the individual lived experiences of high school students ...m045qf885/fulltext.pdfprovide a myriad...
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THE INDIVIDUAL LIVED EXPERIENCES OF HIGH SCHOOL STUDENTS AND THEIR
ASSOCIATION WITH GARDEN-BASED LEARNING ACTIVITIES AT AN URBAN
PRIVATE SCHOOL
A doctoral thesis presented
by
Marcia J. Pecot
to the
Graduate School of Education
In partial fulfillment of the requirements for the degree of
Doctor of Education
in the field of
Education
College of Professional Studies
Northeastern University
Boston, Massachusetts
March 9, 2020
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Abstract
Many high school students have difficulty connecting in the school environment
academically and socially. Garden-based learning activities have been proven to be able to
provide a myriad of opportunities for student engagement, problem-solving and development
relative to the school environment (Skelly & Zajicek, 1998). Multiple studies exist that focus on
the effects of garden-based learning activities and development with youth, but there are few
studies that have explored the lived experiences of teens associated with garden-based learning
activities (Jagger, Sperling, & Inwood, 2016; Klemmer, Waliczek, & Zajicek, 2005; Neeper &
Dymond, 2012).
A better understanding of the lived experiences of teens associated with garden-based
learning activities may provide better forms of engagement in the classroom environment. The
primary research question guiding this study was: How do high school students make sense of
garden-based learning activities at an urban private school in the southeastern United States?
An interpretative phenomenological analysis using the self-determination theory as the
framework for the study will support the meaningful relationships presented.
Keywords: interpretative phenomenological analysis, self-determination theory, garden-based
learning activities, lived experiences, teens, urban education
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Acknowledgements
All praise and acknowledgements must be initially given to God for permitting me to
wake up each day and providing me the inner strength to keep going. I would like to thank
everyone who supported by journey throughout this doctoral program, especially the participants
in the study, whom none of this work would exist without their willingness to be open and
honest. A special thanks to my family. Mom and dad, you have always wanted me to pursue my
dreams. Thank you for always believing in me no matter what. To my three brothers who are
always pushing me to go the distance. And to my better half who encouraged me to begin this
journey. Thank you to Father James Van Dyke who wrote my initial recommendation to enter
the program and encouraged me to apply. Thank you to Dr. Diane K. Bush who provided a great
deal of mentorship and encouragement to finish. Many thanks to Dr. Quannah Parker-McGowan
for listening to my rants and supporting me through the development of my study and
dissertation process. I would like to extend great appreciation to Dr. Corliss Thompson who
began as my second reader, Dr. Shannon Alpert for stepping in for my final defense and Dr.
Noor Ul Sabah Ali for serving as my third reader. A final thank you to my group of supportive
peers and colleagues who took many gracious hours of their time to read multiple drafts of my
paper over time. I have learned a great deal from everyone.
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Dedication
To my grandparents and ancestors, may I continue to live beyond your wildest
expectations and crash through all of those glass ceilings. To my mom and dad who continue to
inspire and encourage me daily. To my three nephews and goddaughter, may you read this one
day and be inspired to live out your dreams and do what makes you happy.
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Table of Contents
Abstract ……………………...……………………………………………………………………2
Acknowledgements…………..……………………………………………………………………3
Dedication…………………...…………………………………………………………………….4
Chapter One: Introduction to the Study……………………………..…………………………….8
Statement of the Problem………………………………………………………………….8
Significance of the Research………………………………………………………………9
Research Problem and Research Question…………………………………………...….10
Theoretical Framework…………………………………………………………………..11
Conclusion……………………………………………………………………………….15
Chapter Two: Literature Review………………………………………………………………...18
Historical Overview of Gardens in Schools.…………………………………………….19
Benefits of Gardens in Schools…………………………………………………….……21
Challenges in Urban High Schools……………………………….…………….……….28
Summary…………………………………………….……………….………………….34
Chapter Three: Research Design and Methodology……………………………………………..37
Qualitative Research Approach……………………………..…………………………...37
Participants……………………………………………………………………………….40
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Procedures………………………………………………………………………………..40
Criteria for Quality Qualitative Research………………………………………………..43
Chapter Four: Findings and Analysis……………………………………………………………47
Analysis………………………………………………………………………………….47
Data Analysis Process……………………………………………………………………48
Participant Profiles……………………………………….………………………………52
Two Superordinate Themes…………………..…………………………………………..55
Theme One: The Need to Relate to Something Meaningful……………………………..57
Theme Two: Real-Life Connections…………..…………………………………………64
Conclusion……….………………………………………………………………………68
Chapter 5: Discussion and Implications for Practice……………….………………….………..74
The First Finding……………….………………………………………………….……..81
The Second Finding…………...…………………….……….……………………….…..86
Conclusions……………………………………………………………………..………..88
Implications for Practice…………………………………………………………..……..90
Recommendations for Future Research…………………………………….…..………...91
References.………………………………………………………………..…………...…………93
Appendix A: Recruitment Letter…………………………………………..………….………..102
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Appendix B: Follow up to Recruitment Letter…………………………………..………….…103
Appendix C: Parent/Student Study Interest Form……………………………………….…….104
Appendix D: Interview Protocol Form……………………………………………………...….106
Appendix E: Data Analysis Example……………………………………………..……………109
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Chapter One: Introduction to the Study
The purpose of this interpretative phenomenological study was to better understand how
high school students make sense of garden-based learning activities at an urban private school in
the southeastern United States. Garden-based learning is an experiential learning activity that
encourages a sense of exploration and sense of problem solving unmatched by activities inside
the traditional classroom (Burt, Koch, & Contento, 2017). Further, garden-based learning
activities have been reported to provide meaningful contextual relationships between students
and knowledge (Walter, 2013), as well as increased intrinsic motivation and academic
achievement in youth (Subramaniam, 2002). Garden-based learning programs have been used in
schools to complete curriculum requirements in educational environments, but few have focused
on the phenomenological effects on associated youth (Jagger, Sperling, & Inwood, 2016;
Klemmer, Waliczek, & Zajicek, 2005; Neeper & Dymond, 2012). Knowledge generated from
this study was expected to inform educators of how high school students interpret their
experiences with garden-based learning activities, which may assist with the growth and
development of students.
This chapter begins with a statement of the problem with evidence from the literature on
garden-based learning and its used in schools to support the growth and development of students.
The significance of the study is discussed next, followed by the research question. Finally, the
self-determination theory (Ryan & Deci, 2000) will be introduced and further explained.
Statement of the Problem
As rigor increases in academic courses in high school, such as science classes, some
students have difficulty engaging in coursework, causing a disconnection or hard time grasping
the material in academic courses (Joselowsky, 2007). Further, high school teachers in urban
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settings face multiple challenges in the classroom including providing encouraging and nurturing
educational environments for underserved youth (Joselowsky, 2007). School gardens have been
introduced in school environments to address student engagement issues and improve their
growth and development. School gardens have a long history of benefits in an educational
environment such as assisting in increasing academic achievement in math and science (Burt et
al., 2017), decreasing student stress, increasing mental stimulation, and contributing to increased
concentration and productivity in the classroom (Maller et al., 2005). However, few research
studies have focused on the individual student experience (Jagger et al. 2016). Therefore, this
study examined how high school students made sense of their experiences in garden-based
learning activities in an urban private school in the southeastern United States.
Significance of the research question
The rationale for this study was the researcher’s interest in contributing to the literature
on individual student experiences with garden-based learning activities to understand its
perceived impact upon youth. There are thousands of school gardens in the United States (Ozer,
2007), and research provides anecdotal evidence that school garden programs can enhance
students’ wellness, relationships, and academic success (Ozer, 2007). Further, a garden-based
learning program founded upon a science curriculum may encourage students to view themselves
as problem solvers, agents of change, and develop authentic academic relationships (Aftandilian
& Dart, 2017). Gaining a better understanding of high school students’ experiences with garden-
based learning may uncover information about its potential impact on high school students that
can be used by educators to further support student growth and development.
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Research Problem and Research Questions
School gardens have a long history that document the benefits of their presence in
educational environments (Burt et al., 2017). The presence of school gardens have been proven
to assist in increasing academic achievement in math and science in classrooms (Burt et al.,
2017). They have also been shown to increase the level of confidence and curiosity of students
as they begin to view themselves as problem solvers or agents of change while developing
authentic relationships by applying a science foundation to each task presented (Aftandilian &
Dart, 2017). However, little is known about how high school students make sense of their
individual experiences or what may result from the participation in garden-based learning
activities. Therefore, this study examined the lived experiences of high school students who
participated in garden-based learning activities at an urban private high school in the
southeastern United States. The primary research question guiding this study was: How do high
school students make sense of garden-based learning activities at an urban private high school in
the southeastern United States?
Definition of Key Terminology
Constructivism: This term refers to the individual contribution of the learner to the
establishment of knowledge (Dewey, 1938).
Effective Inquiry-Based Teaching: This learning style encourages students to create and
construct their own knowledge through exploration and experience (Edelson, Gordin, & Pea,
1999).
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Experiential Learning: “In its simplest form, experiential learning means learning from
experience or learning by doing. Experiential education first immerses learners in an experience
and then encourages reflection about the experience to develop new skills, new attitudes, or new
ways of thinking” (Lewis & Williams, 1994, p. 5).
Garden Based Education: “Garden-based education is a philosophical orientation to
teaching and learning that uses gardens as the milieu for student engagement through meaningful
and relevant curricular and instructional integration in schools” (Williams, 2018).
Interactive: “(of two people or things) influencing each other” (Interactive, 2018).
Theoretical framework
The Self-Determination Theory (SDT) (Ryan & Deci, 2000) was used as the theoretical
framework to guide this study. A primary focus of SDT is the free will and development of the
individual being and the understanding of the process of development on a larger scale (Ryan &
Deci, 2006).
SDT focuses on various types of motivation, but for the purposes of this current study, the
individual lived experiences of high school students will be explored (Deci, 1975). According to
SDT, human beings have three basic psychological needs. The first is the need for competence
which drives a need to control the surrounding environment (Ryan & Deci, 2000). The second is
the need for relatedness which centers around the feeling or need to interact with or be connected
to (Ryan & Deci, 2000). The third is the need for autonomy which is related to a person reacted
to free will (Ryan & Deci, 2000).
Educational environments, such as those that include a garden-based curriculum, assist the
growth and development of students (Subramaniam, 2002). The Self-determination Theory is a
large-scale process that interprets human motivation, emotion, and development and the impact
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these effects have upon the growth and development of people (Niemiec & Ryan, 2009). SDT
focuses on the internal needs and growth tendencies of human beings (Niemic & Ryan, 2009).
