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Cognitive and Psychomotor Learning Performance in Basic Agriculture Among the Graduating BS Agriculture Students
Dissertation Abstract:
The study sought to identify the cognitive and psychomotor competency levels of the graduating BS in agriculture (BSA) students and to compare these two learning domains in three school categories, namely: state colleges and universities (SCUs); Department of Education, Culture, and Sports (DECS); and private colleges and universities (PCUs) in relation to their level of compliance to the Technical Panel for Agricultural Education (TPAE) minimum standards. It also sought to determine the extent of contribution of such factors as personal, institutional, socioeconomic, and teacher-related to the cognitive and psychomotor skiII performances of the students. Respondents were graduating BSA students and vocational-technical instructors from six agricultural schools in Regions I, II, Ill, and IV of the Philippines. Student respondents were selected using the proportional allocation technique and simple random sampling, while the complete enumeration procedure was adopted for the instructors.
Data were gathered by administering a 75-item cognitive test and evaluating the actual operation of agricultural skills. Other information were gathered by means of a questionnaire, personal interview, and plain assessment of student academic records. Percentages, means, frequency counts, standard deviation, T-test, F-test, chi-square test, analysis of variance, and Kendall's coefficient, regression and correlation were used in data analyses.
Overall, the performance of the BSA graduating students was generally low both in terms of cognitive ability and psychomotor skill competency. The cognitive and psychomotor learning performances of SCU students were higher than those of DECS students. DECS students, in turn, performed better than PCU students. Results also revealed that "high compliance" to the TPAE standards enhanced the cognitive knowledge performances of students to a considerable degree (Coefficient E = 0.683 **). Its effect on psychomotor skill performance, though not statist!cally s ignificant, was positive since there were more students ( 42.9%) who obtained satisfactory ratings as compared to those in schools with " low compliance" to TPAE standards (31 .8%).
The independent variables that were positively correlated to cognitive knowledge performance were: college academic performance (E = 0.3065**), approaches to studying (E = 0.3288**), course valuing (E = 0.3877**), and category of school and level of compliance to the TPAE standards (E = 0.6830**). The independent variables found to be positively correlated to psychomotor skill and performance were extracurricular activity (E = 0.5050*) and col lege academic performance (E= 0.4754).
