Effectiveness of a conservation education program in changing youth knowledge about wetlands

Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to digital@library.tamu.edu, referencing the URI of the item.Includes bibliographical references (leaves 91-99).Issued also on microfiche from Lange Micrographics.The program I evaluated, called the MarshMALLOW Project, teaches wetland conservation issues using an experiential technique that reinforces process skills. Students and teachers in the program collectively designed and implemented a wildlife management plan on a local wetland. The primary objectives of my study were to determine the project's effectiveness in teaching wetland conservation issues to Texas students and to determine if knowledge gained was affected by gender, ethnicity, age or residence (e.g., urban or rural). Students (n = 300) from schools and 4-H clubs in east, central, and coastal Texas participated in the program (treatment group) between 1997 and 1999. Students (n = 188) from other schools and 4-H clubs in corresponding counties served as control groups. Pre- and post-tests were given to students in both groups and evaluated for differences in scores using t-tests (α [] 0.05) to determine the effect of the MarshMALLOW Project on knowledge gained. Analysis of Variance tests (α [] 0.05) were performed to determine if knowledge gained was affected by gender, ethnicity, age, or residence. A significant difference was found between treatment pre-tests and treatment post-tests indicating that a change in knowledge occurred. A significant difference also was found between treatment post-tests and control post-tests indicating that the change in knowledge was due to participation in the MarshMALLOW Project. Within the treatment group, significant differences in knowledge gained were found among ethnic groups and age groups. Whites and Hispanics improved significantly more than Blacks, while 8-10 year-olds improved significantly more than 13-14 year-olds and 17-18 year-olds. Eleven to 12 year-olds and 15-16 year-olds improved significantly more than 13-14 year-olds. The MarshMALLOW Project uses a teaching technique that is effective in teaching environmental knowledge. It is well suited to be a supplemental instruction program or school enrichment program. This program also could serve as a main component around which aquatic science and environmental systems courses could be taught. Environmental education concepts are beginning to be included in Texas achievement tests. Teachers may soon be required to have environmental education training before being certified to teach in Texas. The MarshMALLOW Project could be used to address these issues