Students' Perspectives on Integrating Agricultural Concepts into Contextualized Probability Lessons

Abstract

This study investigated students' perceptions of contextualized probability lessons that integrate agricultural concepts. It is a qualitative descriptive study that collected data using a perception questionnaire and a short interview with 36 students with diverse levels of proficiency and farming backgrounds. It was analyzed using Braun and Clarke's six-step thematic analysis. The analysis revealed five main themes: engagement, relevant problems, collaborative learning, improved understanding, and challenges in learning. The results highlight the effectiveness of integrating agricultural concepts into probability lessons to increase student engagement. Despite being perceived as challenging, students found the lessons enjoyable and practical, which enhanced their interest. Think-pair-share and group activities that encourage the exchange of knowledge and mutual support emerged as essential factors in collaborative learning that enhance their educational experiences. Moreover, students perceive the lessons as relevant and relatable to real-life experiences, improving their understanding of probability concepts. However, students encountered challenges with calculations, particularly fractions. Although they have expressed, continued practice and teacher support have substantially improved understanding over time. Furthermore, this study emphasized the effectiveness of contextualized teaching in making probability concepts more engaging and accessible to students by integrating real-life context into mathematics instruction.