In addition to the internal needs of people, external forces and decision-making processes
contribute to the complexity of the human lived experience (Smith, Flowers, & Larkin, 2009). In
an urban education environment, students require a great deal of motivation, dedication and
consistency to assist in their growth and development (Herbert, Martin, & Slattery, 2014). In a
garden environment, multiple connections are made in an interdisciplinary fashion. Garden-
based learning is a classroom subject itself that can extend across formal and informal curricula
(Skelly & Zajicek, 1998).
The ability to be able to interpret feedback from students and be able to provide a variety of
learning opportunities from observation provides a greater opportunity for positive student and
teacher engagement (Kolb, 1984). According to Gardner’s (1999) theory of multiple
intelligences, individuals use eight or more intelligences to solve problems and function
cognitively. Providing exposure to a garden-based environment to students provides an
opportunity for collaboration amongst the school community, teacher educational training, the
development and molding of school pride, provides multiple avenues for conflict resolution, and
creates a creative avenue for student engagement (Subramaniam, 2002). A garden, in theory,
provides each student the skills and basic environmental concepts related to real world
experiences that could potentially use verbal-linguistic, mathematical-logical, visual-spatial,
intrapersonal, bodily-kinesthetic, interpersonal, naturalist, or musical-rhythmic intelligences
(Subramaniam, 2002).
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Critics of the Self-Determination Theory
Existing research studies described SDT as providing too many options that may lead to
discouragement as opposed to positive motivational options in individuals or may be associated
only with Western cultural values (Ryan & Deci, 2006). In some studies, it was found that when
individuals pursued individualized independence, some individuals appeared to demonstrate
implicit and nonconscious behaviors that may have led to researchers to believe that the will to
do something and autonomy may have been perceived to be a nonconscious illusionary
experience (Iyengar & Lepper, 1999). Still other critiques come from those who equate self-
determination with ‘‘making choices’’ and from cross-cultural theorists who consider autonomy
to be a Western, individualist value” (Ryan & Deci, 2006, p. 1568). Some still believe that
without the understanding of the individual, we cannot know or understand the concept of
autonomy and how associated factors relate to behavior (Skinner, 1971).
Rationale
Active learning environments encourage intrinsic motivation, critical thinking, and self-
reflection (Alexander & Poyyamoli, 2014). The learning environments created by using gardens
provide an avenue to encourage accountability and engagement in youth (Skinner & Chi, 2014).
In current classrooms, more teachers are resorting to indoor technology instead of outdoor
resources (Earl, 2012). Even with technological advances, expensive lab equipment, and private
school availability, more students are disengaged from the classroom setting (Earl, 2012).
Multiple reasons exist contributing to the disconnection such as an overabundant work load, lack
of sleep, poor nutrition, cell phone usage and lack of accountability (Earl, 2012). Some students
communicate a power struggle between the teacher and students, lack of personalization,
worksheets or internet assignments replace activities, or learning becomes something to get
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through in order to complete the fun activities (Burt et al., 2017; Ozer, 2007; Skelly & Zajicek,
1998). One common example relating to the cause of the disconnection is the use of cell phones.
As stated in Earl (2012), 71% of students send or receive text messages on the cell phone during
class time when permitted to have cell phones during the school day. Based upon these research
studies, a more positive learning community fostered by the student from the interaction with
garden-based learning activities may contribute to less teacher frustration and more interested
and focused students in the classroom environment. The SDT model can be used to enrich
garden-based learning activities to provide a framework to promote motivation and engagement
in youth to encourage a sense of ownership, accountability, and purpose (Skinner & Chi, 2014).
Applying Theory to the Study
Modeling a constructivist viewpoint, using SDT as a theoretical framework for this
research study, a school garden would provide the means for students to relate relevant life topics
to classroom work (Deci, 1985). Exploration, problem solving, and meaningful discussion
would be encouraged to provide a real-world experience in a classroom setting (Ozer,
2007). Education standards, life skills and collaborative opportunities could be integrated into
activities (Subramaniam, 2002). By promoting garden efforts in a school environment, a
framework for interdisciplinary course engagement and community collaboration may be
established for students, parents, community partners, stakeholders, faculty, and staff
(Subramaniam, 2002).
SDT focuses on various types of motivation, intrinsic motivational factors, and the
autonomic development of individuals (Deci, 1975). Without intrinsic motivation, none of the
three basic psychological needs would be fully met (Ryan & Deci, 2000). “Perhaps no single
phenomenon reflects the positive potential of human nature as much as intrinsic motivation, the
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inherent tendency to seek out novelty and challenges, to extend and exercise one's capacities, to
explore, and to learn” (Ryan & Deci, 2000, p. 70).
Conclusion
Teachers participating in research ventures have shown that they use school gardens to
enhance the learning of their students, promote experiential learning, and teach environmental
education (Skelly & Bradley, 2007). Some studies have also found that incorporating school
gardens in the teaching curriculum increases environmental interest, motivation, and critical
thinking skills (Skelly & Bradley, 2007). These learning laboratories based upon school gardens,
have increased enthusiasm for the potential benefits of garden-based learning (Twiss et al.,
2003). In California, there are over 2,000 school gardens used primarily for academic instruction
(Twiss et al., 2003).
School garden programs have a history of providing positive benefits when associated
with learning and development (Skelly & Zajicek, 1998). Garden-based learning curriculum in
the classroom environment have been shown to increase intrinsic motivation and accountability
in youth (Skelly & Zajicek, 1998). Although school garden programs indicate multiple positive
benefits, they tend to fail to highlight the significant amount of work, hours committed and
measurable outcomes (Skelly & Zajicek, 1998). In a similar regard, the way to properly build
the team of support to maintain the garden strategically is rarely outlined in detail in related
studies (Skelly & Zajicek1998).
In a research study completed by Ozer (2007), students not only learned science and
nutrition concepts, but also engaged in manual labor related to garden maintenance such as
weeding while learning. According to Ozer (2007), in addition to increased nutritional and
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environmental awareness, school gardens tended to promote student achievement, psychosocial
development, behavioral engagement, increased cooperation with peers and the overall motivation
to learn. “Community and social development lessons do not receive the attention that academic
achievement does, but they are as crucial to the survival of our country as reading and writing”
(Introduction to school gardens, n.d., p. 11). Group learning is typically associated with gardening
in which students work to achieve tasks such as planting, weeding, or building (Ozer, 2007).
Gardens not only foster a sense of belonging among communities but assist in forming positive
interpersonal relationships in an educational setting (Cutter-Mackenzie, 2009).
An encouraging and motivating garden-based learning environment will assist in
fostering a nurturing environment for students and increase intrinsic motivation in the classroom
which in turn will decrease discipline issues and promote a positive academic learning
environment for teachers (Skelly & Zajicek, 1998). Consistent and progressive changes related
to student growth may not be measured as meaningful or impactful if the results are being
analyzed by the engagement of a small number of students or large numbers of a school
population occasionally. (Ozer, 2007). Although garden maintenance requires a large time
commitment, student involvement encourages accountability, team work, and mutual respect for
peers working in the garden (Macias, 2008). Encouraging parental and student involvement on a
large scale and consistent basis may assist to enlarge the impact of garden-based activities
(Macias, 2008). “Children must learn how to take responsibility for their environment and
develop a strong sense of community to ensure the continuation of our society” (Introduction to
school gardens, n.d., p. 11). Community support in areas with limited resources may increase
the importance of learning how to communicate effectively and achieve more support with
garden efforts (Ozer, 2007). The special relationship between students and gardens in schools
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has evolved to include the natural environment and the social environment (Nimmo & Hallet,
2008). This evolution has created a unique relationship between the natural world and humans
bridging the gap between the complexities of the human realm and the unknown occurrences of
the natural world (Nimmo & Hallet, 2008). There is a great deal of research and data that may
lead to a conclusion of support in favor of students being able to gain a clearer explanation of
science topics in the classroom related to garden-based learning (Ozer, 2007; Macias, 2008;
Maller et al., 2005; Subramaniam, 2002). This process may be able to assist with student
achievement and increased student engagement in the classroom environment (Skelly & Bradley,
2007).
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Chapter Two: Literature Review
This qualitative study explored how high school students at an urban private school in the
Southeastern United States made sense of their experiences with a school garden club. There are
multiple challenges in the field of education related to growth, development, equity,
accountability and responsibility. To encourage equal growth of students, it is the educator’s
responsibility to monitor the experience of each student and be sure that the classroom
experience is conducive to growth and awareness (Dewey, 1938). Educators hold the humble yet
powerful responsibility of creating classroom environments that are not only equitable in nature,
but effective and engaging to students (Ladson-Billings, 1995). At the participants’ school,
which serves a large population of African American and Hispanic students from low
socioeconomic backgrounds, students were eager to experience interactive activities, concepts
related to the human body, physical fitness and wellness using a garden as an educational tool.
Students voiced that past experiences in schools had limited access to educational resources.
Youth engagement using garden and science projects had a positive effect when combined with
environmental awareness amongst the student population.
Previous research and continuing academic projects, have shown that even with
technological advances, expensive lab equipment and private school availability, more students
are disengaged from the classroom setting (Aftandilian & Dart, 2017; Schmidt et al., 1999;
Shernoff et al., 2003; Linn, et al., 2000). Multiple reasons exist contributing to the disconnection
such: as an overabundant work load, lack of sleep, poor nutrition, cell phone usage, and lack of
accountability (Aftandilian & Dart, 2017). Completing class activities lead some students to
believe they must attempt to balance a struggle of power between the teacher and themselves
(Aftandilian & Dart, 2017). This lack of personalization enforced by teachers by providing
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worksheets or internet assignments that replace engaging activities promote a form of
disengagement from the student (Aftandilian & Dart, 2017). Few research studies focus on the
individual lived experiences of students associated with garden-based learning activities (Jagger
et al., 2016). This literature review will begin with a historical overview of gardens in schools,
proceed by the benefits of having gardens in schools, and conclude with challenges faced in
urban high schools.
Historical Overview of Gardens in Schools
Garden-based learning and the philosophy behind the educational curriculum began as far
back as the seventeenth century based in experiential education, ecological literacy, and
environmental awareness (Subramaniam, 2002). The first botanical garden associated with a
school was created by Gaspar de Gabriel, a wealthy Italian nobleman, who in 1525, successfully
developed the first one in Tuscany (Gang, 1899). Originating in Europe and making an
introduction in the United States in the 1890s, the school garden movement arose in schools
during the early 20th century (Introduction to School Gardens, n.d.)
Gardens as Cultural Assets
Gardens were viewed as a cultural asset of the human imagination, place of vegetation,
and cultural significance (Carneiro, Menezes, & Mesquita, 2004). Historically, gardens were
used to combine aesthetic, scientific and social aspects of the past while incorporating pieces of
the present time (Carneiro et al., 2004). Varying interpretations of gardens in a historical manner
encompass various fields of knowledge, yet arise from the same object (Carneiro et al., 2004).
