Digital knowledge pack integration into field attachment programme and its effect on farm experiential learning among egerton university students, Kenya

Abstract

Globally, universities are under pressure to produce competent professionals. Experiential Learning (EL) approach has demonstrated the potential to contribute to development of such capabilities. However, EL does not just happen; it requires high prior knowledge in the technical area and students’ possession of Experiential Learning Abilities (ELAs) to enhance learning from experiences. Despite Egerton University’s (EU) efforts to provide EL through its Farm Attachment Programme (FAP), no adequate quantification of students’ ELAs has been conducted for improvement purposes. This study aimed at integrating a Digital Knowledge Pack (DKP) Innovation into FAP and evaluating its effects on students ELAs among Egerton University students. The innovation was characterized by: DKP weekly structure (DWS), DKP students’ portfolio (DSP), DKP implementation enablement (DIM) and DKP Resources (DR). Participatory Action Research design targeting six hundred students and their host farmers was employed. Systematic random sampling technique was used to select 102 students for the baseline survey (2016, 2017 and 2018 cohorts). Piloting was conducted among twenty (20) students in Rongai ward and a Cronbach’s alpha reliability coefficient of r = .80 obtained. Thirty (30) students (2019 cohort) participated in the action phase conducted in Njoro ward of Nakuru county. The students were allowed to proceed for FAP in the first three weeks and DKP innovation introduced in the fourth week of FAP. Evaluation of the DKP integration into FAP followed after completion. Google group observation proforma, focus group discussion topic guide, semi structured baseline questionnaire and DKP evaluation questionnaires, used to collect data were validated by Experts from Egerton University. The findings showed that, FAP was characterized by: students’, host farmers’ and FAP structure and implementation attributes and the overall ELA level was low (M=2.79, SD=0.51). Students’ Prior knowledge in agriculture, students’ gender, students’ academic departments, host farmer’s level of income and FAP structure and implementation attributes were found to affect ELAs. Further, integration of DKP into Fap was found to improve ELA levels (M=4.04, SD = 0.68). A Multiple Linear Regression (MLR) was run which also included Variance Inflation Factor (VIF) in the output. Multicollinearity of some DKP innovation attributes was found. A Principal Component Analysis (PCA) was run in SPSS to resolve the issue and one component [DKP Innovation Design (DID) attribute] solution found. Integrating DKP into FAP improved ELA index by 1.356 at 95% confidence level [1.005, 1.706; t (29) = -7.900, p ≤ .0001)]. GLR model predicting ELAs (after DKP) from DID attribute, was highly significant [F (4,25) =69.261), p = .0001)]. In conclusion, the study showed that integrating DKP into Farm attachment programme improved Students’ ELAs Significantly. There need therefore for universities and other tertiary institutions to adopt the DKP innovation integration during students ‘practicum programmes to improve Experiential learning.