Problem-based learning for teaching agroecology to agricultural production students

Abstract

The study examined the influence of Problem-Based Learning (PBL) on agroecology learning among first-cycle students in the Agricultural Production program. The research arose from the need to move beyond traditional teaching practices and promote active learning connected to real problems in rural settings. A quantitative approach was used, with a longitudinal quasi-experimental design that included a control group and pretest and posttest measurements. The sample consisted of 20 students divided into two groups of 10 participants each. Data were collected through structured observation and a survey administered before and after the intervention. The results showed improvements between the pretest and posttest in conceptual content and objective agroecological knowledge, understood as performance in assessable agroecology content. Conceptual mastery reached a final mean score of 3.90 in both groups, whereas objective agroecological knowledge showed a higher final mean score in the control group. In addition, the relationship between the two variables was positive, moderate, and significant in the pretest. The study concludes that PBL represents a favorable pedagogical strategy for learning; however, its effects should be interpreted with caution due to group differences and the sample size.