Chapter 111

METHODOLOGY

3.1.0 Chapter Preview

This chapter deals with the ll~ethodology of the study. Thc methodology is

qualitative while the data analysis is quantitative. Strategy depends on the focus of

the research and the main strategy for the present investigation is field study. The

effectiveness of the field study is evaluated through two experiments which are

independent of themselves. T h e aim of the field study is to provide the necessary

exposure to practical examples of facts, processes and interactions. Therefore, the

strategies include a combinat ion of theoretical and empirical methods. The method

adopted for the study, tllr experimental design, procedure and the statistical

techniques employed for the analysis of data are described under appropriate heads

and presented below.

3.11 Introduction

Problems of biodiversity depletion are an important and timely focus for

rcsearch and education, and they are being tackled urgently. To embark on an

integrated problem the widely cliscussed question is whether there is a need to

teach the new generation about the biodiversity and its loss and if there is, what

should be taught and how? Concern for conservation can emanate only from a

love for nature and an understanding of how nature works. I t is of paramount

importance to create this kind of love and concern for nature in young minds so

that they grow up with an awareness that would lead to action. This calls for an

environment-oriented bioscicnce cducation programme with live examples for better

understanding of our ecosystem making use of the most valuable infrastructure

provided by the botanic gardens of our country. Sincc the fundamental rationale

for the activity involves the use of environmental problems, , it is essential to

select a programme through the botanic garden which will accomplish the major

objective. In order to generate cffcctive environmental insight and to realize its

own role in the issue a practical approach involving learning by doing, problem-

solving, decision-making, etc, has been adopted in the main strategy. The purpose

is to advocatc a field work experience focused in such a way that the major

objectives of the study can be achieved more effectively and the information gained

should be of direct use in the construction of strategies for obtaining successful

results. Children can, not only formulate their own links between food and plants,

but also gain an insight into a dclicate interdependency that exists within and

between plants and animals. This methodology in fact will help a lot in creating

an interest in knowing the plants which are the key elements of the bio-diversity..

This method has the added value of being an exemplar of lesson planning which

could be extended to any field from forest to city parks.

3.1.2 Objectives of the Study

The scope of the study envisages the following objectives:

I . To identify the structure and potential of Botanic gardens for

environmental cducation.

2. To find out thc role of Botanic gardens in environmental education.

3. To study the scope of school syllabus in Botany for environmental

education.

4. To find out the effect of field visit to a Botanic garden on the skill

of the secondary school students in identifying different types of plants,

categorising them according to their use and economic importance.

5. To find out the effect of field visit to a Botanic garden in improving

students' knowledge and understanding of the varieties of plants and

their conservation within an environmental education framework.

6. To identify the role of Botanic gardens to supplement the knowledge

and understanding of the students gained from c1,assroom teaching.

7. To prepare an integrated ecological / environmental education Model

Action Plan for secondary school students in Kerala on the basis of

the findings of this research.

3.1.3 Method adopted for the study

According to Khoshoo (1984) almost every one today recognises the urgent

need for environmental education, hut whereas some have clear ideas about what

11ecds to be done, very few have the actual experience and the knowledge about

how such courses have to be successfully taught. Palmer and Neal (1994) do not

recommend any particular teaching style or approach to classroom organization in

environmental education rathcr, these are matters of individual schools and teachers

to decide. This view was supported by Bra~nwell (1993). He states that need for

education and thc nleans and resources available to education vary from place to

place that most programmes for education i11 botanic gardens must be specifically

designed to meet local mcans, requirements and social circumstances.

Rao and Reddy (1997) recommend that the methods used in environmental

education arc also those used in other types of instructions. That is to say, there

are no mysteries about methods of environmental education. However some methods

require special adaptation when applied to environmental education and certain

strategies such as the field study trip and comnlunity studies are considered essential

in environment teaching.

Harger and Troost (1995) propose field exercises to highlight and analyse

cnvironmcntal problems. Thc suggested method is to take a particular local problem

or a set of problems and to analyse them in detail in order to (1) make students

familiarise themsclvcs with the particular circumstances through their own efforts

(data collecting and analysis) and (2) help them gain an understanding which will

relate to the whole globe.

