Enhancing Junior High School Students' Environmental Knowledge Using Experiential-Reflective Instruction
Main Article Content
Keywords
conventional instruction, environmental knowledge, experiential-reflective instruction, students’ perceptions, summative test
Abstract
This study investigated the use of experiential-reflective instruction on the environmental learning of Grade 7 students. A quasi-experimental method was employed, with one group assigned to conventional instruction (CI) while the other engaged to experiential-reflective instruction (ERI). The researchers developed, adapted, and validated the scale. Using independent sample mean tests and paired t-test, results revealed that there is no significant difference in post test mean scores of the students who underwent the ERI. However, findings showed a significant difference in the summative, gain of scores, and paired t-test. These results indicate that ERI assisted to enhance their knowledge and understanding of environmental topics. This finding is further supported by the students’ perceptions that experiential learning enables them to gain cooperative learning, have fun, activate retention, and participate actively in class. Succeeding studies may explore ERI in senior high school and consider the curriculum review of environmental topics in the K-12 curriculum.
Publication History
Version of Record online: December 29, 2023
Manuscript accepted: December 26, 2022
Manuscript revised: December 22, 2022
Manuscript received: November 19, 2020
References
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Bogan, M., & Kromrey, J. (1996). Measuring the environmental literacy of high school students. Florida Journal of Educational Research, 36, 61-72. Retrieved December 27, 2022, from https://feraonline.org/article/1-measuring-the-environmental-literacy-of-high-school-students/
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Cheng, S., Hwang G., & Chen, C. (2019) From reflective observation to active learning: A mobile experiential learning approach for environmental science education. British Journal of Educational Technology, 50(5), 2251–2270. https://doi.org/10.1111/bjet.12845
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Demir, S. (2015). Evaluation of critical thinking and reflective thinking skills among science teachers candidates. Journal of Education and Practice, 6(18). Retrieved December 27, 2022, from http://files.eric.ed.gov//fulltext/EJ1079684.pdf
Dolotallas, A. C., & Nagtalon, J. A. (2015). The effect of experiential learning approach on the student’s performance in Filipino. Journal of Education and Policy, 2(6), 62-65. Retrieved December 27, 2022, from http://www.jespnet.com/journals/Vol_2_No_6_December_2015/9.pdf
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Espina, M. S. (2017). Factors affecting students’ perceived consumer effectiveness and pro-environmental consumer behavior. Unpublished Master’s Thesis, University of the Philippines, Quezon City.
Greenwood, D. A. (2013). What is outside of outdoor education? Becoming responsive to other places. Educational Studies, 49(5), 451-464. https://doi.org/10.1080/00131946.2013.825261
Guerrero, C. G. (2016). Experiential-reflective teaching approach: Effects on student environmental sensitivity and decision making skills. Unpublished Master’s Thesis, University of the Philippines, Quezon City.
Kaur, G., & Mangat, P. (2016). A comparative study of environmental awareness among rural and urban senior secondary school students of Ludhiana District. Cordia Multidisciplinary Research Journal. http://www.cmrjsanghol.org/wp-content/uploads/2016/03/2-CMRE-paramjeet-Gurmeet-Env-Awareness.pdf
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Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River: Pearson Education.
Konak, A., Clark, T. K., & Nasereddin, M. (2014). Using Kolb’s experiential learning cycle to improve student learning in virtual computer laboratories. Computers & Education, 72, 11-22. https://doi.org/10.1016/j.compedu.2013.10.013
Kos, M., Jerman, J., Anžlovar, U., & Torkar, G. (2016). Preschool children’s understanding of pro-environmental behaviors: Is it too hard for them? International Journal of Environmental and Science Education, 11(12), 5554- 5571. https://eric.ed.gov/?id=EJ1115643
Liao, M. Z., & Wong, C. T. (2010). Effects of dialogue journals on L2 students’ writing fluency, reflections, anxiety, and motivation. Reflections on English Language Teaching, 9(2), 139-170. http://www.nus.sg/celc/research/books/relt/vol9/no2/139to170_liao.pdf
Lin, T. J., & Tsai, C. C. (2013). A multi-dimensional instrument for evaluating Taiwanese high school students’ science learning self-efficacy in relation to their approaches to learning science. International Journal of Science and Mathematics Education, 11(6), 1275-1301. https://doi.org/10.1007/s10763-012-9376-6
Loewen, S., & Plonsky, L. (2016). An A-Z of applied linguistics research methods. London: Palgrave Macmillan.
