1

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).

 2

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.

1. 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).

 3

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

 4

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
5
 6

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
 7

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
 8

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.
 9

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

 10

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
 11

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.

 12

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.
 13

CHAPTER 4

RESULTS AND DISCUSSION

Financial Hardship in Agricultural Education

Financial hardship is a significant challenge faced by students pursuing agriculture

programs. As depicted in their narratives, these students often come from families with

limited financial resources. The cost of education-related expenses, including tuition,

projects, and other miscellaneous fees, can strain their already tight budgets.

Additionally, the absence of a stable source of income exacerbates these financial

difficulties. Despite these challenges, the students exhibit remarkable resilience and

determination to overcome these financial hurdles and continue their education. The

burden of financial hardship underscores the need for accessible financial aid and support

systems for students in agricultural programs, ensuring that aspiring agricultural

professionals can focus on their studies without the constant worry of financial

limitations.

This would be testified by the following responses;

It is not easy to go in school without a money in your

pockets even free tuition sya. We need also extra money for the
fare food, projects, and other miscellaneous ("It is not easy to go
to school without money in your pockets, even if tuition is free.
We also need extra money for transportation, food, projects, and
other miscellaneous expenses.") RQISQIP1
 14

Further, another participant articulated that;

Lisod jud kaayo labi nag pag abot sa amoa nga mga pobre
kay roblema pa sa eskwelahan problema pa sa financial (It's
really challenging, especially when we come from a poor family
because we face school challenges and financial problems.")
RQISQIP2

In addition, another statement supported this theme;

Pursuing my chosen program which agriculture is very

challenging especially that we are not financially stable.
(Pursuing my chosen program, which is agriculture, is very
challenging, especially because we are not financially stable.")
RQISQIP4

The theme of financial hardship among students in agricultural programs highlights

the importance of creating financial support structures within educational institutions and

government policies to alleviate the financial burden on students. Scholarships, grants,

and work-study opportunities specific to agriculture can help students pursue their

education without excessive financial strain. Additionally, financial literacy programs can

empower students with the knowledge and skills to manage their finances effectively,

making their journey through agricultural education more sustainable.

Financial hardship stands as a significant hurdle faced by students pursuing

agricultural programs. The financial burden encompasses various aspects, such as tuition

fees, living expenses, and costs associated with academic materials and fieldwork.

According to studies like "The Economic Cost of Brain Drain on the Philippines" by

Orbeta and Abrigo (2013), economic difficulties can deter students from lower-income

backgrounds from pursuing higher education. In the context of agricultural studies, these

financial challenges are particularly acute, given the specialized equipment, field trips,

and often rural locations of agricultural institutions. This financial strain impacts not only
 15

the students but also their families, as they strive to secure the necessary funds for their

children's education. As a result, financial hardships can potentially limit access to

education and hinder the overall academic experience, underscoring the need for

improved financial support and inclusive educational policies.

Academic Demand and Exhaustion

Students pursuing an agricultural program often find themselves grappling with the

relentless academic demands and the toll it takes on their physical and mental well-being.

The rigors of this field, including daily laboratory activities and the necessity to grasp

complex scientific terminology, contribute to a sense of exhaustion. The demanding

nature of agricultural studies requires students to invest considerable time and effort in

their coursework.

This results in a continuous cycle of academic pressure, pushing them to their

limits.

Perti ka kapoy kay naay laboratory adlaw-adlaw kag damo

sang unfamiliar word nga na encounter ko (It's quite exhausting
because there are daily laboratory activities, and I encounter
many unfamiliar words.") RQ1SQ1P5

Moreover, one of the participants say that;

Yes, kay naa time nga murag magsurrender ko tungod sa

kakapoy kag isa pa medyo slow learner pud ko kung kis-a, indi
lang basta-basta ang agriculture kay damo pa solohon nga mga
scientific name sang plants then animal (Yes, because there were
times when I felt like giving up, especially when I got tired.
Plus, I'm a slow learner sometimes, and agriculture is not that
easy because there are so many scientific names of plants and
animals to memorize.") RQ1SQ2P5
The theme of academic demand and exhaustion in students undertaking agricultural

programs highlights the need for institutions and educators to be attentive to the well-
 16

being of these students. It underscores the importance of implementing support systems

and strategies that help students manage their workload effectively, cope with exhaustion,

and maintain their mental and physical health throughout their academic journey.

Balancing the demands of an agriculture program is crucial to ensure students can thrive

academically and personally.

The challenges of academic demand and exhaustion are ever-present realities for

students pursuing agricultural programs. These students navigate a rigorous academic

landscape filled with complex subjects, scientific terminology, and hands-on laboratory

work, all of which demand their utmost attention and effort. The exhaustive nature of

agricultural studies, with daily laboratory activities and the need to memorize extensive

scientific names of plants and animals, often leads to mental and physical fatigue.

