Impact of School-Based Agricultural Programs on Students’ Interest and Readiness for Agri-Entrepreneurship

Abstract

Agriculture is central to national food security, livelihoods, and economic development in the Philippines; however, it now faces a persistent challenge: fewer young people choose to engage, largely because they view farming as physically demanding, low-paying, and an outdated way of life. While recent policy initiatives aim to modernize the sector, evidence shows that youth participation remains stagnant despite increased investments (Bautista et al., 2023; Department of Agriculture, 2024). School-Based Agricultural Programs (SBAPs) are commonly recommended as interventions, yet there is a scarcity of empirical research post-2020, particularly in the BARMM region, that systematically measures how program quality translates into student interest and entrepreneurial readiness; most existing studies focus only on technical skills without linking them to business competence (Alvarez & Santos, 2022; Hadji & Rasul, 2023). This study addresses this gap by evaluating the impact of SBAPs at Tawi-Tawi Regional Agricultural College, assessing implementation extent, interest levels, readiness, relationships between variables, and differences in teacher-student assessments. Using descriptive-correlational design with 50 teachers and 50 students, statistical analysis revealed programs were implemented to a great extent (overall mean = 3.19), strongest in hands-on activities (M = 3.58), while facilities and resources (M = 2.78) and entrepreneurial training (M = 3.03) remained moderate. Students expressed positive interest (M = 3.26) and high technical competence (M = 3.48) but showed gaps in business skills (M = 2.88), risk-taking (M = 2.75), and career preference (M = 3.02). A strong positive relationship was found between program implementation and interest (r = 0.682, p < 0.001) and readiness (r = 0.715, p < 0.001), with large effect sizes. Teachers rated implementation significantly higher than students (p = 0.034), revealing perception gaps. Findings confirm SBAPs are effective but need strengthened entrepreneurial content, better resources, and clearer communication. This research is significant as it guides policy, improves curriculum design, and supports youth engagement in agriculture, directly contributing to regional development and food security.