According to Nair (1989, p.92) the first step in any educational effort

related to natural habitats and conservation must be the creation of an interest in

knowing the plants and animals that constitute their natural environment. Most

children lack any curiosity to identify a bird, a plant or insect that they pass by.

Smith (1974) admits that there is much contraversy over the techniques

and methods that should he used while teaching in the out-of-doors. He suggests

one technique of teaching, which involves the strict identification and categorisation

of organisms and natural phcnolne~la.

Even with all the emphasis given to ecology and environment in recent

years in the school and college curricula, the infrastructure provided still remains

confined to theoretical knowledge on the subject. Much of learning that takes

place at the formal level is unfortunately textbook-and examination-oriented.

Thercfore this study aims at evolving experimental designs and methodologies for

the effective implementat ion of environmental education making use of botanical-

infrastructure in a botanic garden. Survey or experimentation excursion could be

more effective than lecture and demonstration methods. This would also require

flexibility in approach and curriculum at different places. (Saxena, 1999)

3.2.0 Research Design

The potential of botanic gardens as an outdoor learning centre is mainly

determined by the content they emphasize and the kind of activities they present.

Hence data collection consisted of a combination of theoretical and empirical

methods. Content analysis and experimental study which are the most exact and

difficult of all methods and most important from the strictly scientific point of

view are the major techniques o f research employed in the present study.

3.2.1 Structural Analysis of Botanic Gardens

In terms of the theoretical methods a historical investigation of the scientific

evidence for environmental education in botanic gardens of selected countries was

undertaken. This was combined with a structural analysis of national level botanic

gardens. On the basis of the first objective of the present study there is a pre-

requisite to identify the present status of plants and plant systems in these gardens.

To identify the dominating sector, the availability of plant systems is examined first

by analyzing the available secondary data. Several books in the areas of the plant

diversity and conservation aspects of botanic gardens were critically analy sed. Many

of the significant aspccts have been reported under chapter 1V. Though the above

analysis succeeded in establishing the nature and working of botanic gardens, more

details were not available with the above data. Therefore with a view to ascertain

the environmental education potential of botanic gardens, an empirical study was

undertaken. This empirical study aims at evolving experimental designs and

methodologies for thc effective implementation of environmental education making

use of the botanical infrastructure facility in Tropical Botanic Garden and Research

Institute (TBGRI). When the earlier analysis was able to ascertain the general

infrastructure facilities of each botanic garden, the analysis of the second set of

parameters provided a more clear picture of how a botanic garden can improve

the activity pattern of thc secondary school students, who constitute the major

target group of this study.

3.2.2 Content Analysis of the Textbook in Biology

As a pre-requisi te the content of the biology textbooks from Upper primary

to Secondary classes was analysrd in order to select different types of plants

which are culturally, socially and economically important. The analysis of such a

comprehensive data system helped to identify the names and economic importance

of the plants which were included in the text. The plants mentioned were checked

for their local relevance as well as their availability in TBGRl. This is done with

a view to understanding the extent of the occurrence of the explanation of plants

in the biology textbooks and as a basic supporting evidence for the experiment.This

is to find out how far these plants can be identified and documented according to

their economic importance by the students in a pre-demonstration and post-

demonstration scenarios. The main objective of this analysis is to find out the role

of botanic garden to supplement the knowledge and understanding gained from

classroom teaching or in otherwards to find out whether botanic garden can be

used as an extended laboratory of the school. 'The investigator in discussion with

the supervising teacher and other experts conducted the analysis of the biology

textbooks. This analysis also helped to design an integrated ecological /

environmental education Model Action Plan for secondary school children of the

state.

3.2.3 Experimental Design

The major aim of the study is to determine the potential of botanic gardens

for the environmental education / for the learning of Botany by the secondary

school students. A suitable design is necessary for the realization of this objective.