This gave rise to the conceptualization of the garden being used in a multidisciplinary context in
areas such as sociology, botany, history, economy, geography, and history (Carneiro et al.,
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2004). Using garden-based learning as an experiential learning technique in an urban school
environment incorporates similar methodology in the classroom environment.
The Philosophy Behind Gardening
The philosophy behind gardening in schools began by teaching children through personal
discovery in natural settings through experiential education, ecological literacy, environmental
awareness, and agricultural literacy (Subramaniam, 2002). Experiential learning has been known
to assist students in making a connection with the classroom and real-world experience (Dewey,
1938). According to Dewey (1938), the learner was able to connect subject-matter and present
life-experiences through hands-on activities. Jean-Jacques Rousseau, a seventeenth century
philosopher, stated teaching a child about things rather than allowing them to undergo the
learning process first hand does not allow a child to reach their full learning potential
(Subramaniam, 2002).
Montessori (1912) spoke first of the education of the senses, then the education of the
intellect, the Montessori method of education. Montessori believed gardens could assist children
in developing an appreciation for nature and in moral development (Montessori, 1912). Student
enthusiasm associated with garden-based learning in the Montessori environment tend to stem
from the cultivation of the natural experience associated with creative thinking and positive
interactions (Johnson, 2013). According to Montessori (1912), the knowledge of plants and the
dependency upon the care of the individual provides a mission to the child to keep it alive and
growing.
By 1918, youth gardening became popular and every state in America and every
province in Canada had at least one school garden with over 1 million students contributing to
the production of food during the efforts of the war (Subramaniam, 2002). Between 1964 and
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1975, school gardens in the United States were developed to combat poverty (Subramaniam,
2002). Children began to make the connection between real-life experiences an environmental
understanding (Subramaniam, 2002). During the early 1980s, spearheaded by the National
Dissemination Network, school gardens flourished to encourage scientific inquiry in schools
(Burt, 2016). In the 1990s, state-run gardening programs were established and designed by
educational need (Burt, 2016).
Conclusion
Historically, school gardens were created to bridge the gap between societal
beautification, economics, experiential education, and environmental awareness (Subramaniam,
2002). Over time, a great connection was observed between life-experiences and garden-based
activities which led to more established research projects related to experiential education
(Dewey, 1938; Montessori, 1912; Subramaniam, 2002). The historical significance of garden-
based learning has led to the development of increased science education, ecological awareness,
and environmental responsibility (Ozer, 2007; Skelly & Bradley, 2007: Subramaniam, 2002).
Benefits of Gardens in Schools
According to Subramaniam (2002), the hands-on learning experience afforded to a child
provides an avenue for knowledge, skill building, and value from direct experience. Agricultural
experience paired with the ideals of environmental education provide an integrated curriculum
that may reach far beyond the classroom environment (Subramaniam, 2002). Using a garden to
encourage environmental learning may provide the complexity of thinking habits to assist
students in the adjustment to real-life challenges and generational changes (Jagger et al., 2016).
By using a garden-based curriculum, educators can incorporate environmental education,
agricultural literacy, core academic content, and individual creativity into the classroom
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environment (Subramaniam, 2002). Garden-based learning allows educators the opportunity to
focus on effective student learning and support while implementing curriculum standards
simultaneously (Selmer, Luna, & Rye, 2016).
Encourages Positive Student Engagement
In middle school and high school science classes, students tend to lack interest (Linn et
al., 2000; Schmidt et al., 1999). Teaching in an effective inquiry-based way may assist students
in critical thinking skills, encourage student interest, and assist the students in applying a depth
of understanding to human-environmental connections (Moebius-Clune et al., 2011). To
address many of the student engagement issues and interactive methods, school gardens have
been introduced in school environments.
Positive Relationships
Positive teacher-student relationships tend to create an effective environment to
encourage student and teacher growth and development (Schutte & Koller, 2015). It is implied
that teachers alter their curriculum to meet the needs of as they were trained to do in teacher
education programs, yet even with a support system, new or inexperienced teachers struggle with
the ability to measure their effectiveness in the class room environment (Moseley, Bilica,
Wandless, & Gdovin, 2014). One of the reasons discussed by Moseley and colleagues (2014)
was the ineffective relationship between novice teachers and their students after receiving their
teacher placement within a classroom containing high numbers of low-income and minority
students due the lack of a connection between the student and teacher. Over time, teachers
created after school tutorial sessions to assist students. They began to question why a student
was late to class and explore behavior incidents instead of issuing reprimands immediately. As
the teachers began to build relationships over a period of time, both the teachers and students
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began to gain more confidence and perform more effectively in the classroom in order to assist
individual and collective student needs (Moseley et al., 2014).
An encouraging and motivating environment will assist in fostering a nurturing
environment for students in the classroom which in turn will decrease discipline issues and
promoting an academic learning environment for teachers (Schutte & Koller, 2015). A positive
increase was documented in math and science test scores comparing fifth grade classrooms
associated with a garden presence in Washington, D.C. public schools from 2012-2013 (Ray,
2016). Studies demonstrated that a more positive learning community fostered by the student
and teacher contributed to less teacher frustration and more interested and focused students in the
classroom environment (Ray, 2016; Schutte & Koller, 2015; Wilkins, 2014).
Relationships are key elements in the class room and tend to reflect the school culture
(Wilkins, 2014). Teachers have a great responsibility in the field of education, as far as helping
to impact students in a positive manner while interacting with students daily (Wilkins, 2014).
Teachers directly affect students academically, emotionally and socially (Gallardo et al., 2013).
Positive relationships with a teacher can increase a student’s motivation, grades and attendance
in a class room setting (Gallardo et al., 2013). Teacher relationships with students can be key to
the success of their jobs and effectiveness (Wilkins, 2014). Teachers who maintained good
relationships with students reported to have fewer discipline problems in the class room
(Wilkins, 2014). A positively-led student focused environment may lead to more students
paying attention in class, more student motivation during class time, more students attempting to
honestly complete the assigned work in class and less discipline problems in the class room
environment (Wilkins, 2014). More enthusiasm related to the class work exhibited on behalf of
the students may lead to more enthusiasm being expressed by the teacher in the classroom
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(Wilkins, 2014). Through the successful growth of a garden, a common theme of growth within
relationships of colleagues and community members working within the garden may develop
(Wilkins, 2014). This positive interaction may spark discussion of interdisciplinary pedagogical
similarities and differences and active engagement between students and educators (Wilkins,
2014).
Cognitive Benefits
A study released by the American Association for the Advancement of Science described
students as fearing mathematics and science which indicated to some researchers the need for
more effective avenues (Klemmer, Waliczek, & Zajicek, 2005; Subramaniam, 2002; Williams &
Dixon, 2013). Historically, gardens have been known to promote science achievement and aid in
academic success in student learning (Klemmer, et al., 2005). According to Blair (2009), over
57% of California school principals had incorporated instructional gardens into their schools and
over 200 schools in the state of New York were utilizing a state curriculum supporting a student-
led garden. Direct contact with the natural growth processes and development in a garden
promotes a student’s ability to comprehend the phenomena, analyze their observations, and
creatively inquire about the experience (Blair, 2009). Williams and Dixon (2013) analyzed
forty-eight published between 1990 and 2010 that found positive impacts on direct academic
outcomes in the field of science, math, and language arts in schools with established garden-
based learning programs. In the studies analyzed, school gardens were used in studies to
demonstrate real-life skills using science themes grounded in plant taxonomy, soil chemistry,
geometry, probabilities, algebraic equations, data analysis, and ecology (Williams & Dixon,
2013). Students appeared to practice more observation skills, apply learned skills to other
classroom activities, utilize learned vocabulary terms more frequently, and demonstrate a more
25
in depth understanding of the scientific method which were attributed direct learning experiences
(Williams & Dixon, 2013).
Interdisciplinary Benefits
Some students struggle in subject areas and are unable to make cross-curricular
connections or complete complex academic challenges (Ozer, 2007). Experiential and
naturalistic education techniques are able to assist with the disconnections between the outside
work and classroom curriculum (Subramaniam, 2002). Garden-based learning methods may be
able to combine with multiple philosophies related to the learning process to connect with youth
(Subramaniam, 2002). In a garden environment, multiple connections are made in an
interdisciplinary fashion. By using scientific inquiry in the garden-based environment, students
are introduced to skills related to math, science, history, and many other areas of learning (Ozer,
2007).
Since the early 1900s, schools have been using gardens as an educational tool in which
children can learn, explore and have fun (Subramaniam, 2002). Skelly and Zajicek (1998)
created a garden-based interdisciplinary activity guide for elementary school aged children
including social studies, art, math, science, history, and English. Each learning unit in Skelly
and Zajicek (1998) contained plant-related activities for use in the garden. Without jeopardizing
existing curricula, adding environmental education within a classroom subject extends across
disciplines successfully and provides room for the integration of new content (Skelly & Zajicek,
1998).
Community and Social Development
Gardens provide opportunities for students to interact with volunteers, parents, teachers,
and other surrounding community members (Introduction to school gardens, n.d.). In the
26
Yeoville school food garden located in South Africa, after one year of sustainability, the learners
and surrounding communities were impacted in multiple ways (Beery, Adatia, Segantin, &
Skaer, 2014). Student interactions with the natural world and with others increased over a period
of time through the garden project. Teachers worked with environmental education practitioners
to design lessons integrating an aspect of the garden with a topic or skill being covered in the
classroom curriculum (Beery et al., 2014). Weekly, teachers would follow up with students
linking the lessons and needs of the garden. This method of teaching demonstrated the
interconnection between the garden, the school grounds and academics creating a community
bond with each learner in the classroom environment.
In Burlington, Vermont, garden-based learning is supported by the local population due
to the local community increase in support of the activities that may provide an alternative to
corporate agriculture (Macias, 2008). Gardens tend to promote a meaningful connection to other
human beings in the same community. Coordinating and cooperating for a common purpose
benefits the community as a whole. According to Macias (2008), the agricultural community
encouraged and supported academic and social development associated with garden-based
learning. Garden maintenance requires a great deal of work. The success of a garden will
require members of the entire school community including teachers and students recognizing the
importance of collaboration and teamwork to complete the project (Hardy & Grootenboer, 2013).
In some urban and rural areas, gardens are viewed as a type of safe haven and area of
comfort for students (Ozer, 2007). Group learning is typically associated with gardening in
which students work to achieve tasks such as planting, weeding, or building (Ozer, 2007).
