Evaluation of an urban environmental education program to assess attitudes and knowledge of high school students toward white-tailed deer
View/
Open
Date
2011-03-29Author
Tegt, Jessica Lynn
Item Type
DissertationAdvisor
West, BenjaminCommittee
Grado, C. StephenJack, Sherman
Guyton, John
Gill, Duane
Metrics
Abstract
The main objective of this study was to establish a universally functional
evaluation process for environmental education (EE) materials that can increase
appropriate educational program application and resultant efficacy among users of all
skill levels and disciplines, specifically those wildlife-related. Additionally, this research
investigated capability of an EE program to alter preconceived high school student
attitudes and knowledge toward urban white-tailed deer (Odocoileus virginianus) across
varying demographics.
I evaluated systematically a pre-produced urban wildlife classroom program,
Living with White-tailed Deer (LWWTD), and measured student understanding of
associated deer issues pre- and post-program. Using a detailed framework based upon the
Guidelines for Excellence outlined by North American Association for Environmental
Education (NAAEE), I created an instrument to identify EE programs indicative of high
merit. During the 2007-2009 school years, trained classroom educators (n = 72) from 13
states were recruited to participate with their students (n = 1,274) in the 3-5 day LWWTD
program and asked to critically assess it using my evaluation instrument. Teachers also
administered attitude and knowledge assessments to their students.
Teacher opinion toward the program was found to be highly favorable ( =
3.4/4) and was confirmed by significant increases in student knowledge before and after
the program (P < .001). Regional differences in teacher response were found, but did not
affect student performance. Teachers indicated that the Guidelines for Excellence are a
meaningful tool in developing evaluative measures. Weak program components such as
applicability to differing cultures were isolated using the evaluation instrument while
strong components such as instructional soundness were highlighted. Pre- and postprogram student responses were correlated to demographic variables and differed
significantly among races, gender, and urban or rural residency. Student experiences
revealed also differences in attitude and knowledge of varying constructs relating to
urban deer issues. An increase in knowledge following the LWWTD program was found
across all demographic and experience variables suggesting high effectiveness regarding
learning. Student attitudes following the LWWTD program showed an increased
acceptability of lethal deer management techniques regardless of demographics,
experience, or pre-program beliefs. These results suggest that effective EE can transcend
predetermined beliefs.