Influence of a three-week wildlife education curriculum on knowledge and attitudes of South Carolina\u27s Marlboro County High School ninth and tenth-grade biology students

The purpose of this study was to assess the influence of a three-week wildlife education curriculum on knowledge and attitudes of ninth and tenth-grade biology students in South Carolina. A three-week wildlife curriculum was incorporated into three high school biology classes in the same semester. The students were pre-tested and post-tested for knowledge and attitudes. The results indicate that the three-week curriculum had a positive influence on knowledge but did not influence wildlife attitudes. However, a substantial correlation occurred between the post-test attitude and knowledge scores, indicating that as students\u27 knowledge increased, their attitudes towards wildlife and environmental education became more positive. The study concluded that a three-week wildlife curriculum infused into an existing biology curriculum was not successful in significantly influencing environmental attitudes. Future research is needed to determine how environmental knowledge and attitudes are influenced by length of treatment, social economic status, race, culture, and gender