Exploring the Perceived Impact of Agriculture-Related Punishments on Students' Interest in Agriculture: A Multidimensional Analysis

Abstract

This piece of writing examines the impact of assigning agricultural tasks as penalties on students' enthusiasm for agricultural studies. The study encompasses both Junior High School (JHS) and Senior High School (SHS) students, as well as educators, aiming to comprehend their viewpoints. Through the utilization of surveys with varying response alternatives, the research discovers that JHS students hold diverse opinions, whereas a greater percentage of SHS students (27% showing strong agreement and 30% expressing agreement) associate these tasks with a reduction in their interest. Conversely, a significant majority of teachers (75%) strongly concur that such punitive measures undermine students' motivation. This accentuates the necessity for captivating teaching approaches in agricultural education, with the objective of igniting authentic interest and cultivating positive experiences among students. In essence, the article underscores the detrimental effects of utilizing agricultural tasks as disciplinary actions on students' inclination toward agricultural studies and suggests implementing more engaging teaching methods to foster genuine enthusiasm and favourable learning encounters in this field.