A Precision Agriculture Technology Course for Regions with Lower Technology Adoption Levels

Abstract

HighlightsPrior and post-knowledge surveys showed that students had varied knowledge levels in the course topics. Knowledge gains were higher for the course topics with lower prior knowledge scores. Knowledge surveys can be used to adapt to the needs of the students in real-time, improve instructional material, identify effective teaching methods, and modify the course. Abstract. Precision agriculture technologies offer several benefits, and most important among them are higher farm profits and improved environmental health. The quality of precision agriculture education is one of the main barriers to the adoption of these technologies. There are studies documenting the development of precision agriculture technology courses for the world regions with higher levels of adoption. However, there are limited studies for the world regions typically characterized by lower adoption of these technologies. This study attempts to develop and teach a precision agriculture technology course for such a world region Puerto Rico, a U.S. territory. This study also consisted of collecting and analyzing the pre- and post-knowledge levels of the students attending the developed course. Using the procedure for calculation of overall grade point average, the knowledge score for each course topic was calculated from all the pre- or post-survey responses for the course topic. Additionally, the knowledge gain for each course topic was calculated by subtracting the prior knowledge score from the post knowledge score of the course topic. The results indicated that knowledge gains were higher for the course topics with the lower prior knowledge scores and were lower for the course topics with the higher prior knowledge scores. The study indicates that a prior knowledge survey can be used to adapt to the needs of the students in real-time. Likewise, a post-knowledge survey can be used to improve instructional material, identify suitable teaching methods, and modify the course. World regions with limited adoption of precision agriculture technology may begin with a precision agriculture technology course without laboratory exercises, and later add laboratory exercises as equipment becomes available and adoption level increases. Keywords: Agricultural and environmental systems, Course development, Curriculum, Precision agriculture technologies, Student assessment