McLeod, S. A. (2019, July 10). What does effect size tell you? Retrieved December 27, 2022, from https://www.simplypsychology.org/effect-size.html
Moore, C., Boyd, B. L., & Dooley, K. E. (2010). The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students. Journal of Leadership Education, 9(1), 36-65. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.468.4452&rep=rep1&type=pdf#page=49
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Boston College, TIMSS & PIRLS International Study Center. Retrieved December 27, 2022, from https://timssandpirls.bc.edu/timss2019/international-results/
Orus, C., Barles, M. J., Belanche, D., Casalo, L., Fraj, E. & Gurrea, R. (2016). The effects of learnergenerated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269. https://doi.org/10.1016/j.compedu.2016.01.007
Sattler, P., & Peters, J. (2013). Work-Integrated Learning in Ontario’s postsecondary sector: The experience of Ontario Graduates. Toronto: Higher Education Quality Council of Ontario.
Shen, K. M., Lee M. H., Tsai, C. C., & Chang, C. Y. (2016). Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan. International Journal of Science Education, 38(9), 1527-1547.
Shumow, L. & Schmidt, J. A. (2014). Enhancing adolescents’ motivation for science. Thousand Oaks, CA: Sage.
The Organization for Economic Cooperation and Development (OECD). (2019). PISA 2018 Results (Volume I-III). PISA, OECD Publishing, Paris.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). Leading SDG4-Education 2030. Retrieved December 27, 2022, from https://en.unesco.org/themes/education2030-sdg4
Vicente-Molina, M., Fernandez-Sainz, A., & IzagirreOlaizola, J. (2013). Environmental knowledge and other variables affecting pro-environmental behavior: Comparison of university students from emerging and advanced countries. Journal of Cleaner Production, 61, 130-138. https://doi.org/10.1016/j.jclepro.2013.05.015
Wang, S. L., & Hwang, G. J. (2012). The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning. Computers & Education, 58(2), 679-687. https://doi.org/10.1016/j.compedu.2011.09.003
Weinberg, A. E., Basile, C. G., & Albright, L. (2011). The effect of an experiential Learning program on middle school students’ motivation toward mathematics and science. RMLE Online, 35(3), 1-12. https://doi.org/10.1080/194 04476.2011.11462086
Zhan, Z., Xu, F., & Ye, H. (2011). Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course. Computers & Education, 56(4), 961-968. https://doi.org/10.1016/j.compedu.2010.11.012
Zsoka, A., Szerenyi, Z.M., Szechy, A., & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126-138. https://doi.org/10.1016/j.jclepro.2012.11.030
Al-Rawahi, N. M., & Al-Balushi, S. M. (2015). The effect of reflective science journal writing on students’ self-regulated learning strategies. International Journal of Environmental and Science Education, 10(3), 367-379.
Bagh, B. (2018). Effectiveness of experiential learning strategies for enhancing environmental awareness among class v students. International Journal of Academic Research and Development, 3(1), 756-759. Retrieved December 27, 2022, from http://www.academicjournal.in/archives/2018/vol3/issue1/3-1-212
Basol, G., & Gencel, I. (2013). Reflective thinking scale: A validity and reliability study. Educational Sciences: Theory & Practice, 13(2), 941-946. Retrieved December 27, 2022, from http://files.eric.ed.gov//fulltext/EJ1017318.pd.
