RESEARCH

Effects of Competency-based Instructional Design of Indoor Gardening Course on Job Performance for University Students with Disabilities

This study examines the effects of a competency-based indoor gardening course on job performance among university students with disabilities, demonstrating improvements in cognitive, physical, and social skills.

Program Types: Therapeutic, Social, Vocational

Population Groups: Students

Setting or Context: Schools/Educational Settings

Health and Wellness Outcomes: Improved Cognitive Function, Increased Social Engagement & Skills, Greater Job Readiness & Vocational Skills

Allied Profession Intersections: Education

Type of Activity: Indoor Plant Care

Evidence Type: Qualitative Research

Measurement and Evaluation: Program Effectiveness

Access: Free

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Summary

The study implemented a competency-based instructional design for an indoor gardening course aimed at enhancing job performance for university students with disabilities. The program was developed using expert input and job analysis, defining key competencies such as cognitive skills (e.g., concentration, tool use), physical skills (e.g., fine motor coordination, plant care), and social skills (e.g., teamwork, communication, responsibility). A diagnostic tool was created to measure competency improvements before and after the 15-week course.

Results showed significant improvements in all three areas: cognitive competency increased from 1.80 to 3.96, physical competency from 1.86 to 4.06, and social competency from 2.30 to 4.40. Compared to a control group, the experimental group exhibited enhanced job readiness, supporting the integration of indoor gardening into vocational rehabilitation programs. The study highlights the potential of horticultural education as a structured job-training pathway for students with disabilities, advocating for its inclusion in higher education curricula

Link

Kim, S. Y. (2017). Effects of competency-based instructional design of indoor gardening course on job performance for university students with disabilities. Journal of Korea Society for Plants People and Environment, 20(6), 629–638.

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