Gardens not only foster a sense of belonging among communities, but assist in forming positive
interpersonal relationships in an educational setting (Cutter-Mackenzie, 2009). Although garden
27
maintenance requires a large time commitment, student involvement encourages accountability,
team work, and mutual respect for peers working in the garden (Macias, 2008).
Health, Wellness, and Nutritional Benefits
More recently, the popularity of school gardens as an educational tool has steadily grown
as a way to teach healthy eating behaviors and a way to incorporate and increase hands-on
learning experiences in interdisciplinary lessons. (Introduction to School Gardens, n.d.). Bell
and Dyment (2008) provide evidence of positive student physical, mental, social and spiritual
well-being as a result of school-based health promotion strategies. Educators interested in
environmental pursuits are able to collaborate openly with others about student readiness and
their ability to learn in proper mental and social health. Garden-based learning activities can
incorporate health-promoting strategies for students as well as broad based concepts (Bell &
Dyment, 2008). Purposefully promoting proper health and wellness techniques in school
environments including their role in school and community life assist with effective health
promotions (Bell & Dyment, 2008).
Including a school garden in an educational environment that incorporates a school
ground greening component can assist with physical health benefits in school environments (Bell
& Dyment, 2008). By strategically planting shaded areas in or around the garden, a healthier
outdoor setting can be created that would reduce student’s exposure to ultraviolet rays from the
sun. According to a study of 45 schools in Toronto, Canada, the introduction of green spaces
around the schools contributed to a more calming effect with students (Bell & Dyment, 2008).
Traditional school recreation areas provide limited options due to the confined spaces and
equipment provided (Bell & Dyment, 2008). In a school with a green space incorporated into the
environment in Berkley, California, students were free to have less organized recreation time and
28
more freedom which led to an increase in physical activity, creative games, constructive
interaction and exploration in garden areas (Bell & Dyment, 2008).
Chaufan, Yeh, and Sigal (2015) conducted a study, a culture of health, based upon the
presence of an on-site food garden incorporated into an early childhood education program.
Subramaniam (2002) hinted toward research that proved that the harvest and planting of
vegetables by children led the encouragement of tasting and possibly liking vegetables.
Chaufan, Yeh and Sigal (2015) encouraged healthy eating amongst the students, teachers, staff,
and families. The program assisted in promoting improved family health and preventing
childhood obesity. Participants found that the availability of fruits and vegetables encouraged
healthier eating habits (Chaufan et al., 2015).
Conclusion
Garden-based curriculum incorporated into the classroom environment benefit student
learning by raising environmental awareness, increase teacher motivation, encourage
relationships and promote health awareness (Bell & Dyment, 2008). Garden-based
environments combined with green school grounds can assist with the facilitation of increased
physical activity amongst school aged children by introducing the concepts of walkable and
playable environments (Bell & Dyment, 2008). Gardens and green spaces can contribute to
increased nutritional awareness, positive social health, interactive relationships, school
community involvement, and physical activity (Chaufan et al., 2015).
Challenges in Urban High Schools
High school teachers have multiple challenges in classroom settings providing
encouraging and nurturing educational environments for underserved youth (Joselowsky, 2007).
29
Teacher demands, student learning styles, classroom resources, professional development and
support vary immensely from district to district and school to school (Jacob, 2007). Gehrke
(2005) defines effective teaching as possessing the characteristics of the right combination of
materials, methods, students, teachers in the context within which teaching, and learning may
occur.
What will encourage effective student learning and classroom engagement? Real-life
student experience tend to assist the development of the whole child in the classroom
environment (Galbraith, 2003). Real-life skills in addition to classroom skills have been
recognized as an avenue to encourage student engagement (Skelly & Bradley, 2007). Service
and environmental sustainability concepts are real-life examples of classroom models that
encourage connections between the teacher and student (Galbraith, 2003). Skelly and Bradley
(2007) provide evidence of the awareness of student responsibility when affiliated with a school
garden program, increased positive environmental attitudes, and increased student’s sense of
responsibility related to the school garden project. Teachers have the responsibility and the right
to obtain professional training and equitable means that will encourage and assist learners from a
wide variety of backgrounds. In urban education settings, science departments may not receive
adequate support for teacher professional development or equitable means to meet the needs of
students (Kiel, 2015). By executing a demonstration, presenting a problem that students find
challenging, or presenting an unknown fact to students that they find interesting, according to
Willingham (2009), teachers may be able to draw students into a classroom lesson.
Incorporating a garden into the learning environment in an urban education setting will foster
increased peer collaboration, critical thinking skills, a sense of community, environmental
sustainability and healthy lifestyle practices (Skelly & Bradley, 2007).
30
Challenges Faced by Students
Dolan-Reilly (2013) defines social justice as the virtue which guides us in creating those
organized human interactions. In turn, social justice can be defined as a social institution when
justly organized that provides us with access to what is good for the person, both individually
and in our associations with others (“The definition of social justice,” 2013). Using Brooklyn’s
Project Green Reach, an outreach program created for grades K-8, as a springboard for
encouragement and similar demographics, both environments consist of a student population of
non-White students from economically disadvantaged backgrounds (Morgan, et al., 2009). In
some urban schools consisting of majority minority students, teachers were found in the
classroom were unqualified to teach math and science courses (Murphy, 1992). Without
obtaining basic skills from a qualified teacher, the perception of the learner of the course material
may be altered in a negative manner, hence changing the student perception and interpretation of
the academic skills (Bybee, 1993). Although teachers are intended to provide a multitude of
curriculum guides and academic skills, school gardens have been proven to assist in essential
development processes in children in a multidisciplinary fashion (Johnson, 2013). A correlation
between a positive impact in a child’s food choice and an increase in the knowledge related to
nutrition has proven to be a beneficial relationship by documented increased results on
standardized achievement tests, increased attentiveness, and increased enthusiasm for learning
(Graham et al., 2005). Completing a garden project and research associated with student-led
activities in an educational environment may provide a model based upon scientific content, yet
flexible enough to introduce equitable content and motivational activities geared toward student
learning by balancing a student-led garden and associated topics within the curriculum
requirements (Skelly & Bradley, 2007).
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Challenges Faced by Faculty
Many of the students I have the opportunity to educate daily are unskilled at such a young
age when placed in a position to be forced to problem solve, think critically in adverse scenarios
or plan for the future accordingly (Skelly & Bradley, 2007). They are extremely experienced in-
home based survival skills, such as walking to the bus stop, but naïve when faced with harsh
real-world realities. Students need to be prepared by teachers to adjust to diverse settings that
include educational diversity, cultural diversity and economic diversity in order to successfully
transition in educational settings (Hooks, 2003). Challenges in urban settings include early
failure rates, increased disruptive behaviors, increased absentee rates due to family issues or
health problems, decreased pride, a low sense of responsibility and accountability, and a sense of
disconnection from the classroom environment (Curtiz & McMillan, 2008; Lewis, Colvin, &
Sugai, 2000; Vazquez & Ojeda, 2010; Ruiz-Gallardo et al., 2013). Some of the students in
classroom settings have communication issues due to language restraints and dialects which are
viewed as barriers when learning (Ruiz-Gallardo et al., 2013). There is also a mistaken idea by
some that bilingual education is difficult to implement in schools due to the fact that immigrants
lack the desire to speak English (Leonardo, 2002). Challenges faced by faculty in urban school
settings are multi-dimensional, sometimes contribute to an unstable teaching environment, and
provide an overwhelming sense of complexity to a classroom environment (Ruiz-Gallardo et al.,
2013).
Strategies to Combat Challenges
In the classroom environment, students tend to achieve greater academic success when
their cultural and linguistic assets are valued (Dimick, 2012). Teachers are able to provide the
basic learning tools to students or the ability to portray and convey a distinct view of the world
32
from the classroom setting based upon the curriculum presented (Delpit, 1988). By executing
inclusiveness, community gardens hold every person involved responsible and accountable to
communicate and collaborate (Neo & Chua, 2017). A garden may bridge many gaps in
communication and curriculum requirements. Exploration and experimentation including the
opportunity to make mistakes without feeling incompetent in an educational environment and
problem-solving techniques are included in a project-based learning environment such as a
garden.
Morgan, et al. (2009) specifically outline a program which includes a teaching garden for
youth in New York City. This program provides practical skills and life lessons through hands-
on gardening experiences while promoting science education and environmental awareness
among students who come from challenging home and school environments. Neo and Chua
(2017) completed research documenting the usage of community gardens as spaces to cultivate
gardening responsibilities, produce educational tutorial videos, understand how to manage soil
drainage and constantly refresh gardening skills with the assistance of master gardeners.
Dimick (2012) states that scientific investigations paired with social action may provide avenues
for students to experience political and academic empowerment. Providing a similar
environment in the classroom as a means for students to actively learn, provides a means for all
students to engage, grow and continue the skills learned in the classroom in the home and
neighborhood environment.
Educational Community Support vs. Opposition
Although multiple opportunities exist for inquiry, explorations, problem-solving skills
and experimentation introduce students to a plant-based environment (Morgan et al., 2009). This
introduction allows students the opportunity to obtain the means or skills to upkeep a garden in
33
their home environments even if challenges exist from the parental side or family (Morgan et al.,
2009). Even though Morgan et al. (2009) specifically describe a program as a teaching garden
for youth which provides practical skills and life lessons through hands-on gardening
experiences while promoting science education and environmental awareness among students
who come from challenging home and school environments, the upkeep of the garden outside of
the classroom environment at home still requires money and tools. In many home environments,
the lack of easy access to tools, space and time to upkeep home gardens provide great difficulty
(Morgan et al., 2009). Depending upon neighbors for community sharing of responsibilities
open the families to be exposed to safety issues and illegal documentation issues resulting in the
lack of participation in neighborhood or community activities is tough on my students. Facing
harsh challenges and attempting to maintain a healthy lifestyle long-term is difficult for many
students. The transition between home community and school community and incorporating the
skills learned tends to be challenging in urban environments (Morgan et al., 2009).
Conclusion
An encouraging, student-led, activity based, engaging learning environment can
positively affect student learning and assist in creating an equitable classroom setting. By using
a garden as a model for collaboration, growth and development, students can transfer academic
and real-world techniques from the school to home environment with a sense of confidence.
“Education as the practice of freedom affirms healthy self-esteem in students as it promotes their
capacity to be aware and live consciously” (hooks, p. 72, 2003). Students tend to learn best by
doing. In this case, learned techniques can be taught to others by the students in order to exhibit
mastery of the academic material. Environmental sustainability, accountability, collaborative
34
efforts, student achievement, growth and academic success are inevitable when incorporating a
garden-based curriculum in a high school classroom.