Bogan, M., & Kromrey, J. (1996). Measuring the environmental literacy of high school students. Florida Journal of Educational Research, 36, 61-72. Retrieved December 27, 2022, from https://feraonline.org/article/1-measuring-the-environmental-literacy-of-high-school-students/
Chang, M., & Lin, M. (2014). The effect of reflective learning e-journals on reading comprehension and communication in language learning. Computers and Education, 71, 124-132. https://doi.org/10.1016/j.compedu.2013.09.023
Cheng, S., Hwang G., & Chen, C. (2019) From reflective observation to active learning: A mobile experiential learning approach for environmental science education. British Journal of Educational Technology, 50(5), 2251–2270. https://doi.org/10.1111/bjet.12845
Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: A precursor for incorporating critical thinking into the classroom. International Journal of Instruction, 5(1), 167-182. Retrieved December 27, 2022, from https://eric.ed.gov/?id=ED529110
Climatelinks. (2017, February 8). Climate Risk Profile: Philippines. Retrieved December 27, 2022, from https://www.climatelinks.org/resources/climate-risk-profile-philippines
Colomer, J., Pallisera, M., Fullana, J., Burriel, M. P., & Fernandez, R. (2013). Reflective learning in higher education: A comparative analysis. Procedia-Social and Behavioral Sciences, 93, 364-370. https://doi.org/10.1016/j.sbspro.2013.09.204
Demir, S. (2015). Evaluation of critical thinking and reflective thinking skills among science teachers candidates. Journal of Education and Practice, 6(18). Retrieved December 27, 2022, from http://files.eric.ed.gov//fulltext/EJ1079684.pdf
Dolotallas, A. C., & Nagtalon, J. A. (2015). The effect of experiential learning approach on the student’s performance in Filipino. Journal of Education and Policy, 2(6), 62-65. Retrieved December 27, 2022, from http://www.jespnet.com/journals/Vol_2_No_6_December_2015/9.pdf
Doris, S. (2013). Effectiveness of selected instructional approaches in developing environmental awareness among IX grade students in Patna District, India. Journal of Arts, Science and Commerce, 4(2), 119 -114. http://citeseerx.ist.psu.edu/viewdoc/download?- doi=10.1.1.301.9122&rep=rep1&type=pdf
Erhabor, N.I., & Don, J.U. (2016). Impact of environmental education on the knowledge and attitude of students towards the environment. International Journal of Environmental and Science Education, 11(12), 5367-5375. Retrieved December 27, 2022, from https:// eric.ed.gov/?id=EJ1115646
Espina, M. S. (2017). Factors affecting students’ perceived consumer effectiveness and pro-environmental consumer behavior. Unpublished Master’s Thesis, University of the Philippines, Quezon City.
Greenwood, D. A. (2013). What is outside of outdoor education? Becoming responsive to other places. Educational Studies, 49(5), 451-464. https://doi.org/10.1080/00131946.2013.825261
Guerrero, C. G. (2016). Experiential-reflective teaching approach: Effects on student environmental sensitivity and decision making skills. Unpublished Master’s Thesis, University of the Philippines, Quezon City.
Kaur, G., & Mangat, P. (2016). A comparative study of environmental awareness among rural and urban senior secondary school students of Ludhiana District. Cordia Multidisciplinary Research Journal. http://www.cmrjsanghol.org/wp-content/uploads/2016/03/2-CMRE-paramjeet-Gurmeet-Env-Awareness.pdf
Kaur Sidhu, G., Kaur. S., & C. Y. Fook, C. Y. (2010, December). Developing students’ ability in monitoring learning via reflective journal writing [Paper presentation]. Retrieved December 27, 2022, from International Conference on Science and Social Research, IEEE (pp. 127-132). https://doi:10.1109/CSSR.2010.5773734.
Kolb, D. A. (1984). Experiential learning. Prentice-Hall. Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4, 193-212. http://dx.doi.org/10.5465/AMLE.2005.17268566
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River: Pearson Education.