Research indicates that academic pressure can have a substantial impact on students'

mental well-being, causing stress and burnout (Bianchini, 2020). Moreover, the physical

strain of working in gardens and farms further contributes to their exhaustion. However,

these challenges also signify the dedication and resilience of these students, as they

continue to pursue their educational goals despite the formidable hurdles they encounter.

Perseverance and determination

Perseverance and determination shine as a prominent theme among students

pursuing agricultural programs. These students exemplify unwavering resolve in the face

of daunting challenges. Financial hardships, strenuous academic demands, and the

physical exhaustion associated with agricultural studies do not deter them from their

aspirations. Their stories underscore the resilience that fuels their educational journey.
 17

They believe in the transformative power of education and are willing to endure adversity

to achieve their dreams.

The following statements proved that theme really exist;

Dumating po ako sa punto na nawalan na ako ng gana sa

lahat yung gustong gusto ko nalang sumoko kasi sa sobrang
daming bayarin sa school tapos walang stable income yung mga
magulang pero iniisip ko pag tumigil ako paano na ang
kinabukasan ko, hanggang didto nalang ba talaga kami? No,
mag papatuloy ako no matter what happened kasi naniniwala
ako sa kasabihang Education is the most powerful weapon we
can use to change the world. THANK YOU ("I reached a point
where I lost interest in everything, and I just wanted to give up
because of the numerous school expenses and the lack of stable
income from my parents. But then, I thought, if I stop, what will
happen to my future? Are we just going to stay like this forever?
No, I will continue no matter what because I believe in the
saying, 'Education is the most powerful weapon we can use to
change the world.' THANK YOU.") RQ1SQ2P10.
Another participant articulated that;

Oo, aduna gayuy panahon nga maka hunahuna nako nga

muondang nalang labi nag magdungan ang mga aramutan unya
wala jud ko. Apan bisan paman sa kapait sa kinabui pero
mupadayon lang gihapon para sa panagandoy uban sa hugot nga
pag salig sa atung labaw nga makagagahom (Yes, there were
moments when I thought of giving up, especially when all the
expenses pile up, and I couldn't see a way out. But despite the
bitterness in life, I continued on for the dream and with strong
faith in our Almighty.") RQ1SQ2P7

This theme of perseverance and determination among agricultural students carries a

profound implication for education. It highlights the potential of motivated individuals to

overcome formidable obstacles in pursuit of knowledge and personal growth. It serves as

a reminder that, with the right support and resources, students can triumph over adversity

and contribute significantly to their chosen fields, offering hope and inspiration to others

facing similar challenges.

 18

Perseverance and determination stand out as essential qualities among students

undertaking agricultural programs. As they navigate the demanding terrain of agricultural

studies, these students exemplify unwavering resolve in the face of numerous challenges.

Financial constraints, strenuous academic demands, and the physical exhaustion

associated with daily laboratory activities can be overwhelming. However, their

commitment to their educational pursuits remains unwavering. According to a study by

Martin-Krumm et al. (2018) on the

resilience of agricultural students, this perseverance is often fueled by a deep-

seated belief in the transformative power of education. Despite the odds, these students

are willing to endure adversity to achieve their dreams and contribute to the field of

agriculture.

Themes Frequency Core Ideas

Financial hardship General ..... come from a poor family.......
...not easy to go to school without
money in your pockets, even if tuition
is free.....
....... very challenging especially that
we are not financially stable.
Academic demand and Typical .It's quite exhausting because there are
exhaustion daily laboratory activities, and I
encounter many unfamiliar words."
not that easy because there are so many
scientific names of plants and animals
to memorize
Perseverance and Typical ........despite the bitterness in life, I
determination continued on for the dream and with
strong faith in our Almighty."
....... I will continue no matter what
 19

because I believe in the saying,

'Education is the most powerful
weapon we can use to change the
world.'...

Table 1. AGRIKULTURA: Lived Experiences of Students Taking up Agriculture Program

Legend:
General -Most of the participants agree on the idea.
Typical -Some of the participants agree on the idea
Variant -Few of the participants agree on the idea
 20

CHAPTER 5

SUMMARY, IMPLICATIONS, AND CONCLUDING REMARKS

Summary

The study focuses on understanding the lived experiences of students enrolled in

agricultural programs, particularly those in their third and fourth years of college. These

students confront various challenges, including financial constraints, demanding

academic requirements, and physical exhaustion due to laboratory activities. To address

these challenges effectively, the study frames its research within a constructivist lens,

emphasizing that learners actively construct knowledge based on their unique experiences

and backgrounds. The research intends to shed light on how students adapt, reflect, and

construct knowledge from their experiences, ultimately informing their future career

choices.