Using gardens as a tool in the school environment provides hands-on learning
experiences and assist in incorporating real-world scenarios and problem-solving skills (Tyler,
2013). Students are able to complete collaborative projects and learn multiple team skills in
order to transfer multiple techniques from the school environment to the home environment. In
Bettez (2011), with the open encouragement of students in the classroom setting, it was shown
that were able to openly discuss critical issues such as oppression, community challenges and
thoughtful analysis of commonalities. Being afforded the opportunity to work with educators
and master gardeners provide the students with the notion that they can complete this
successfully and teach others.
Summary
Based upon the literature reviewed, incorporating a garden as an educational component
into the school environment in hopes of creating a real-world skill set in an educational
environment and relating the topics to student life could introduce potential meaningful
interpretations and critical thinking skills to students (Wilferth, 2017). “A well-integrated
school garden is described as a maintained garden at or near a school, is primarily used as a
learning environment to create meaningful experiences for students, is a valued part of the
school’s culture, and is sustained over time” (Burt et al., 2017, p. 1518) According to Burt et al.
(2017), school gardens have a long-standing history of being identified as interdisciplinary
educational tools. According to recent literature, there are many benefits associated with garden-
based learning including the increased knowledge related to environmental topics, increased fruit
35
and vegetable interest, and a more positive attitude toward garden associated skills (Burt et al.,
2017).
Educational leaders review past curriculum ideas, plan upcoming items and create
engaging curriculum while considering the entire school community (Schwab, 1983). A school-
based garden can serve as a vehicle for promoting the strengths and capacities within the school
community academically and interpersonally (Ozer, 2007). At the same time, a garden can
promote sustainable practices, encourage respect for the integrity of each person, assist students
in recognizing that each person has particular capacities and abilities which help enrich their own
lives and that of others, and the need to acknowledge that each person can contribute positively
to the local and broader communities within which they live (Hardy & Grootenboer, 2013). In
urban areas where green spaces are limited, children experience a strong connection with
gardening programs and learn to appreciate and respect nature throughout adulthood
(Introduction to School Gardens, n.d.). Introducing garden-based learning activities in a school
environment may provide students with engaging learning opportunities, options to understand
real world scientific content, introduce social justice topics, and provide a sense of
environmental accountability and civic responsibility for students.
Teachers participating in research ventures have shown that they use school gardens to
enhance the learning of their students, promote experiential learning, and teach environmental
education (Skelly & Bradley, 2007). “Studies have also found that using school gardens to teach
does in fact improve students’ learning, motivation, and environmental dispositions” (Skelly &
Bradley, 2007, p. 98). There are thousands of school gardens in the United States, which
provides anecdotal evidence that school garden programs can enhance a student’s learning
environment associated with wellness, relationships and academics (Ozer, 2007). These learning
36
laboratories based upon school gardens, have increased enthusiasm for the potential benefits of
garden-based learning (Ozer, 2007). In California, there are over 2,000 school gardens used
primarily for academic instruction (Ozer 2007).
A service-based program, prompted by gardening with a science curriculum
foundation may encourage students to view themselves as problem solvers, agents of change and
develop authentic relationships (Aftandilian & Dart, 2017). By introducing a garden program in
an urban high school setting, marginalized communities may be provided economic
empowerment strategies, environmental benefits, accountable measures, academic learning
options, positive motivation strategies, and sustainable alternatives to encourage a healthy
lifestyle (Aftandilian & Dart, 2017). Research studies have encouraged the undertaking of this
qualitative study (Morgan et al., 2009; Ozer, 2007; Skelly & Bradley, 2007; Wilferth, 2017).
This research study will explore the lived experiences of high school students at an urban private
school in the Southeastern United States associated with a school garden club. The purpose of
this interpretative phenomenological study is to explore high school student’s experiences with
garden-based learning activities and its impact on the individual.
37
Chapter Three: Research Design
This study explored the individual lived experiences of high school students and their
association with garden-based learning activities at a private school in an urban area in the
Southeastern United States. The primary research question guiding this study was: How do high
school students make sense of garden-based learning activities at an urban private school in the
southeastern United States? The following chapter describes the research design of the study and
provides support for the framework and methodological choices. The research approach will be
explained. The explanation of participant selection and details will follow. Finally, ethical
considerations, credibility, transferability, transparency, and limitations of the study will be
discussed.
Qualitative Research Approach
The ability to take an individual’s lived experience and interpret the outcome applied to
the purposes of this research study (Smith & Osborn, 2015). Interpretative Phenomenological
Analysis (IPA) in a qualitative research study provided a concrete foundation to analyze and
interpret a given phenomenon by using key areas of experiential and psychological research as
an approach (Smith et al., 2009). “The aim of IPA was to explore in detail how participants are
making sense of their personal and social world, and the main currency for an IPA study was the
meaning particular experiences, events, states hold for participants” (Smith et al., 2009, p. 53).
The foundation of IPA was supported by phenomenology, the interpretation of the researcher,
and the commitment to detailing the experience (Smith & Osborn, 2015).
Three key scholars contributed to the development of Interpretative Phenomenological
Analysis: Husserl, Moustakas, and Heidegger. Edmund Husserl, the founder of modern
phenomenology, helped to develop phenomenology as a foundational science (Morriston, 2014).
38
Husserl focused on the human experience, in particular, an individual’s own experience in
relation to a phenomenon (Smith et al., 2009). Husserl believed that the study of pure
consciousness assisted in forming the world in which we live (Aspects of Western Philosophy,
n.d.). Martin Heidegger, a follower of Husserl, was focused on developing the nature of being
and further explored one’s experience with the world (Pietkiewicz & Smith, 2012). The
analytical process in IPA is often described in terms of a double hermeneutic or dual
interpretation process, because, the participants first make meaning of their world and second,
the researcher tries to decode that meaning - make sense of the participants’ meaning making
(Smith & Osborn, 2008). The role of IPA is to interpret a participant’s interpretation of a
specific phenomenon (Smith & Osborn, 2008). By using small sample sizes, IPA studies tend to
focus on the perceptions of a particular group instead of generalized information (Smith &
Osborn, 2008). A unique characteristic of an IPA study is the ability to provide a detailed
account of the participant experience by using small sample sizes (Smith & Osborn, 2008). In
addition, Clark Moustakas illustrated empirical phenomenological research which provided the
foundation for a comprehensive description of a reflective analysis summarizing detailed
experiences through open-ended questions and dialogue (Moustakas, 1994). Moustakas (1994)
built his theory based upon Husserl and Heidegger by using interviews, participant observations,
and scientific explanation as a basis for their own phenomenology. From lived experiences, the
researcher can then reflect upon and interpret the participant’s journey. Jonathan Smith further
developed the methodology of IPA to provide a step by step guide for researchers to follow as
they attempt to understand a lived experience of a participant’s perspective (Smith, 1996).
Impactful IPA research delves into the perspective of the participant in an empathic and
inquisitive manner (Smith et al., 2009). Although IPA is interpretative, the progression and
39
deeper analysis of the participant’s story must remain relative to the researcher’s theme and
remain true to the personal experience of the participant (Smith et al., 2009).
By selecting to work with a small group of participants, three members of a garden club at
private school in an urban area in the Southeastern United States, the study allowed the
presentation of common themes, similarities, and possible connections related to intrinsic
motivation, academic success, and the relationship to students who choose to participate in
garden-based learning activities. Since IPA, an idiographic approach focused on particular
contexts, encourages fairly homogenous samples, the commonality of choosing to participate in
the garden-based learning activities instead of selecting participants in a “forced” learning
environment should, in theory, bring to the forefront common themes and also provide striking
contrasts from the interview process (Smith et al., 2009). A “forced” learning environment could
be described as a classroom environment in contrast to the free-will option of working in an
outside garden area provided in an extracurricular setting. Smith (1996) encourages the
researcher to pursue extremely detailed-oriented firsthand accounts from participants to be able
to interpret an accurate analysis of the data presented. Through extensive methods of
interpretation, hermeneutics, an additional foundation attempts to provide another level to the
role of the researcher (Smith et al., 2009). The researcher is faced with the task of analyzing and
interpreting the interpretation provided by the participant. The researcher is then able to provide
a reflective “voice” and unbiased interpretation of the interview (Larkin & Thompson, 2012).
One advantage that I had, as the researcher, was that students provided a truly honest account of
their personal experiences with gardening because I served as the mentor for the garden club and
developed a positive relationship with the parents and guardians of the participants of the study.
40
Participants
This qualitative study included a focus group of three students who were members of
the school garden club (Creswell, 2013). The students ranged from age 14 to 18, represented
the female gender, and represented racial groups to include but not be limited to Hispanic,
Asian, and/or African American (Smith et al., 2009). In person forty-five minute to one-hour
long interviews, three per participant, were voluntary and conducted with parental permission
for a period of four to six weeks. Interviews were transcribed, reviewed, and interpreted for
the research study.
Procedures
The recruitment of participants occurred by purposefully selecting students associated
with a garden club (Creswell, 2013). Participant recruitment followed these steps:
1. An initial recruitment email (Appendix A), was sent to parents of students associated
with the garden club described in the study. Interested parents contacted the
researcher directly. If there was not a response provided, a follow up reminder was
forwarded within two weeks (Appendix B).
2. The researcher sent a follow up email to interested participants.
3. Interested participants received a personalized email describing more details about the
study, a consent form, and interview guide (Appendix C). An initial meeting was
recommended to establish formal contact.
4. The opportunity to ask further questions was offered to participants prior to the initial
meeting was established with the participant.
41
Data Collection
After the Institutional Review Board (IRB) provided the documentation and permission to
conduct the research study, data was collected based upon a three-interview structure for
qualitative researchers (Seidman, 2006). Each interview lasted from 45 minutes to 1 hour. An
explanation was provided including the purpose and how the information would be used for the
research study.
Data was clarified and questions permitted with each participant to assure the participants’
voice was heard. Each participant reviewed their interview summaries to adhere to the member
checking process and assure an accurate representation of the personal experience of each
participant. Confidentiality was also established by keeping the interviews on a laptop that was
locked in the home and office of the researcher. The recordings were prepared for destruction
upon completion of the research study according to the IRB protocols and ethical standard
instructions and timelines.
All interviews were recorded in a location established by the consenting parent(s). Refer
to Appendix B for the interview questions. During the first interview, the focus was placed upon
the participants’ experience in relation to the research topic (Seidman, 2006). In the second
interview, the focus was placed upon the present lived experiences of the participant in relation to
the research topic (Seidman, 2006). In the final interview, the focus was placed upon the meaning
of the garden-based experience as it relates to each participant (Seidman, 2006).
Data Analysis
Interviews were conducted with participants interested in garden-based learning activities.
