CHAPTER I

INTRODUCTION

A. Background of the Field Practice

Field practice is one of the requirements for the degree of Bachelor of

Science in Agriculture for students who did not choose to conduct a thesis.
Field practice provides more hands-on skills and actual experiences in the
field of agriculture to student-trainees and give them an opportunity to apply
their knowledge learned in the university and improve their competencies.
The trainee was assigned in the WPU-Rice Production Project, Western
Philippines University, San Juan, Aborlan, Palawan.

In the conduct of field practice, the student trainees experience

agriculture related activities. These enhanced the trainees’ work ethics, social
relation, and self-confidence in establishing rapport with the community.

Prior to the conduct of field practice, of student were required to

accomplish the different documentary requirements such as: Waiver, Parent
Consent and Field Practice Pictorials at WPU-Rice Production Project,
Western Philippines University, San Juan, Aborlan, Palawan. After
completing the field practice, the trainees were required to submit their field
practice narrative report which contains the activities done by the student on
their assigned project
B. Vision, Mission, Goals, and Objectives of the Western
Philippines University and the College of Agriculture, Forestry
and Environmental Sciences

Vision 2020

WPU: The leading knowledge center for sustainable development of

West Philippines and beyond.

Mission
The Western Philippines University commits to develop quality
human resource and green technologies for a dynamic economy and
sustainable development through relevant instruction, research and
extension services.

Strategic Goals

1. Achieved international recognition as knowledge center for

sustainable development.
2. Developed into green academic country based on accepted
standards.
3. Established prominence in research and extension in Western
Philippines.

Objectives

1. Attain academic excellence;

2. Implement effective academic systems and processes;
3. Promote student welfare;
4. Upgrade physical facilities; Implement human resource
development programs;
5. Advocate green initiatives among faculty and staff, students and
other stakeholders;
6. Implement effective administrative systems and processes;
7. Implement viable resource generation and projects;
8. Establish a clear framework for research and extension
undertaking;
9. Improve research and development output of the university;
10. Improve delivery of extension of the university;
11. Improve institutional research and extension capability; and
12. Improve invention and creative work output.
C. College of Agriculture, Forestry and Environmental Sciences
Goals

1. Produce highly competent manpower in the fields of agriculture,

forestry, home economics, agribusiness, environmental
management and other related fields for the sustainable
development of Palawan and beyond;
2. Showcase environment-friendly technologies in agriculture, forestry
and other related fields; and
3. Generate and disseminate knowledge that shall promote and
sustain productivity of natural resources.

Objectives of the BSA Program

The BSA students should be able to: Articulate and apply the concept of
agricultural productivity and sustainability to the context of
national, regional and global development;
2. Apply scientific method in the conduct of research activities in
agriculture;
3. Engage in agricultural production, post-production activities;
4. Promote sound agricultural technologies to various clients and in
the manpower development for agriculture: and
5. Use relevant tools in information technology in solving agricultural-
related problems.

Objectives of the Field Practice

1. Give an opportunity to the student to observe a farm, plant and

laboratory and other establishment that may provide additional
practical experience and techniques;
2. Train and orient the student's skills and competencies relevant to
agriculture and
3. Expose the students to actual conditions which are not normally
encountered in the usual courses being offered by the university.
 CHAPTER II

AGRICULTURAL FIELD PRACTICE REPORT

A. Site of Field Practice

Aborlan was known as Banana Capital of Palawan, the main tribe in this
municipality are “Tagbanuas”. It is 69 kilometres south of Puerto Princesa
City, the capital of the province of Palawan. It is the only town in the province
with an agricultural college, the Western Philippines University (WPU). The
school where the students/ trainees conducted their field practice. (Figure 1)

Figure 1. Map of Western Philippines University showing the different

zone
B. Description of the Farm

The farm where the trainees conducted their field practice is at the Rice
Production Project, Western Philippines University, San Juan, Aborlan,
Palawan. An area where we can find a lot of rice plantings and many
equipment/instruments used in farming. It was manage by the Project-In-
Charge Mr. Isaias Gadiano and along with some of the university JO’s. (Figure
2.)

Road
Bank House

RIVER

RICE Production Area

Dikes

Storage House

Water pump house DRYER

Figure 2. Rice Production Project Area.

Schedule of Activities

The trainee worked from Monday to Friday while Saturday and

Sunday were rest days (Table 1). The work starts at 8:00 am and ends at

12:00nn, then work resumes at 1:00 pm to 5:00 in the afternoon.

Table 1. Daily routine of the trainee.