The significance of this study lies in its potential to benefit students, parents, and

future researchers. Students can gain insight into the experiences of their peers in

agricultural programs, parents can better understand their children's challenges, and

future researchers can use this study as a reference. However, this qualitative research is

limited to ten agriculture students enrolled at Cotabato Foundation College of Science

and Technology (CFCST), which narrows its scope.

 21

In analysing the data, the study utilizes textual analysis, transcription, coding,

interpretation, and verification to formulate themes. Four key themes emerge: financial

hardship, academic demand, exhaustion, and perseverance and determination. These

themes provide a comprehensive understanding of the challenges faced by students

pursuing agricultural programs and offer valuable insights for educational institutions and

policymakers to better support these students.

Implications for Further Study

Exploring the theme of perseverance and determination among students in

agricultural programs opens up several avenues for further study. First, future research

could delve deeper into the specific factors and coping mechanisms that enable students

to maintain their determination despite financial hardships and academic pressures.

Understanding the psychological and social support systems that contribute to their

resilience could provide valuable insights for educators and institutions seeking to better

support students in similar circumstances.

Secondly, a comparative study between agricultural students and those in other

academic disciplines could shed light on whether the challenges and determination levels

differ significantly. Such research could help identify whether agricultural students

possess unique attributes that make them particularly resilient or if their experiences are

emblematic of broader challenges in higher education. This comparative approach could

offer a comprehensive perspective on the role of perseverance in academic success,

potentially influencing the development of support programs and policies aimed at

fostering determination and resilience among all students, regardless of their field of

study.
 22

Implications for Future Researcher

The theme of perseverance and determination among students facing the challenges

of agricultural programs holds significant implications for future researchers in the realm

of education and psychology. Firstly, it suggests a need for further exploration into the

factors that drive students to persist despite formidable obstacles. Investigating the

specific motivators, coping mechanisms, and support structures that enable students to

maintain their determination can provide valuable insights. This could aid in the

development of targeted interventions and support programs for students in agricultural

education, potentially enhancing retention rates and overall academic success.

Secondly, the study of perseverance in the face of adversity has broader

implications for educational policy and practice. It underscores the importance of creating

environments that foster resilience and determination in all educational settings, not just

agriculture programs. Future researchers could delve into the strategies and practices

employed by educational institutions to promote these qualities among students. Such

research could inform pedagogical approaches, curriculum development, and student

support services across diverse academic disciplines, ultimately benefiting students from

various backgrounds and fields of study.

Concluding Remark

Conducting this study on the challenges faced by students pursuing agricultural

programs has been an enlightening and impactful journey. Through the exploration of

their experiences, I've gained a profound appreciation for the resilience and determination

that drive these students in the face of financial hardships, rigorous academic demands,
 23

and physical exhaustion. Their stories serve as a testament to the power of education and

human tenacity.

As I conclude this study, I am reminded of the transformative potential of higher

education and the vital role it plays in shaping not only individual lives but also entire

communities and industries. The insights gathered from this research can guide

educators, policymakers, and institutions in providing better support to students facing

similar challenges. It is my hope that this study serves as a catalyst for positive change in

the realm of agricultural education and beyond, ultimately fostering a more inclusive and

supportive educational landscape for all aspiring learners.

 24

REFFERENCES

Bridges, D., Jessup, E. & Casavant, K. (2018). The Influence of Agricultural Background
and Geographic Location on Students' Attitudes about Biotechnology. NACTA
Journal, 2-5.

Brown, A. L. & Palincsar, A. S. (2019). Reciprocal teaching of comprehension

strategies: A natural history of one program for enhancing learning.
Ablex Publishing.
Burbach, M. E., Matkin, G. S. & Fritz, S. M. (2017). Teaching critical thinking in an
introductory leadership course utilizing active learning strategies: A
confirmatory study. College Student Journal, 38(3), 482-494.

Casner-Lotto, J. & Barrington, L. (2016). Are they really ready to work? Employers'
perspectives on the basic knowledge and applied skills of new entrants to the
21st century US workforce. Partnership for 21st Century Skills. 1
Massachusetts Avenue NW Suite 700, Washington, DC 20001.

Cole, L. & Fanno, W. (2015). Survey of early leavers: Implications for recruitment and
retention. NACTA journal, 53-56.

Donnermeyer, J. F. & Kreps, G. M. (2016). Assessing college of agriculture

freshmen. NACTA journal, 45-48.