Since Botanic Gardens are not used by school authorities for the study of Botany,

a survey method cannot be adopted for the collection of data. Meanwhile, in

TBGRI there is a separate division to help tht: students to learn about the many

plants, the study of which has been envisaged in the school syllabus. The investigator

was a faculty member of this division earlier. So she planned in consultation with

her guide and scientists in TBGRl to conduct an experiment to study the potential

of the garden for environmental education. The experiment is based on the principle

that field study is more important than classroom teaching. The assumption is that

students can themselves discover facts and principles through direct experience

without formal teaching. According to Nation (1 997) naturalistic observation is a

research method that permits the investigator to collect information in a naturally

occurring environment. The importance of learning outdoors has in recent years

got prominence as one of the most effective strategies in the teaching/ learning

process. Hence one of our approaches selected was to conduct a plant identification

programme. Identifying and documenting the categories of plants is an important

facet of the environmental education, but it is very time-consuming. Even then

such a programme is an important factor among the visitors for conservation and

decision-making (Nair, 1989). Establishing this aspect is one of the major outcomes

of the present research programme.

Considering the nature of the topic an experimental (including emperical)

design has been opted for the study. One Group Pre-test-Post-test Design was

selected. According to Bcst & Kahn (1996), this design provides some improvement

over other designs, for the effects of the treatment are judged by the difference

between pre-test and thc post-test scores. No comparison with a control group is

provided. A comparison of the achievement of students through field visit and the

traditional classroom teaching is not feasible and it is beyond the scope of the

study. In other words, since a comparison of the strategy is out of place, the two

group design - with experiment and the control groups - is not essential. The

design selected was able to accommodate the testing of the effectiveness of field

study - a new instructional strategy. In the present study the effect of the strategy

was tested experimentally by a pre-test -post-test design. The independent variable

is the teaching strategy - field visit, and scores obtained on the test or the students'

performance is refcrred to as the dependent variable.

The observations from the plant identification programme led to, a second

experiment. It was done with a view to ascertain the knowledge and understanding

ability of the students about the utility of the different plant systems especially

medicinal plants. As this design being a very important parameter which determines

the understanding level of students in pre- and post-demonstration scenario, is

methodologically very important. The same test was used for pre- and post-testing.

3.2.4 Model Action Plan

Model action plan is the outcome of the analysis of the potentials of

botanic gardens in relation to the curricular and conservation aspects. It is developed

on the basis of the findings under study ancl is presented as a separate section in

the chapter of Analysis, as a major contribution of this research endeavour.

3.3.0 The Sample for the Study

The target population from which the sample was drawn for the study was

the entire population of IXth standard students of Thiruvananthapuram district.

The subjects for the s tudy consisted of representative samples. They consisted of

the students studying in standard IX in sclccted schools and the selection was

made by the schools themselves and was not subjected to the whims or bias (if

any) of the experirnentcr. The experiment was done in two stages and they are

independent by themselves. The two experiments were different both in the case

of sample and tools. This was to prove the efficacy of demonstration in the sense

that how a particular group of students reflects back on the performance in an

independant situation.

In the plant identification experiment the sample consisted of 50 students

of standard 1X from a rural school. This can be considered as an incidental

sampling because the selection was made by the school itself. Garrett (1981,

p.207) states that such causal groups rarely constitute random samples of any

definable population. But this sample takes account of various strata or criteria

like occupational and educational levels of parents, marks obtained in the terminal

cxarnination, etc. Students were of varying academic abilities. Since we are using

single group design, the incidental sampling is sufficient for the plant identification

experiment. This helped the investigator to find out whether the inherent learning

abilities and inabilities of students have any effect in understanding and imbibing

the facilities available in a botanic garden, which helps the students in integrating

the botanic garden-induced knowledge towards improving the environmental

knowledge and understanding.

In the second experiment samples were collected in such a way to distinguish

and identity the difference and variations among the rural-urban children in

understanding plants and their economic importance. Keeping this view in mind

students studying in urban and rural areas were selected equally for the experiment.

This categorization will help to understant1 and design curriculum and related

concept and content accordingly.