According to the self-determination theory (SDT), human beings have three basic psychological
42
needs. The first is the need for competence which drives a need to control the surrounding
environment (Ryan & Deci, 2000). The second is the need for relatedness which centers around
the feeling or need to interact with or be connected to. The third is the need for autonomy which
is related to an individual’s response to free will. The data gathered from participant interviews
was clustered into themes and explained in detail one by one using information extracted from a
matrix template designed as intersecting rows and columns to allow an easier visual of themes
(Miles, Huberman, & Saldana, 2013). An example of how the data was analyzed is located in
Appendix C.
To accurately present the data findings, I adhered to the main goal of IPA research, which
was to extract first-person accounts of experiences and phenomena during the research process
(Smith et al., 2009). To achieve the goal, semi-structured interviews were conducted to allow
open-ended question sets and free flowing dialogue (Smith & Osborn, 2015). Questions were
targeted to explore, allowed reflection, and encouraged a level of comfort with the participant
(Pietkiewicz & Smith, 2012). The interviews were recorded, and a transcription conducted by the
researcher one case at a time as suggested by IPA methodology (Smith et al., 2009). The
transcription was reviewed by each participant before moving to the next interview. Once
transcribed, the researcher began to review the recordings to make notes based upon the voice
recording to reflect and notate particular memories or helpful descriptions from the interviews.
The data analysis process was extremely detailed yet permitted the researcher extensive
explorative opportunities based upon participant descriptions (Smith et al., 2009). Transcriptions
were conducted by the researcher one by one using the same process after each interview session
took place with each participant. During the interview, notes were taken by the researcher as the
interviews took place. After each interview, the researcher listened to the recording and
43
transcribed the interview. After the transcription was conducted, notes were taken to record
anything notable or of interest to the researcher regarding the participant’s experience. After each
participants’ interview, the transcript was analyzed line by line. In the case of the participants,
descriptive phrases were noted. Comments related to long pauses, reflective memories,
descriptions, or memorable interactions were highlighted. Descriptive phrases and exploratory
comments were organized in a template for each interview. From the notes, themes began to
emerge. Commonalities among themes and repetitive patterns helped to develop emergent themes.
After each participant’s interview was transcribed and analyzed in the manner above, the
researcher recognized super-ordinate themes that best represented the participants’ experiences.
Criteria for Quality Qualitative Research
Ethical Considerations
The Institutional Research Board (IRB) provided approval for the research study and
explained the protection of human participants, including protection and confidentiality. A
neutral environment, such as a school library or classroom, was provided during interviews and
transparency was extended by the researcher. Multiple opportunities for discussion and
questions were provided to participants.
Credibility
In a proactive manner, an extensive effort was made to complete interviews with the
garden club participants. Participants and parents were contacted and follow up emails were
conducted to secure viable participants associated with a school garden club. Member checking
was also completed with each participant to assure the participants’ voice was heard. During the
interviews, information was restated to the participants and clarifying questions were presented.
44
Participants were also permitted to review transcripts after the interviews. Participants were
permitted to constructively analyze the findings of the study and provide feedback. By
conducting the interviews in the school environment, it was assumed prior to the interview that
the garden club participant may already have an interest in gardening and outdoor activities.
Inviting garden club participants was a key factor in the research project and data collection
process.
Transferability
IPA focuses on the lived experiences of participants and the understanding of a particular
phenomena (Smith et al., 2009). By detailing an open account of the lived experiences of high
school students associated with garden-based learning activities, a detailed account of personal
experiences related to intrinsic motivation, experiential learning opportunities, and the powerful
voices of each student could possibly be used for future academic studies (Ozer, 2007;
Pietkiewicz & Smith, 2012; Smith et al., 2009). People tend to engage in their physical and
social surroundings while assimilating values and cultural practices (Niemiec & Ryan, 2009).
They are also curious characteristically with a natural love of learning and internal desire to
absorb knowledge and surrounding values (Niemiec & Ryan, 2009). “Participation in gardening
during childhood is the most important influence on adult environmental attitudes and actions,
and even in urban areas where green spaces are limited, gardening programs for children can
provide a strong enough connection to instill appreciation and respect for nature in adulthood”
(Introduction to School Gardens, n.d., p. 11). Garden-based learning can have a positive effect
on students in a multitude of ways, for example, by promoting sustainable practices, encouraging
respect for the integrity of each person, assisting students in recognizing that each person has
capacities and abilities which help enrich their own lives and that of others, and the need to
45
acknowledge that each person can contribute positively to the local and broader communities
within which they live (Hardy & Grootenboer, 2013).
Self-reflexivity and Transparency
Presently, I am a high school science teacher in a private school setting which provides
an encouraging and nurturing educational environment for underserved youth. As an educator,
constant evolution and acknowledgement of my positionality, coupled with scholar-practitioner
research has guided me to disclose my current positionality and biases that may influence my
research. Students in the garden club may have been more positively influenced to communicate
honestly and openly during the research study since I was the garden club moderator. Being the
adult leader of the garden club may have encouraged the participants to reveal more in depth
experiences in the interview process. As a researcher and inquisitive person by nature, this
academic journey has inspired me to become more involved in the exploration of individual
student experiences associated with garden-based learning activities.
As a teenager myself, my classroom experiences were not always nurturing and
encouraging. My past experiences not only made me aware of what could happen, but opened
my mind to the possibility that bias, and assumptions still exist in educational settings. Taking
past experiences, learning from them and using them for growth purposes is a continuous
process. Nganga (2011) encourages scholar-practitioners to fully engage in an academic
program including a goal of utilizing the knowledge gained for the greater good of a specific
niche. As an evolving scholar-practitioner, I am constantly learning to incorporate past
experiences into the classroom learning environment. Introducing a garden as an educational
tool may encourage an intergenerational learning environment, connect multiple socioeconomic
and cultural demographics and adapt to the needs of various learning styles (Walter, 2013).
46
Limitations
Although IPA is experientially focused, the researcher can only interpret and understand
the lived experience of the participant through what the participant conveys in the interview
(Oxley, 2016). Although students were selected from a school garden club, there was not a
method to determine the participants’ previous length of time associated with garden-based
learning activities. There was no way to determine if previous experience with garden-based
learning enhanced or diminished the lived experience of each participant in the study.
IPA is viewed as phenomenological in that it is concerned with individuals whose
accounts are subjective (Flowers, Hart, & Marriott, 1999). The amount of time participants
dedicated to garden-based learning was not able to be tracked per participant. An estimate was
provided based upon the time dedicated to extracurricular activities on the school campus, but
not in direct reference to the impact upon the individual participant.
Although the researcher’s job was to make sense of the lived experiences of the
participants, the experience could only be divulged to the extent of the revelations presented by
the participants in the interviews (Brocki & Wearden, 2006). This means that the data analyzed,
and interviews obtained solely relied on the transparency of the individual participants. Some
scholars believe Johnathan Smith’s research related to IPA does not particularly meet scientific
standards and lack credibility (Giorgi, 2011). According to Giorgi (2011), Smith’s studies and
related IPA claims may be superficial and are impossible to replicate, thus not meeting basic
scientific criteria.
47
Chapter Four: Findings and Analysis
The purpose of this IPA was to better understand how high school students make sense of
garden-based learning activities at an urban private school in the southeastern United States. The
primary research question guiding this study was: How do high school students make sense of
garden-based learning activities at an urban private school in the southeastern United States?
The analysis of the transcripts yielded two superordinate themes and six sub-themes. The
superordinate themes between the participants were engagement through common activities and
common support characteristics. The sub-themes were academic/extracurricular activities,
organizational skills, self-selected hobbies and interests, active engagement, importance of
connections through relationships, and types of support. The findings were supported by verbal
quotations that emerged from the transcripts which were slightly modified for clarity. This
chapter summarizes the findings.
Analysis
The research study focused on making sense of experiences of high school students
affiliated with a garden club. Through this study, more insight was gathered relative to the
effects of garden-based learning and student motivation. By promoting the garden efforts in a
school environment, a framework for interdisciplinary course engagement and community
collaboration was established for students, parents, community partners, stakeholders, faculty,
and staff. This allowed the researcher to identify ways in which student motivation and
engagement in the school environment amongst three teens in high school were increased.
This IPA qualitative study included a focus group of three students who were members
of the school garden club (Creswell, 2013). The students selected were age range 14 to 18,
48
female, and represented racial groups to include but not be limited to Hispanic, Asian, and/or
African American (Smith et al., 2009). Three participants completed forty-five minute to one-
hour long interviews. Three interview sessions per participant took place over a period of four
to six weeks in a voluntary manner with parental permission. Anonymity was utilized as
interviews were transcribed, reviewed, and interpreted for the research study.
It was assumed prior to the interviews that a garden club participant may already have an
interest in gardening and outdoor activities. This was a key factor in this research project and
data collection process. Therefore, students active in the current school garden club were
selected to complete the interview process.
To accurately present the data findings, the researcher followed the guidance of IPA
research, which was to extract first-person accounts of experiences and phenomena during the
research process (Smith et al., 2009). To achieve the goal, semi-structured interviews were
conducted to allow open-ended question sets and free flowing dialogue (Smith & Osborn, 2015).
Key words, experiences, phrases and common responses were notated to highlight each
participant’s experience as accurately as possible (Smith et al., 2009). As they developed, in
chronological order, themes were organized and documented (Smith et al., 2009).
Data Analysis Process
During the first attempt at analyzing the data, the interviews were listened to and
analyzed approximately 7-10 times just to understand the meaning behind the words being
communicated and try to understand what the participants were trying to convey. It was
extremely difficult to understand the connection between the question being presented and the
information the participant was actually submitting. The emotional responses, facial expressions
and context being conveyed by the participant offered guidance to final interpretations of data
49
presented by the participants based upon the questions and responses. Much of the context and
concepts were difficult to decipher as the teens jumped from topic to topic when responding.
Many times, as the researcher, the participants eventually directed their responses back to the
original questions being presented during the interview. The initial attempt at exploratory and
descriptive commenting was fairly difficult, so the decision was made to use a hand-written
analysis process to begin. The coding process seemed to be the more logical selection for a
novice coding student. The process took longer than expected searching for patterns or
irregularities by beginning with the identification of phrases that seemed to have meaning to the
participant (Smith et al., 2009).
Working through the coding process, the researcher proceeded to review the interviews,
to engage an interpretative relationship to sustain engagement between the text and the process
of interpretation (Smith et al., 2009). This process assisted the researcher in attempting to
understand the individual participant’s perspective and engage in the double hermeneutics
process (Smith et al., 2009). The researcher’s account of the participants and the interpretations
of the participants’ understandings and lived experiences were represented (Smith et al., 2009).