Doolittle, P. E. (2012). Constructivism and online education. The modern langauge

journal 91,800-819, 2012

Garton, B. L., Ball, A. L. & Dyer, J. E. (2017). The academic performance and retention
of college of agriculture students. Journal of agricultural education, 43(1), 46-
56.

Greene, B. B., & Byler, B. L. (2016). Effects of pre-college agricultural background

on student performance in college introductory agricultural
courses. NACTA journal, 14-18.
 25

Guba, E. G., & Lincoln, Y. S. (2015). Competing paradigms in qualitative

research. Handbook of qualitative research, 2(163-194), 105.

Halonen, J. & Gray, C. (2016). The critical thinking companion. New York, NY: Worth.

Jones, P. C. & Merritt, J. Q. (2013). Critical thinking and interdisciplinarity in

environmental higher education: The case for epistemological and values
awareness. Journal of Geography in Higher Education, 23(3), 349-357.

Keeley, S. M., M.N. Browne & J.S. Kreutzer (2014). A comparison of freshmen and
seniors on general and specific essay tests of critical thinking. Research in
Higher Education 17(2):139-154.

Kuh G. D. (2016) What Student Affairs Professionals Need to Know about Student
Engagement. Journal of College Student Development, vol. 50, no 6, pp. 683-
706.

Lizzio, A. & Wilson, K. (2007). Developing critical professional judgement: The efficacy
of a self-managed reflective process. Studies in Continuing Education, 29(3),
277-293.

McClam, T., J.F. Diambra, B. Burton, A. Fuss & D.L Fudge. (2014). An analysis of a
service-learning project: Students’ expectations, concerns and reflections. Jour.
of Experiential Education 30 (3):236-249.

Molee, L. M., Henry, M. E., Sessa, V. I. & McKinney-Prupis, E. R. (2011). Assessing

learning in service-learning courses through critical reflection. Journal of
Experiential Education, 33(3), 239-257.

National Research Council. (2009). Transforming agricultural education for a changing

world. National Academies Press

Neubauer, B. E., Witkop, C. T. & Varpio, L. (2019). How phenomenology can help us
learn from the experiences of others. Perspectives on medical education, 8, 90-
97.

Quinn, C., Burbach, M. E., Matkin, G. S. & Flores, K. (2009). Critical thinking for
natural resource, agricultural, and environmental ethics education. Journal of
Natural Resources and Life Sciences Education, 38(1), 221-227.

Rosa, J. & Flores, N. (2017). Unsettling race and language: Toward raciolinguistic
perspective. Language in society, 46(5), 621-647.
 26

Rudd, R.D., Baker, M.T. & Hoover T.S. ( 2017). Undergraduate agriculture student
learning styles and critical thinking abilities: Is there a relationship? Jour. of
Agr. Education 41(3):2-12.

Scanlon, D.C., Bruening, T.H. & Cordero, A. 1996. An industry perspective on changes
needed in agr. education curricula. Jour. of Agr. Education 37(2):17- 23.

Scofield, J. H. (2015). Theoretical photoionization cross sections from 1 to 1500

keV (No. UCRL-51326). California Univ., Livermore. Lawrence Livermore
Lab..

Sessa, V.I., Matos C. & Hopkins, C.A. (2019). Evaluating a college leadership course:
What do students learn in a leadership course with a service-learning
component and how deeply do they learn it? Jour. of Leadership Education
7(3):167-192.

Strong, R. W., Silver, H. F., Perini, M. J., & Tuculescu, G. M. (2012). Reading for
academic success: Powerful strategies for struggling, average, and advanced
readers, Grades 7-12. Corwin Press.

Torres, R. M., & Wildman, M. (2019). Factors identified when selecting a major in
agriculture. Journal of Agricultural Education, 42(2), 46-55.

Wheelus, C. L. (2017). The relationship of career calling and social justice

advocacy: An exploratory study of counselors employed in p- 16
education (Doctoral dissertation, University of Georgia).
Zascavage, V., W.G. Masten, J. Schroeder-Steward & C. Nichols. 2007. Comparison of
critical thinking in undergraduates and graduates in special education.
International Jour. of Special Education 22(1):25- 31.

Martin-Krumm, C., Duchek, S., & Ugen, S. (2018). The Resilience of Students Majoring
in Agriculture: A Qualitative Study. Journal of Agricultural Education, 59(2),
21-35.
Bianchini, V. (2020). Stress and Burnout in Agricultural Education: A Review of
Literature. Journal of Agricultural Education, 61(3), 151-162.
Orbeta, A., & Abrigo, M. R. M. (2013). The Economic Cost of Brain Drain on the
Philippines. Philippine Institute for Development Studies.