The effect of setting during an interpretive program on information retention

Graduation Date

2015

Document Type

Thesis

Program

Other

Program

Thesis (M.S.)--Humboldt State University, Natural Resources: Planning and Interpretation, 2015

Committee Chair Name

Carolyn Ward

Committee Chair Affiliation

HSU Faculty or Staff

Keywords

Interpretive field trips, Humboldt State University -- Theses -- Natural Resources, Education information retention

Abstract

Elementary school classes regularly attend natural resource interpretation programs and activities. Interpretive field trips are commonly included throughout elementary education as a way to get students out of the classroom into a different setting and connect them with the environment. However, field trip factors such as cost and time for planning and transportation are barriers for many teachers. An alternative that has been explored in education research is the use of school grounds as an educational setting. This study set out to determine whether educational setting, indoor or outdoor, has an effect on information retention in elementary school students. Using a convenience sample of twelve elementary school classes in Arcata, classes were randomly assigned to each setting so that five classes were indoors, five outdoors on school grounds, and two classes acted as the control groups. The interpreter, program content, program materials and activities were constant in each setting, the only difference being the physical setting. A series of tests consisting of a pre-test, post-test, and post-post-test assessed whether setting had any effect on information retention. After analyzing the data through a multiple comparison ANOVA and Tukey Test, the study reflected no significant difference between treatments. Considering the limitations of this study, this research can best serve as a starting point for future research.

https://scholarworks.calstate.edu/concern/theses/9593tx427

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