Sample for the second experiment is a small population (N=60) of the IXth

standard students of Thiruvanant hapuram district. The institutions chosen and the

school-wise breakup of the sample are given in Table (3.1)

Table 3.1: Schoolwise breakup of the sample

S1.No. Name of the school Management Std. No, of students Govt. Aided Unaided

1. Govt. Girls HS Cottonhill J IX 10

2. Carmel Girls HS Thiruvananthapuram J IX 10

3. Govt. GHS Peroorkada J 1X 10

4. SK VHS Nanniyode J IX 10

5. SN VHS Anadu J IX 10

6. Govt. HS Elavattom J IX 10

Table 3.2: Breakup of the sample of lXth standard students used for the study

Group Male .-

Female -

Total

Rural students 15 15 30

Urban students 0 30 30

Total 15 45 60

Since the target groups are different in both the experiments, each group

will have equal demonstration experimental opportunity and therefore the

accumulated demonstration effect of the exposure to botanic garden and botanic

infrastructure of the first experiment is not qcurnulated in the second experiment.

3.3.1 Tools and Techniques

The following tools and techniques were adopted for collecting necessary

data.

The investigator adopted a pre-test-post-test experimental design for testing

the effectiveness of botanic garden in environmental education. The main strategy

is field visit. Explanation, observation, discussion, independent study task,

discriminatioi~ learning are some of the teaching / learning techniques applied in

the field visit. The core of these activities is the selection of materials, the importance

of which cannot be over-emphasized. According to Dhand (1989), selection of

materials requires a great dcal of effort on the part of the investigator. Materials

selected should increase or at least maintain student's interest in the subject. Materials

are selected in a critical and judicious manner with a view that they should be

culture specific wherever possible and should fit into the existing curriculum.

In the pre-test as it happened to be a spontaneous and inadvertent exposure

and identification very common plants found more in the immediate environment

of the students like home premises, school compound, road side/ wasteland,

forest etc. wcrc sclccted. 10% of the plants were from forest areas but they

were also in some way or other familiar to the students. Plants classified

according to their habitat are presented ill (Table 3.3). Most common plants

were selected for the experiment in order to help the children to learn

about the environment in which he lives and grows, to assist him in C

appreciating it and to educate him to make use of the surroundings without

damaging it.

Table 3.3 : Classification of Plants according to its habitat (pre-test)

Habitat No -----

Percentage

Home premises 20 40

Roadside/wasteland 20 40

Forest 10 20

Total 50 100

But in the second phase in which demonstration and explanation were

given before identification more rare plants were selected. (Table 3.4) The idea of

adopting such a methodology was to know whether the students were able to

identify common plants without a demonstration and more rare plants after having

an effective demonstration and acquaintance with the help of botanic infrastructure

available in a botanic gardcn.

Table 3.4 : Plants classified according to its habitat (post-test)

Habitat No Percentage

Home premises 10 20

Wasteland 10 20

Forest plants 20 40

Rare plants 10 20

Total 50 100 4

Table 3.5: Plants classified according to its use (pretest)

Type of plant - -

No Percentage

Medicinal 35 70

Food / Fruit 8 16

Fodder 2 4

Fue 1 3 6

Spices 2 4

Total 50 100

Table 3.6: Plants classified according to its use (post-test)

Use -

No Percentage

Medicil~al 30 60

Frui t/Food 6 12

Fodder 4 8

Ornamental 4 8

Fuelnimber 4 8

Spices 2 4

Total 50 100

Random sampling was preferred in selecting the plants. This is particularly

done with a view to facilitate a multidimentional analysis rather than to particular

aspect or direction of investigation.

In both the pre-test and post-test the plants selected were dominated by

medicinal and other economically important plants. This methodology was selected

with a view to giving more importance to medicinal plants and to know how far

the students will bc able to ;dentify medicinal and other economically important

plants which can make a socio-economic impact in our lives. Another argument in

favour of this selection is that almost all the plants have some medicinal vaiue or

other economic importance. So a random selection of plants had more numbers of

medicinal and economically important plants (which ultimately benefit the target

!PUP) -

Sometimes there are two o r more local names or in other words one plant

is known by more than one name. If such a dispute arises more clarification is

sought from botanists of 'I'BGRI. Answer sheets were valued and marks were

tabulated.

