn, Burbach, Matkin & Flores, 2009).
Ironically, critical thinking skills, including among agriculture college students, have been
considered deficient by some researchers (Flores et al., 2017).
Recognizing the necessity of critical thinking for future decision-makers in agriculture and
natural resources, educators and employers emphasize its development (Scanlon et al.,
2009). Critical thinking becomes crucial for students who will grapple with ethical,
political, and economic implications in their roles (Quinn, Hanks & Hunter, 2009). Colleges
have responded by offering high-impact learning experiences, aiming to increase student
engagement and deeper learning within courses (Kuh, 2016). These experiences
encompass diverse practices such as first-year seminars, collaborative assignments,
internships, service learning, and journaling for self-reflection (Jones et al., 2016).

Studies indicate that active learning techniques, like instructor-mediated reaction journals
and class discussions, enhance critical thinking among students (Burbach et al., 2017).
However, while some teaching and learning practices have shown benefits for students
from various backgrounds, more deliberate practices aligned with essential learning
outcomes need development (Kuh, 2016). Reflection emerges as a powerful tool for
documenting students' learning depth and critical thinking levels throughout a course.
 CHAPTER 3

METHODOLOGY

This chapter describes the methods and procedures of securing and analysing 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

The researcher looked into the lived experience of that student when they are taking
agriculture courses. Researcher 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 was conducted 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 it was
convenient for me to conduct the study.

Figure 1. Location map of CFCST, Doroluman, Arakan, Cotabato

Role of the Researcher

The responsibility of the researcher is to do all the significant steps and procedure which
are suitable and applicable to this study. In conducting this study, the participants were
identified and the specific place for the study. Communication letter was distributed and
data were gathered through face-to-face interview by observing the participants (Creswell
& Path, 2013).

The researcher was the translator, interpreter, listener and analyzer of the data gathered.
Data were further transcribed to assure that all transcripts were accurate and properly
coded. Assuring that all the data to be collected were all valid and genuine (Strong, 2002).

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 utilized individual interview using an interview questionnaire and cell phone as
data-gathering instrument.

Data Gathering Procedure

The researcher ensured the approval of the research committee before the conduct of the
study and all the necessary communication letters were forwarded to concern
offices/individuals.

Data Analysis

In analysing that data which primary qualitative was subjected to textual analysis. Once the
data were transcribed, it was then coded, analysed, 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 program. The
statements of the participants were evaluated based on the experiences they face when
taking agriculture program.
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 analysed ( Lincoln & 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.