The researcher gained more insights and added colors identifying descriptive phrases and items
that resonated during the process. The colors represented descriptive phrases that resonated or
were identified with individual participants based upon topics or emergent themes (Smith et al.,
2009). The olive color identified indoor activities. Lime green identified topics related to self-
motivation. Light blue identified outdoor activities. Yellow identified social skills and/or
relationship topics. Red identified restrictions identified by participants. For example, Ann
mentioned very little time was available during the weekdays, and stated, “There should be more
50
rotation and responsibility in the school garden.” Fuchsia identified individualized
characteristics conveyed or displayed by the participants.
Figure 1. Coding Example.
Participant: I had a brother who already graduated and I'm involved in the Garden Club National Honor Society
yearbook and newspaper Club Area Senior right now I'm focusing on what causes I want to go to and still
focusing on my school work and I let their my free time I like to spend time with my family I like to make sure I
have everything balanced for Ticket during the weekends I like to make sure I have school supplies I have my
work ready and I have a fresh mind before I start over again.
Interviewer: Is there anything else you want to mention about yourself?
Participant: Um no.
Interviewer: If you can describe yourself in one word, what would that be?
Participant: Disciplined.
Interviewer: Why?
Participant: Because I usually always remind myself like hey I have to do this I had to get to sometime before if
the teacher said turn to send by Friday I'll turn in a few days before because I like to make sure that I do to work
right and make sure that I'm ahead of the game I would like to make sure that I'm doing the work not only on time
but correctly as well.
Interviewer: Would you describe yourself as an outdoor or indoor person and why
Participant: An outdoor person because I feel like inside I feel like the world was made till I get to Explore like
the different parts that we have, and being an outdoor person that, allows me to you know take time away from
the computer from the social media and allows me to just get to know people better like at Marta or on the street
like I get to meet so you know and it's like a place where I go to meditate and relax on my own like just getting
fresh air.
Interviewer: Just out of curiosity, why do you participate in the garden club?
Participant: Even before I even became a student at Cristo Rey and since my dad does Landscaping I've always
been involved in my own house planting a few plants here and there in the house or outside of the house and
coming here from Stone Mountain to come into the city, there's not a lot of green in the environment so just
seeing how we could build a garden out of anywhere you know even in the city just shows how I wanted to be
involved to bring in the green into the city.
Applying colors with related themes, patterns, and repeated phrases assisted in showcasing
commonalities and personal thoughts contributed to the interview by the participants that may
51
have been overlooked. The process led the researcher to complete the third and final coding
attempt shown in Figure 2.
Figure 2. Coding Example.
Third Round Codes First Round Codes Second Round Codes
Indoor Activities AI1
Garden Club National Honor
Society yearbook and
newspaper Club Area Senior
40
Academic/Extracurricular
Activities
Self-Motivation AI1
I like to make sure I have
everything balanced 42
I have my work ready 43
Fresh mind before I start
over 44
Disciplined 52
I like to make sure that I do
to work right and make sure
that I'm ahead of the game
58
I've always been involved in
my own house planting 72
Like to write in a journal 93
Excel in academic work 111
Organizational Skills
Self-Selected hobbies
Outdoor Activities AI1
Outdoor person 63
Time away from the
computer 65
know people better like at
Marta or on the street 66
meditate and relax on my
own like just getting fresh
air 67
I wanted to be involved to
bring in the green into the
city 75
I love to walk at the
mountain 91
Active Engagement
52
Participant Profiles
Ann. At eighteen years old, Ann, was a senior and one of the oldest participants in the
group. She was second oldest in her family of five children. Ann grew up in a two-parent, lower
middle class, Hispanic, Catholic household. Her father owned a landscaping company that
required him to be away from the family for long periods of time during the work week. Her
mom was not identified as a working mother. Ann indicated she would be the first female
sibling to attend college and was accepted to a prominent university with a full scholarship. Her
older brother was currently accepted and enrolled in college the previous year but was not
accepted with a full scholarship. He was also a very strong leader in the garden club. During all
four years of high school Ann participated in multiple extracurricular and volunteer activities.
Ann’s parents stressed the importance of family on the weekends, contributions to the church
community and the importance and value of education.
Jade. At age eighteen, Jade, an African American female, was raised in a Christian,
single parent household with her mother and brother. In elementary school her mother received
assistance from her grandfather as Jade was growing up. In earlier years, Jade grew up on a
farm. Her mother became a schoolteacher to provide for her and her younger brother. Jade grew
up in a very close-knit family that valued education, hard work and family bonding time. Jade
indicated a love for reading and books at an early age and continued that passion throughout high
school. During her high school years, she rarely missed school and dedicated much of her time
to volunteer efforts and academic organizations. Her interest in outdoor exploration and love of
books followed her throughout the duration of her middle school and high school educational
experiences.
53
Jean. Jean, a seventeen-year old Hispanic female, was raised in a Catholic, two-parent
lower middle-class household with her twin sister. Each family member attended church retreats
and volunteered for masses on the weekends. The household lived in an apartment complex with
very few park areas or outdoor activity spaces. Jean’s mother guided her daughters by
providing historical accounts of family traditions associated with plants and flowers originating
in Mexico to maintain family culture and tradition. Jean developed a very close relationship with
an elementary school teacher that began with her watering plants for the classroom. The close
bond between the two continued throughout her high school years. Below is a reminder of the
participant descriptions consistent with chapter four.
Participant Profiles
Descriptors Ann Jade Jean
Brief Characteristics Shy Eclectic Out-Going (As described by the participant) Meditates Walks in parks Loves sports
AP classes AP classes AP Classes
Soccer Cheer Cheer/Volleyball
4 siblings 1 sibling Twin sister
2 parent HH* 1 parent HH* 2 parent HH*
Gender Female Female Female
Ethnicity Hispanic Black Hispanic
Age 18 18 17
Grade Level 12 12 11
# of years in Garden Club 4 4 3
54
Socioeconomic Status *LMC *LMC *LMC
*LMC = Lower Middle Class
*HH = Household
55
Little is known about how high school students describe their individual experiences or
what may result from the participation in garden-based learning activities and how they
perceive its impact on their individual lived experiences. Therefore, this study sought
to show how high school students make sense of garden-based learning activities at a
private high school in an urban area in the southeastern United States. The primary
research question guiding this study was: How do high school students make sense of
garden-based learning activities at a private high school in an urban area in the
southeastern United States?
Two Superordinate Themes
Real-Life Connections The need to relate to something
meaningful
The Six Sub-Themes listed above emerged from the participants’ engagement through
common activities and common support characteristics reflected by the participants’
data.
• Organizational Skills
• Importance of
connections through
relationships
• Types of Support
• Academic/Extracurricular
Activities
• Self-Selected Hobbies
and Interests
• Active Engagement
56
Ann Jade Jean
Superordinate
Theme – The
need to relate
to something
meaningful
X
X
X
Sub- Themes:
Academic and
Extracurricular
Activities
X X X
Labre Ministries X X X
Garden Club X X X
National Honor Society X X X
Beta Club X X X
Advanced Placement
Courses
X X X
Self-Selected Hobbies
and Interests
X X X
Individual Meditation X 0 0
Family Walks X X X
Walks in the Park 0 X 0
Chooses academic
challenges
X X X
Active Engagement Garden-based activities X X X
Sporting Activities 0 X X
Superordinate
Theme – Real-
Life
Connections
X
X
X
Sub- Themes:
Organizational Skills
Daily or weekly agenda
review
X
X
X
Importance of
connections through
relationships
Collaborative work
preference
X
X
X
Strong family bonds X X X
Support Garden Club X X X
Family/Friends X X X
57
Theme One – The Need to Relate to Something Meaningful
The three participants interviewed all attended the same high school. Each day the
students expressed a daily rotation including a study hall, weekly workday and extracurricular
activities. Typically, in a public high school, there may be an extensive amount of time
dedicated to afterschool activities. All three participants expressed there was not enough time
provided for students to experience afterschool activities with classes from 7:30am to 4:00pm
daily. However, each participant stated they all were able to participate in extracurricular
activities. All three participants expressed active engagement in advanced placement courses
and high achieving academic clubs. When speaking about activities, the participants were
extremely excited to describe in detail the happiness they experienced and the opportunity for
collaboration they experienced from participation in clubs and activities. When speaking about
working in a team environment, each participant was able to convey their thoughts with
excitement and clarity. These observations suggested that each participant was energized by
collaborative opportunities and motivated to continue to participate in opportunities that offered
team-oriented activities.
Sub-theme One – Academic/Extracurricular Activities
All three participants participated in multiple school clubs, volunteer activities, and the
National Honor Society. High achievements and challenging activities resonated with the
researcher as each participant revealed common interests. The researcher concluded, from
participant statements, that each participant deemed the active involvement in high achieving
clubs and challenging activities as an important component of their lives. Ann stated, “I’m
involved in the garden club, National Honor Society, yearbook and newspaper club. National
Honor Society basically gets us involved outside of the community and inside of the school, so
58
we get involved in Toys for Tots or Fall Festival or we have our own responsibility to get
involved with the school or church or wherever we’re able to go to and help.” During Ann’s
interview, the tone was of excitement. She spoke confidently during her description of clubs and
activities. There was a strong sense of peace and delivery with her tone. She made a statement
to the researcher that would contribute to the interpretation that the participant fully self-selected
to participate in the activities stated in the interview. Ann stated, “I picture myself as somebody
who tries to do their own work and as somebody who cares about the future. I’m a hardworking
student and I see that through the time I spend on my work and the time I spend with teachers
and students to see what I can do better.”
Jade seemed to be slightly more hesitant to delve deep into conversation at the beginning.
The conversation was very “surface” and matter of fact to the researcher when questions were
presented. When asked about academics and extracurricular activities, she seemed to perk up.
Jade appeared to show a slight smile and was pleased to describe activities and clubs that she
was drawn to as an active member. Jade stated,
I am currently a senior and enrolled in three AP classes and senior year has been quite
interesting as we’ve been participating in the college program and applying to 15+
colleges and acceptances have been rolling in. Which is good. And, working on
scholarships at the moment, so that’s really stressful. Also, I’m currently developing in
the clubs of National Honor Society and Beta Club, which is fine, because we’re doing
service work. I really like doing service work outside of school. We recently went to the
Beta Club convention in Savannah and our competition was breathtaking as we learned
many new things. I think I really developed as a high-school student this year.
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Jean demonstrated an immense sense of joy when speaking of extracurriculars and
activities to the researcher. Her excitement and joy appeared to be linked to the ability to
participate in teamwork with others and team-based interactions. Jean stated,
Back in middle school, I wasn’t as much involved and I believe that I wasn’t really
integrated with the school as much. So, at Garden High School, I do a lot of volunteer
work outside of school and inside of school like Labre ministries. I like to be involved in
sports as well like cheer, volleyball and soccer because I feel like that just ties everyone
together. I can learn more about others and, you know, when I walk past people in the
hallway, I can say ‘hey’ and you know [give] a little smile.