3.3.2 Achievement Test

Since no achievement test for identifying the values of plants was available

the investigator constructed a test consisting of two sections. This was used to

assess the knowledge and understanding of students gained by visiting a botanic

garden.

The contcnt for the test was determined by taking into cosideration the

arcas of the subject of study and culture. i t . , items selected are relevant to the

existing education requirement and arc related to the socio-economic needs of the

community. During the planning stage hundrcd questions were prepared after

analysing the minimum levels of learning in the content areas. The content chosen

was analysed in the light of the different functional aspects of plants

A draft achievement test consisting of 60 multiple-choice items and 40

completion type items was prepared. Items were scruitiniscd by experts for C

suggestions and improvement. Modifications were made accordingly. The draft was

printed and necessary directions were given on the first page. No separate answer

sheets were provided. For tryout the test was administered to a group of students

who visited the botanic garden. The stude,nts' answers were examined with a

view to locating the changes needed in the test . The most difficult and

the easier ones are removed. The modified test consisting of 50 objective type

questions was administered to a sample of 60 students from six schools of

Thiruvananthapurarn district. Enough time was given to the students so as to

enable them to complete the test. One point credit was given for each

correct response.. The average time given was fifty minutes and it was fixed as

the time limit for the post-test. A sample test, and its scoring key are given in

Appendix.

3.3.3 Procedure Adopted for the Experiments

In general the aim of the present study is to find out how botanic garden

can be made an institutional establishment for making the pupils identify and

understand the different typcs of plants which are the key elements of the

biodiversity. For this, the study was conducted in two phases.

Pre-test : In the first phase about 50 common plants consisting of

ornamental, medicinal. food, fodder, fuel etc, which are usually growing in their

surroundings and seen by the students everyday were selected and exhibited. The

pupils had to identify the plant by writing the respective local name. After

identification a data sheet was given where they had to specify whether the particular

plant is medicinal, spice, fruit, ornamental, etc. Also they have to mention whether

the plant is available in their immediate surroundings or they are seeing it for the

first time.

This pre-test provides the investigator with valuable information about

students' progress and readiness to move on to new material. Another purpose is

to give students an idea of whether they are progressing or to realize their weakness

and to strengthen their skills before any fonnal evaluation is done. This will also

help to evaluate the knowledge and understanding the students are having already

about the ecosystem and its resource base.

Treatment phase - Field visit: In the second phase the same students

were taken to the botanic garden where they had got an exposure and acquaintance

with the plant systems. Live plants were denlonstrated and explained the economic

importance, therapeutic value of medicinal plants, their status i.e., rare, endangered

or endemic. This technique was used because a purposeful visit demands explanation.

Instructions were provided for active observation and recording. Crammer & Dennis

(l072) opine that during the early days in the field it probably will be necessary

to point out many pertinent factors to initiate the students into the concept of

close observation. As experience in the field is gained, the students will probably

become better observers.

Figure 3.1. A visit through the botanic garden

Figure 3.2. A student identifying a plant by smelling

Discussion among students with the teacher enhanced correct concept

formation. A student's mind flows with a never ending stream of questions like

why are plants important? Why are they essential to our survival? Why are some

plants kept in shady places? Why does Pitcher plant eat insects'? etc. Thus the field

visit offers many opportunities for student involment in scientific inquiry. Students

showed much interest and they were given enough time to acquaint themselves

with these plants. Students learned at their own pace and noted the different types

of lcaves, flowers, mode of reproduction especially vegetative. They were advised

to record in their notebook anything observed which might be important in their

studies. The technique being used must have the potential to enhance and enrich

learning experience. Students explore, experiment and create in their own search

for knowledge and skill. The investigator took an additional responsibility to instill

in them a successful learning experience. The field visit enabled the students to see

and understand the diversity of genetic makeup both within and among species.

