Interplay of Instructional Approaches, Appropriate Resources, Attitudes Towards Agriculture and Fieldwork Performance in Animal and Dairy Science

Abstract

Effective agricultural education requires the bridging of theoretical knowledge with practical field competence. Grounded in Constructivist Theory, this study examined whether instructional approaches, appropriate resources, and students’ attitudes toward agriculture influence fieldwork performance in Animal and Dairy Science programs. A descriptive correlational research design was used. Data were collected using a researcher-developed questionnaire validated by experts and pilot-tested, demonstrating strong reliability and internal consistency. Confirmatory Factor Analysis established construct validity and acceptable model fit. Descriptive statistics were used to summarize the study variables, while multiple regression analysis was used to test the influence of instructional approaches, appropriate resources, and students’ attitudes toward agriculture on fieldwork performance. The findings showed that instructional approaches and appropriate resources were rated as generally high, along with students’ attitudes toward agriculture, which were rated as generally very high. Fieldwork performance was at an average level, indicating that the students demonstrated a satisfactory level of foundational competence in performing basic practical field tasks. Multiple regression analysis revealed that the combined variables significantly influenced fieldwork performance, although they explained only a small proportion of the variance. Among these factors, only students’ attitudes toward agriculture significantly influenced fieldwork performance, while instructional approaches and appropriate resources showed no significant individual effects. The findings highlight the importance of fostering positive attitudes, providing adequate resources, and implementing effective instructional approaches. This study provides practical guidance for educators and program developers to strengthen experiential learning and prepare students for real-world agricultural practice. It recommends that future research incorporate institutionalized performance rubrics to more comprehensively assess practical skills.