From the Classroom to the Field: Exploring High School Students' Attitudes and Perceptions Towards Agricultural Education in Gumaca National High School Gumaca, Quezon

Abstract

This research studies the perceptions of junior high school students towards Agri-Fishery as a TLE Specialization, with a focus on how these perceptions differ across demographic profiles, socio-economic status, and familial influence. The study aims to provide significant insights into the different factors influencing students' attitudes toward agriculture and inform educational policymakers, educators, and stakeholders about potential strategies to promote agricultural education among diverse student populations. The research utilized mixed method research, utilizing both qualitative and quantitative approaches. Qualitative is employed using focusedgroup discussion, classroom observation, and interviews while the quantitative approach is employed using a 4-point Likert scale to capture a comprehensive understanding of students’ perspectives towards agriculture. Questions for the perception question were generated using the information gathered from the qualitative phase. A total of 205 grade 9 junior high schools out of 750 are involved in the study. The study resulted in a strong negative perception of agriculture among junior high school students. Students show displeasure with agriculture basically due to the low opportunities associated with the course. Also, students believe that agriculture is not given enough emphasis or importance in school and by the organization as a whole. The majority of the students indicated that they have no experience in doing agriculture-related work and do not have relatives doing agriculture-related work. Despite negative perception, students perceived the teaching-learning experience as a worthwhile and interesting experience due to the valuable hands-on experience that the teacher provides during classroom teaching where students find practical applications and relevance to the real-world scenario. Furthermore, the involvement of students’ relatives in agriculture-related activities contributed to the eagerness of students to enroll in agriculture. Based on the findings of this study, it is therefore recommended that the school should provide agriculturerelated activities and programs to increase awareness and encouragement among students which will lead to higher enrolment in the course. Findings from this study will contribute to the existing literature on agricultural education and provide practical insights for educators and policymakers aiming to promote interest and participation in agrarian courses among junior high school students. By understanding the diverse perspectives and barriers students face from different backgrounds, educators can develop interventions and curriculum development initiatives to better engage and support students in exploring agricultural career pathways.