Learning by memorization cannot be avoided. Students understand the concept of

conservation and sustainable utilisation through the observation and learning of the

concepts like reproduction, pollination, fertilisation and vegetative reproduction,

etc. Students appreciated the potential resource for food, medicine and industrial

material. This activity will help to develop positive attitude and conserving behavior

towards our natural environment. Bukinshiiw (1997), observes that within the

peaceful and beautiful surroundings of the garden the students will be highly

receptive to conservation education.

Post-test: 50 plants consisting of medicinal, food, spices, etc were selected

and exhibited for identification. In both the phases the plants were arranged on

tables, numbered and the students were allowed to move around to write the local

name in a separate sheet of paper. Data sheet was also provided for the formal

assessment. One aspect of the programme was that the participants identified the

plant by touching the material, smelling it or in some cases eating parts of the +

plants. Those activities helped the participants feel familiar with the plants and

with the garden environment and encouragetl them to return to the botanic garden

on further occasions.

The above methodology in fact helped significantly a lot to ascertain the

effectiveness of botanical infrastructure available in a botanic garden, especially in

the context of tropical ecological and environmental education, on students who

hitherto had no opportunity to make use of' botanic garden as an instrument for

enhancing botanic-oriented ecological education potential and opportunities.

In the second experiment also the methodology was the same. The same

achievement test was used for pre- and post-tests. The experimental methodology

and analysis helped in identifying the efficiency of botanic garden with a significant

degree of precision. The two experiments were independent by itself in the case

of sample and procedure. This analysis helped to provide empirical evidence to

prove that an awareness about the plants helped the students to understand a

holistic eco-ecologicai relationship between man and the natural system and ultimately

helped to identify an environment ally and economically compatible education system

for the students.

'The two experinleilts helped to observe alld identify more accurately

the many components of environment. These activities also helped to understand

the interrelationship and ir~terdependcnce between plants and ourselves. Such

irrvestigntions will hell) to act directly and intlirectly in a manner, which will ensure

the maintenance of a hrirmonious relationship between man and the world in which

he lives. A general data sheet was prepared and administered along with other

schedules. It was in the form of a questionnaire designed to obtain details regarding

the personal and social aspects of the students like gender, age, locality, parental

profession etc. (Data sheet is given as Appendix)

Richard (1993) observes that well contlucted special projects in environmental

education are empowering, involving and rewarding

3.3.4 Variables

In experimental studies the condition that is varied is referred to as the

independent variable and if the effect of the teaching strategy is measured by

means of achievement test then the achievement is referred to as the dependent

variable (Travers, 1964). In the present study the potential of botanic garden is to

be tested experimentally for its effectiveness as student achievement. Therefore the

independent variable(experimenta1 variable) is the teaching strategy. Student's

performance (achievement) is the dependent variable. The attribute variables could

not be altered by the experimenter though they had already been determined by

the investigater. It was decided not to include in this study these variables like

age, sex, race, etc. According to Best & Kahn (1996) such variables can be

excluded from the variable t be studied. Many variables are beyond the control

of the investigater or could not be controllet1 due to many constraints though they

might have an effect on the criterion variables. Some of these vairables are

motivation, anxiety, interest of the students, socio-economic status, home

environment, previous exposure to type of teaching, education of the parents,

academic ability of the subjects and the like. These remained uncontrolled during

the experiment.

3.4.0 Validity and Reliability of the Data-gathering Devices

Content validity: Content Analysis of the Biology textbook was done very

carefully. According to Best and Kahn (1089), Content Validity is based upon

careful examination of course textbooks, syllabus, objectives and the judgements of

subjectmatter specialists. The existence of content validity is often assessed by a

panel of experts in the field who judge its adequacy, but there is no numerical way

to express it. The above points were duly considered while making an attempt to

validate entirc procedure of content analysis of the biology textbooks and the help

of subject experts was sought, as and when required.

Experimental validity: An experiment has internal validity to the extent

that the factors that have been manipulated (independent variable) actually have a

genuine effect on the observed consequences (dependant variable) in the experimental

setting. Internal validity is very difficult to achieve in the nonlaboratory setting of

the behavioral experiment, where there are so many extraneous variables to attempt

to control. (Best &k Kahn, 1989) External validity is the extent to which the

variable relationships can bc generalized to othcr settings. other treatment variables,

other measurement variables anti other populations.