DAY TIME ACTIVITIES

5:30am - 6:30 am Personal Hygiene and

Breakfast
Monday to Friday
8:00am - 12:00nn Actual fieldwork

12:00nn - 1:00 pm Lunch Break

1:00pm - 5:00 pm Actual fieldwork

Saturday to _____________ Rest Day

Sunday
Technical Aspect

Rice Production Project

Cleaning and Removing of weeds in the Dikes. The trainee along

with her co-trainees cleaned and removed all the weeds in the dikes using
shovel and spades.

Figure 3. Cleaning and Removing of weeds in the Dikes

Collecting of Farm Wastes. The collected manure and coconut

husks were collected by the trainee and her co-trainees. They segregated the
non-decomposed substrates from composed substrates and was placed in
sacks for further use.

Figure 4. Collecting of Farm Wastes.

Pulverizing of Top Soil. Top soil were manually pulverized in

preparation prior to seedling tray preparation.
 Figure 5. Pulverizing of Top Soil.

Bagging of Rice Hull/Husk. The university JO’s fetch the rice hull
from the rice mill outside of the campus and loaded it in the old stock house
beside the new CAFES building. The trainee and her co-trainees put the rice
hull in the sack prior to rice hull carbonization.

Figure 6. Bagging of Rice Hull.

Carbonizing of Rice Hull. The trainees poured and spread the rice
hull around the carbonizer until it covers the whole body. If the rice hull on
the surface starts to turn black, they mix it using the shovel. Then continue
mixing until all of it turns black. After that, they remove the carbonizer, then
sprinkle the burnt rice hull with water to put out the fire.

Figure 7. Carbonizing of Rice Hull.

Sieving of Soil Media. With the use of the old screening materials in
the rice field the trainee and her co-trainees use it to screen the top soil and
the vermicompost.
 Figure 8. Sieving of Soil Media

Weighing/Measuring the Volume of Soil Media. By using the

weighing scale, they measured the weight of the top soil, vermicompost and
the carbonize rice hull into 50 kilograms each sack.

Figure 9. Weighing/Measuring the Volume of Soil Media.

Mixing of Soil Media. The three different soil media were mixed in a
ratio of 1:1 (the top soil, vermicompost and carbonize rice hull). They also
mixed it with three to four buckets of water depending on the moisture
content of the soil media.

Figure 10. Mixing of Soil Media.

Preparing of Seedling Tray. The seedling tray were arranged in

rows and damage trays were separated.

Figure 11. Preparing of Seedling tray.

 Putting Soil Media in the Seedling tray. The mixed soil media
were tightly pressed into the seedling tray for stable root formation.

Figure 12. Putting Soil Media in the Seedling tray.

Soaking of Rice Seed. This is the process of seed pre-germination

where in the seeds is submerged in the water for 12-24 hours until small
shoots appear at the tip of the seeds.

Figure 13. Soaking of Rice Seed.

Sowing of Seeds in the Seedling Tray. The pre-germinated seeds

were sown manually into the seedling tray using a sample machine.
 Figure 14. Sowing of Seeds in the Seedling Tray.

Field Levelling. The area where in the seedling tray is to be

transferred is flattened so that the tray were uniformly set in place and stable
for better and uniform germination.

Figure 15. Field Levelling.

Transferring of Seedling Tray. The seedling tray were transferred

to the field and left for about 2 weeks prior to transplanting.

Figure 16. Transferring of Seedling Tray.

Transplanting Using a Mechanical Transplanter. The trainee

and her co-trainees transplanted the rice with the use of transplanter. The
trainee operated the transplanter and check if there are some areas in the field
that the planter missed to plant or there is a missing hill.
 Figure 17. Transplanting using a Mechanical Transplanter.

Cleaning of Seedling Tray. After transplanting, the trainee and

her co-trainees cleaned the seedling tray using the electrical water sprayer.

Figure 18. Cleaning of Seedling Tray.

Cleaning of Warehouse. The warehouse were cleaned by the

trainee and her co-trainees in preparation before harvest. The sacks and seeds
inside the warehouse were arranged and cleaned because birds litter dropping
are all around the area.

Figure 19. Cleaning of Warehouse.

Fixing and Cleaning of Irrigation Canal and Reservoir. The

irrigation canal and reservoir were cleaned by the trainee and her co-trainees.
Twigs, branches and mud debris were removed at the irrigation canal, debris
from the typhoon Odette.

Figure 20. Fixing and Cleaning of Irrigation Canal and Reservoir.

 Cutting and Cleaning of Grass & weeds in the Canal. After
cleaning the irrigation canal the trainee and her co-trainees proceeded to
clean the canal so that the water can flow easily.

Figure 21. Cutting and Cleaning of Grass & weeds in the Canal.

Picking of Snail (Kuhol). The Project-In-Charge instructed the

trainee and her co-trainee to pick the golden apple snail in the field.

Figure 22. Picking of Snail.

