Knowledge and Practices in Organic Agriculture Production among Grade 12 Students of Gamu Agri-Fishery School, Isabela
DOI:
https://doi.org/10.65339/ijsis.V1.I3.157Keywords:
Agricultural Education, Knowledge, Organic Agriculture Production, Practices, Sustainable Agriculture, Sustainable Development, Technical-Vocational-Livelihood EducationAbstract
This study assessed the knowledge and practices of Grade 12 Organic Agriculture students of Gamu Agri-Fishery School in Linglingay, Gamu, Isabela, and examined the relationship between these two variables. Anchored on a Knowledge–Practice Framework informed by experiential and competency-based learning, the study employed a quantitative, cross-sectional descriptive-correlational design. Total enumeration was used involving all 35 Grade 12 Organic Agriculture students. Data were gathered through a researcher-developed structured questionnaire consisting of an objective knowledge assessment and a frequency-based practice scale. Descriptive statistics and Spearman’s rank-order correlation were employed in analyzing the data. Results showed a high level of knowledge, with an overall performance of 85.43% and 88.57% of the respondents classified as having high or very high knowledge. Organic agriculture practices were also consistently demonstrated, with an overall mean of 3.57 and 94.29% of respondents classified under the “Always” category. Students demonstrated their strongest competencies in composting, organic-input utilization, soil fertility, and farm management, while pest and disease management obtained comparatively lower results. A moderately strong positive and statistically significant relationship was found between knowledge and practices (ρ = .641, p < .001), indicating that greater knowledge tended to correspond with more frequent application of organic agriculture practices. The study concludes that the students possess substantial theoretical understanding and practical competencies in organic agriculture production. Continued integration of classroom instruction with hands-on agricultural activities is recommended, with greater emphasis on organic pest and disease management. The study supports SDG 2 on sustainable food production, SDG 4 on quality education, and related goals concerning responsible production, decent work, climate action, and environmental protection. Its sustainability impact lies in strengthening agricultural education, environmental responsibility, youth agricultural competency, and preparation for sustainable livelihoods and food-production systems.
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