While constructing the achievement test all precautions to be taken in the

construction of a test was observed, as closely as possible. Regarding the methods

of establishing the validity of a questionnaire Mouly, (1963) states, "At the most

elementary level, it is necessary for all the questionnaire to have content validity

i.e., a question must be related to the topic under investigation, there must be an

adequate covcrage of the ovcr-all topic, the questionnaire must be clear and

unambiguous". Due care was taken to meet these requirements of the tools and

efforts were made to improve the items in the test. Ambiguous statements were

either removed or cleared and certain items were modified.

Teacher-made tests are designed for use with a specific group of persons.

Rel iabi l i ty and val id i ty are not usually established. However more

practical information may be derived from a teacher-made test than from a

standardized one because the test is given to the group for whom it was

designed and is interpreted by the teacher/ test maker. (Best & Kahn, 1989.

p. 213).

Green (1963, p 85) suggested that the teacher who constructs his tests to

fit his individual objective can expect higher validity from these tests than from

standardized tests which merely approximate his objectives if the deviation becomes

too great.

Curricular validity: In the curriculuni approach, which is actually a rational

approach, it is assumed that the curriculum in the specific field as represented by

textbooks, courses of s tudy, and expert opinion which is valid. The test content

was compared with the course of study to determine its validity. For a more

specific determination of curricular validity, a teacher, as the expert, examines his

course outline and his teaching objectives to determine the degree to which they

coincide with test content. (Green, 1963, p, 84).

In the present study, the investigator analysed all the textbooks in Botany

prescribed for Standards V to X. Though the environmental education is one of

the objectives it was not adequately treated in the curriculum.

Construct validity: There are facilities available in the surroundings and . ,

nearby places of the school for the study of a good number of plants which are

medicinal, rare and endangered. So, in this context, the investigator can extra

polate the curricular boundaries. The investigator has done it in this study, without

impinging the curricular validity. On the other had the extrapolation elaborated the

scope of validty.

The mental construct of the investigator who writes the test items determines

the construct validity of the test. Utmost care was taken in preparing the questions

so that the students should easily understand what the investigator intended. The

questions were made simple and straight in style.

Objectivity: The objectivity of a test affects both the validity and reliability

of it. In the achievement test prepared, inclusion of only objective type items

ensured objectivity. The test prepared by the investigator contained objective type

items.Objective tests have the most objective scoring, hence the greatest

reliability.(Green,l963, p 98) Scoring key was used for evaluation. It also ensured

objectivity.

Practicability: The practicability of a test is maintained by means of the

ease of administration, readiness of interpretation, economy in initial cost, probability

of securing materials, time required for scoring and analysing the results. The

prepared achievement test was easy to administer. It was economical, as it was

reusable, since the answer sheets were provided separately. Time needed for scoring

was limited as the window stencil method was adopted. Hence the test has good

practicability.

3.5.0. Statistical Techniques Employed for Analysis of Data

Scores obtained both from the pre-test and post-test were tabulated and

condensed into frequency tables and the following techniques were used for andysing

the data. The analysis has three parts.

The first part consists of the analysis of the World Botanic Gardens with

particular reference to Tropical Botanic Garden and Research Institute,

Thiruvananthapuram with a view to identifying the structure and potential of botanic

gardens and their role in environmental education.

In the second part, an analysis of the content of the biology textbooks

prescribed for standards V to X was conduted in order to identify the plants and

their economic importance which were included in the text.

The third part consisted of the experimental study. It has two sections (i)

Experiment 1, to find out thc effect of field visit on Students' skill in identifying

different types of plant and (ii) to find out tllc effect of the visit to botanic garden

with demonstration and discussion by investigator / staff on their achievement in

Botany.

Data from the experiments conducted were subjected to analysis using the

different statistical applications:

1. Computation of percentages

2. Statistical indices like mean, median, mode, range and standard

deviation.

3. Critical ratios.

Levels of significancehave been set at 0.01 level and 0.05 level for these

ratios to arrive at inferences.

