The learning competencies of the grade 12 students in organic agricultural production through hands-on experiences

The study examined the learning competencies of Grade 12 students in Organic Agricultural Production through hands-on experiences in public secondary schools in Libon East District, Division of Albay, during School Year 2025–2026. It specifically determined the extent of teachers’ hands-on teaching practices, the level of students’ competencies in terms of Basic, Common, Core, and Elective Competencies, the significant difference between teaching practices and student competencies, and the intervention measures that may be proposed based on the findings. A descriptive-evaluative survey method was used with eighty-six (86) Grade 12 student-respondents from Matara High School, Malabiga High School, and Libon Agro-Industrial High School. Data were gathered using a validated questionnaire and analyzed using frequency distribution, weighted mean, Five-Point Rating Scale, and Analysis of Variance (ANOVA) or F-test.
Findings revealed that teachers’ hands-on teaching practices were generally much practiced, particularly in crop production, organic fertilizer preparation, demonstrations, farm immersions, experiments, and project-based learning, while technology integration, simulations, peer teaching, and record-keeping were moderately practiced. The test of difference showed no significant difference between students’ competencies and teaching practices, as the computed F-value was lower than the critical value at 0.05 level of significance, leading to the acceptance of the null hypothesis. Based on the results, intervention measures were proposed to enhance instructional practices and improve students’ competencies in Organic Agricultural Production. The study concluded that hands-on teaching practices and students’ competencies are generally aligned, with areas for improvement identified in specialized and technical skills.