Weeding. With the use of the hand weeder the trainee and her co-
trainee removed the different volunteer weeds that started to germinate inside
the field.

Figure 23. Weeding using a Mechanical Weeder.

 Clearing of Dikes. After removing the weeds at the Irrigation canal
the trainee and her co-trainees cut the tall weeds and grasses along the dikes
and levee using their bolos.

Figure 24. Cutting long Weeds and Grass in Dikes.

Mixing 0f Inorganic Fertilizer. The trainee and her co-trainees

mixed the fertilizer and fungicide, composed of 4 packs of Furadan 3D, 4 bags
of Urea (46-0-0), and 3 bags of complete fertilizer (14-14-14).

Figure 25. Mixing of Inorganic Fertilizer.

Fertilizer Application. The trainee and her co-trainees applied the

complete fertilizer (14-14-14) by broadcast application at vegetative stage.

Figure 26. Broadcast fertilizer application.

 Shooing of Destructive Birds (Maya). Trainee were assigned at
different corners of the field to shoo away birds that might feed upon ready to
harvest paddy rice.

Figure 27. Shooing of Destructive Birds.

Harvesting. Rice were harvested using a combined harvester. Some

of the Trainees Assisted the Operator during Harvesting Operation.

Figure 28. Harvesting.

Drying and Re-Drying of Rice. After harvesting, the trainee dried

the harvested Paddy rice up to 14% moisture content using solar pavement.

Figure 29. Drying of Rice.

 CHAPTER III

PROBLEMS ENCOUNTERED AND SOLUTIONS MADE

The following were the problems encountered and the solutions made by
the trainee during the field practice:

1. The irrigation system is very far from the rice field. Canals are needed
to be fixed so that the water can flow easily to the paddy.

2. The uncontrolled population of snails. The trainees handpicked the

snails to control and prevent the spreading of pest.

3. The manifestation of soil deficiency very evident through the crop

strand. Mixing of organic and inorganic fertilizer are added.

4. The farm is not enclosed with fence that stray animals can freely enter
and devour the rice. The trainees fixed the perimeter fence in the paddy to
protect it from stray animals freely grazing in the area.

CHAPTER IV

SUMMARY AND CONCLUSION

 The field practice is one of the options of the student’s taking Bachelor
of Science in Agriculture (BSA) before they graduate. This activity aims to
develop the trainees to learned new skills where they can be more productive
and competent when they’re outside the campus already. The trainee was
assigned at the WPU-Rice Production Project, Western Philippines University,
San Juan, Aborlan, Palawan from November 15 2021 to January 14 2022. The
activities done by the trainee are the following; cultural practices of the farm,
way of application of the organic and inorganic fertilizer, proper operation of
transplanter, weighing of soil media, rice hull carbonizing, re-drying of grains,
and guarding of rice from destructive birds. Farm practices is one of the main
cores of the field practice where the trainees learned more and become
knowledgeable from the basic practices of the farm. Based on the field
practice that they undertook, the trainee concluded that the actual Field
Practice can provide new skills, knowledge, and discipline, where they can
apply to any agricultural field.

CHAPTER V
 LESSONS LEARNED

The following were the lessons learned by the trainee during field practice;

1. She learned that determination can lead to successful action.

2. Attendance is a must at all times.
3. Helping each other can build a relationship and unity.
4. Discipline is always a key to achieving your goal for it will be your
guiding principle.

CHAPTER VI

RECOMMENDATIONS

Based on his experience, the trainee recommends the following:

1. The student should take field practice seriously and exert their best
effort to maximize learning in preparation for future work as an
agriculturist;
2. Must adopt the following attitudes for a successful field practice: as
having patience and respect for fellow student trainees; having an open
communication in dealing with other people
3. The student must learn to adapt to new environment and be able to
adjust to situations, as the need arise; ands
4. Seek assistance from the Lord for proper guidance.

Appendix A. Letter of Approval

Appendix B. Waiver
Appendix C. Parent Consent
Appendix D. Medical Certificate
Appendix E. Certificate of Completion
APPENDICES
Appendix F. Field Practice Pictorial

F1. First Day of Field Practice Cleaning of Weeds in the Dikes.

F2. Collecting of Farm Waste F4. Mixing of Soil Media.

F3. The Project-In-Charge instructing to carbonize the rice hull.

F5. Putting soil media in the seedling tray. F6. Sowing of seeds.
F7. Field Leveling.

F8. Transferring of seedling tray. F9. Transferred seedling tray.

F10. Transplanting using the Planter. F11. Cleaning of seedling tray.

F12. Fixing of Water irrigation. F13. Removing of weeds.

F14. Drying and re-drying of rice.

F15. Rest time F16. Hand Seeder

F17. Rice Field Bank House