Konak, A., Clark, T. K., & Nasereddin, M. (2014). Using Kolb’s experiential learning cycle to improve student learning in virtual computer laboratories. Computers & Education, 72, 11-22. https://doi.org/10.1016/j.compedu.2013.10.013
Kos, M., Jerman, J., Anžlovar, U., & Torkar, G. (2016). Preschool children’s understanding of pro-environmental behaviors: Is it too hard for them? International Journal of Environmental and Science Education, 11(12), 5554- 5571. https://eric.ed.gov/?id=EJ1115643
Liao, M. Z., & Wong, C. T. (2010). Effects of dialogue journals on L2 students’ writing fluency, reflections, anxiety, and motivation. Reflections on English Language Teaching, 9(2), 139-170. http://www.nus.sg/celc/research/books/relt/vol9/no2/139to170_liao.pdf
Lin, T. J., & Tsai, C. C. (2013). A multi-dimensional instrument for evaluating Taiwanese high school students’ science learning self-efficacy in relation to their approaches to learning science. International Journal of Science and Mathematics Education, 11(6), 1275-1301. https://doi.org/10.1007/s10763-012-9376-6
Loewen, S., & Plonsky, L. (2016). An A-Z of applied linguistics research methods. London: Palgrave Macmillan.
McLeod, S. A. (2019, July 10). What does effect size tell you? Retrieved December 27, 2022, from https://www.simplypsychology.org/effect-size.html
Moore, C., Boyd, B. L., & Dooley, K. E. (2010). The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students. Journal of Leadership Education, 9(1), 36-65. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.468.4452&rep=rep1&type=pdf#page=49
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Boston College, TIMSS & PIRLS International Study Center. Retrieved December 27, 2022, from https://timssandpirls.bc.edu/timss2019/international-results/
Orus, C., Barles, M. J., Belanche, D., Casalo, L., Fraj, E. & Gurrea, R. (2016). The effects of learnergenerated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269. https://doi.org/10.1016/j.compedu.2016.01.007
Sattler, P., & Peters, J. (2013). Work-Integrated Learning in Ontario’s postsecondary sector: The experience of Ontario Graduates. Toronto: Higher Education Quality Council of Ontario.
Shen, K. M., Lee M. H., Tsai, C. C., & Chang, C. Y. (2016). Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan. International Journal of Science Education, 38(9), 1527-1547.
Shumow, L. & Schmidt, J. A. (2014). Enhancing adolescents’ motivation for science. Thousand Oaks, CA: Sage.
The Organization for Economic Cooperation and Development (OECD). (2019). PISA 2018 Results (Volume I-III). PISA, OECD Publishing, Paris.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). Leading SDG4-Education 2030. Retrieved December 27, 2022, from https://en.unesco.org/themes/education2030-sdg4
Vicente-Molina, M., Fernandez-Sainz, A., & IzagirreOlaizola, J. (2013). Environmental knowledge and other variables affecting pro-environmental behavior: Comparison of university students from emerging and advanced countries. Journal of Cleaner Production, 61, 130-138. https://doi.org/10.1016/j.jclepro.2013.05.015
Wang, S. L., & Hwang, G. J. (2012). The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning. Computers & Education, 58(2), 679-687. https://doi.org/10.1016/j.compedu.2011.09.003
Weinberg, A. E., Basile, C. G., & Albright, L. (2011). The effect of an experiential Learning program on middle school students’ motivation toward mathematics and science. RMLE Online, 35(3), 1-12. https://doi.org/10.1080/194 04476.2011.11462086
Zhan, Z., Xu, F., & Ye, H. (2011). Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course. Computers & Education, 56(4), 961-968. https://doi.org/10.1016/j.compedu.2010.11.012
Zsoka, A., Szerenyi, Z.M., Szechy, A., & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126-138. https://doi.org/10.1016/j.jclepro.2012.11.030
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Published
Dec 29, 2022
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How to Cite
Conel, E., & Avilla, R. (2022). Enhancing Junior High School Students’ Environmental Knowledge Using Experiential-Reflective Instruction. AsTEN Journal of Teacher Education, 6. https://doi.org/10.56278/asten.v6i.1795
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Research Article
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