Analysis was done under the following heads.

I. Analysis of the results of the plant identification experiment.

(i) Performance in the plant identification as a whole.

(a) Before the field visit.

(b) After the field visit.

(ii) Performance of the students in identifying medicinal plants including

spices.

(a) Before the field visit.

(b) After the field visit.

(iii) Comparison of the difference in performance of students in the

hvo tests (before and after the experiment).

(a) Toral plants.

(b) Medicinal plants and spices.

2. Analysis of the results of the Achievement Test.

(i) Pre- and P,ost-demonstration scenario.

(ii) Comparison of the difference in performance of students.

(a) Total studcnts.

(b) Rural and Urban.

The present methodology may not be foolproof and applicable for the

entire schbol and college students, but it certainly provides a base to develop more

sophisticated methodology and also brings out basic environmental information to

practice environmental / educational conservation. The above methodology, in fact,

helped significantly to ascertain the effectiveness of botanical infrastructure available

in a botanic garden, especially in the context of tropical ecological and environmental

education, on students who had hitherto had no opportunity in making use of

botanic garden as an instrument for enhancing botanic oriented environmental

ecological education potential and opportunities. On the whole this is a sincere

attempt to make children understand the complex problems of environment in the

simplest possible way without sacrificing the necesary scientific sophistication.

References

Best, J.W & Kahn, J.V. (1989). Research in education. (6th ed.) New Delhi:

Prentice Hall of India.

. (1996). Research in education. (71h ed.) New Delhi: Prentice

Hall of India.

Bramwell, D. (1993). Botanical gardens and environmental education. In Julio D

Rodrigo Perez (Ed.) Cultivating green awareness. (pp. 15- 18). Spain: Jardin

Botanico Canario .

Bukinshaw, C. (1997). Indian botanic gardens and plant conservation. In

Annonymous (Ed.) Teaching about plants Everywhere. India: Zoo Outreach

Organisation / CBSG.

Crammer, J.J. & Dennis, J.C. (1972). A supplement in aquatic- ecology for high

school General Biology. In J. W. George Ivany (Ed.) Environment: Readings

for teachers. (pp. 272-284).California: Addison Wesley publishing House.

Dhand, H. (1989). Research in teaching of the social studies: A hand book for

teachers. New Delhi: Ashish Publishing House.

. Learning centers: An innovative approach. @. 17) New Delhi: APH

Publishing corporation .

Garrett, H.E. (1981). Statistics in Psychology and Education. Bombay: Vakils,

Feffer and Simons Ltd.

Green, J.A. (1963). Teacher- made tests. (pp. 84-85) New York: Harper & Row.

Harger, J.R.E. & Troost, D. (1995). Environmental education and training of global

scientists for sustainability. In J.D.Waddington ( Ed.). Global environmental

change science: Education and Training (p. 59) New Y ork: Springer Verlag

Berlin Heidelberg.

Khoshoo, T. N. (1 984). Environmental concerns and strategies. (p. 222). New

Delhi: Environmental society.

Mouly, G. (1963). The science of educational research. New York: American

Book Company.

Nair, S.M. (1989). Creating environmental awareness among children. In Gautarn

Sharma (Ed.) Environment man and nature (p.92-96). Delhi: Reliance

Publishing House.

Nation, J.R. (1997). Research methods (p.17). Ncw Jersey: Prentice Hall Inc.

Palmer, J. & Neal, P. (1994). The handbook of environmental education. London:

Routledge.

Rao, V.K. 81 Reddy, R .S. (1997). Environmental education ($197). New Delhi:

Commonwealth publishers.

Richard J .W. (Ed .) (1 993). Environment education teacher resource handbook.

California: A Sage Publication Company.

Saxena, A.B. (1999). Environment as a separate discipline in curriculum. The

Hindu Dec. 14.

Smith, R. L. (1974). Ecology and field biology. New York: Harper & Row

Publishers.

Travers, R. M. W . (1964). An introduction to educational research @.130). New

York: The Macmillan.

methodology - information and library network...

Documents