From each of the participants was an overall sense of accomplishment and growth in their
own rite. They appeared to be very conscious of the benefit of extracurricular participation, yet
aware of the limitations based upon their daily schedules. Each participant portrayed a
perception of being action oriented as an active participant. Jean recalled:
My freshman year, that’s when I first started participating in clubs. I know my sister and
I were looking at an email sent out and the flyer, so we were [discussing] getting
involved [in] the school community starting freshman year [so] we [would] have
something to do. We saw it and we [said], ‘okay, let’s do garden club and try something
new.’ I know I have been associated with any garden-based activity since I was in
kindergarten, so I want to know [how] we were always outdoors seeing caterpillars turn
into butterflies. I was like, let me try this and see what I can experience, something
different, something new, so yeah, I started and joined the club.
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Sub-theme Two – Self-Selected Hobbies and Interests
Each participant was enrolled in high advanced placement courses and advanced
curriculum requirements. It was apparent to the researcher that each participant enjoyed being
academically challenged. Each participant explicitly stated detailed reflective accounts of self-
selected hobbies and interests including the importance of the involvement within each activity.
Ann expressed many times throughout the reflections being drawn to particular hobbies and
interests because she loved working in a team environment. She even demonstrated her love for
working with others by expressing that she participated in any activity, even outside of school
because she loves to help in general in her spare time.
I really like how I’m able to collaborate with others. It’s not just one person doing
everything, but it’s everybody, you know, doing a few things. One person does one
thing, another person does another thing and one person does that. And we kind of
switch it, so one person doesn’t do the same thing all the time. Toys for Tots or Fall
Festival give us our own responsibilities to get involved in the school or at church or
wherever we are able to go and help.
The garden club resonated from participant reflections, as a school-based club, but also as a
participant self-selected hobby and personal interest. Participants stated they enjoyed having
peers involved in the garden club present in their academic courses and especially in the
advanced placement courses to lean upon. As stated by Jean,
I met five new people when I joined the garden club and then, as we, started to expand,
there was more people joining. And then, there was always more people coming, and so,
I can’t really calculate the amount of numbers, but yeah, I was able to make new
friendships and I was able to to…(pause), they could help me, if I’m struggling in a
61
class, they would, help me, give me advice on, how to adjust to the classroom setting and
tips.
The idea of collaborative connections demonstrated bridging the gap from the garden work to the
academic classroom was expressed in an endearing and positive manner by Jade. Jade stated
I know certain subjects come easy to me and I know others are harder, so as a student, I
take the time out to try to figure out why I don’t understand certain things and I would go
with my friends who would understand other things and try to get them to show it to me
instead of the teacher if I don’t get it the first time. For certain subjects I find more
difficult, it gets frustrating for me, if I don’t understand it from getting it on-line, so after
a while, I will just focus more on what I’m good at rather than what I won’t be able to do
sooner or later.
Each participant indicated intrinsic motivation to be the driving factor when self-selecting to
complete service work and individual hobbies or personal activities. Jean recalled:
I imagine myself as very disciplined, as very humble and very dedicated like what I’m
involved in. I like to continue it instead of dropping out after I did [with] soccer last year.
The only reason I decided I’m not going to do something this year is to focus on my
studies more. I just feel like I’ve done too much. I’m doing a lot that I probably can’t
handle it. So, I’m going to take a little break and catch up next year. I’m gonna do
volleyball and cheer, maybe soccer and then all [of] the other clubs I’m doing.
All three participants described a personal desire to participate in service work. Jade stated
“ I think it ties with motivation to do other things like going to protest and helping the homeless.
All of those fall into similar categories to me, like helping the environment.” In Ann’s
62
neighborhood, she described a personal interest in community garden participation. Ann
recalled, “There’s actually a community garden where I live, and anybody can come anytime.
I’ve actually helped with my dad and my siblings give advice to others and actually get involved
in that garden by watering plants a few times, and even at my own house we have a garden.”
Each participant also stated they prepare in advance when attending student-led academic
conventions. Jade stated “I can usually do it [work] as an individual, more of the sense of like,
I know I have to turn this in, and I know I’ll get a grade for it or not. If I know this will affect
my grade in the future, then yeah, I’m, maybe motivated to do it myself.” Jean recalled:
Transporting soil from the garage to the garden. I really liked how everyone was
collaborating together and moving everything to the front of the building. It was
hilarious because we tried to make ways that we could all carry this. And it was just a
new experience. [The project] was focused on transporting , gathering, laughing and
talking. That was really fun. For me, working in [activities] and classroom settings, I
like to be in a group.
Sub-theme Three – Active Engagement
Each participant expressed a passionate connection with outdoor activities. Ann
described herself as an outdoor person who spends time away from the computer to relax and
mediate on her own. Ann stated, “ I love to walk at the mountain. I like to get the physical
activity that I need, cuz you know, during the weekdays I don’t have the time.” Jade also
described a connection to outdoor engagement and family walking time in the park. Jade stated,
“ I like [when] my little brother be, like, walking around College Park with our little cousin and
she’s old enough to go outside by herself. So, I like walking around seeing the scenery you
have.” Jean described participation in physical activity at school by playing soccer and being
63
active at home. Jean stated, “ I like to run around my apartment complex [to] work out. [I] feel
like that’s important, like healthy living.”
The participants indicated their interests in making connections to other students involved
in academic and extracurricular activities. As stated by Jean, “I feel that just ties everyone
together. I can learn more about others and you know when I walk past people in the hallway I
can say ‘hey’ and you know [give] a little smile.”
Conclusions
Although each participant indicated involvement in multiple extracurricular activities, each
participant seemed to have an affinity to have all aspects of their lives balanced and organized.
Much of the commentary used descriptive terms relative to the topic of self-motivation, such as
the usage of the word “I.” Ann stated, “I like to make sure I have everything balanced.” Jade
stated, “I like helping the community.” Jean stated, “ I imagine myself as very disciplined, very
humble and very dedicated to what I’m involved in.” Commonalities related to self-motivation
expressed by the participants were the intrinsic motivation remain self-disciplined enough to take
on life challenges ranging from academics to extracurriculars. Being a part of outdoor activities
as an extracurricular theme remained a common thread amongst the participants in the school
environment and home life.
Based upon the revelations of each participant, each individual participant appeared to be
an extremely active participant in high school academics and with extracurricular activities.
Each participant seemed to be drawn to challenging activities which involve a significant amount
of problem-solving and collaborative efforts. Other indoor activities all participants seemed to
64
be involved in were volunteer efforts by choice, considering the countless hours each participant
seemed to dedicate to multiple volunteer efforts in and out of the school environment.
Each participant expressed interests in engaging or relaxing outdoor activities. Common
amongst all three participants was the self-identifying descriptor of being an outdoor person. Jean
stated, “I really like seeing how things grow and plant. You know [how] after planting? And you
know, I really love getting involved with new friendships as well. It is just like a big key, making
friends, it’s like amazing. I’m really good at making friends, cuz, I get involved in everything.”
All three participants also identified the appreciation for relaxation outdoors and the desire to
complete some type of outdoor activity. Ann stated “ When we were growing a cabbage at the old
school, I remember [that] I was working with [----] and we were putting in the seeds. We both
were [wondering] how it was going to grow. Once we were going on our own [to check on the
garden], we began to see how the leaves would start to sprout. It was that moment where you push
to continue garden club. It was really nice to see how the cabbages were growing.” Emerging
from the participants amidst the common activity theme seemed to be the next superordinate theme
of real-life connections.
Theme Two – Real-Life Connections
The second super-ordinate theme to emerge was connection to real-life connections and
contexts associated with teens and garden-based activities. All three participants expressed a
strong affinity to holding themselves accountable for organizing many aspects of their individual
lives and academic responsibilities. The participants described in detail personal organizational
skills, self-selected hobbies and individualized characteristics they have mastered over a period
of time. The participants spent a great deal of time bringing up family ties or types of support as
guiding factors in their lives. Each participant was livelier and more upbeat when they discussed
65
their family, friends and systems of support. The researcher concluded family and friends have a
major role in influencing each participant in their growth and development. Common support
characteristics that emerged from the participants permitted the researcher to identify three sub-
themes: Organizational skills, Importance of connections through relationships, and Types of
support.
Sub-theme One – Organizational Skills
Collectively, each participant was able to clearly demonstrate a need to be the person in
charge of their daily decision-making so that they are able to function in an organized manner
including a healthy balance of discipline, a daily routine, extracurricular activities and social
interaction. Jean particularly seemed to demonstrate meticulous attention to detail and
organization. Jean recalled an incident while assisting building raised beds in the garden, “ We
asked [the building manager] to help level up the garden. Sometimes I have questions, I’m not
sure about, or when I take measurements, I wasn’t sure how to read the measurement. The
whole numbers or the ‘tick’ in between. Is it an eighth? Is a fourth? I always ask for help.” Each
participant seemed to have a type of “stick to it” type of attitude. Even when working on garden
projects Jean remained inquisitive and meticulous to details. Jean recalled, “I still think I need a
little more information on how much to water the plant, so we don’t drown it. [How much]
spaces is between the plants. I don’t know how big they are going to grow, so I need more
education on that.” Ann contributed an excellent representative comment for the group, “ I
usually always remind myself, like hey, I have to do this. I had to get to sometime before, [just
in case], the teacher said turn it in, [or to] send by Friday. I'll turn it [the assignment] in a few
days before because I like to make sure that I do the work right and make sure that I'm ahead of
66
the game. I would like to make sure that I'm doing the work not only on time, but correctly as
well.”
Sub-theme Two – Importance of Connections Through Relationships
Each participant seemed to have deep connections with significant relationships in their
lives. Each participant expressed a strong desire to work in groups and collaborate with others.
Each participant also expressed some form of support from peers and family members. They
also expressed a passionate connection with outdoor activities and important bonding
experiences. Ann described herself as an outdoor person who spends time away from the
computer to relax and mediate on their own. She stated, “ I love to walk at the mountain. I like
to get the physical activity that I need, cuz you know, during the weekdays I don’t have the
time.” Jade also described a connection to outdoor engagement and family walking time in the
park. She stated, “ I like [when] my little brother be, like, walking around College Park with our
little cousin and she’s old enough to go outside by herself. So, I like walking around seeing the
scenery you have.” Jean described participation in physical activity at school by playing soccer
and being active at home. She stated, “ I like to run around my apartment complex [to] work out.
[I] feel like that’s important, like healthy living.”
Collaborative efforts were strongly emphasized by the participants. Each student
expressed the involvement in multiple community service activities. The participants also
expressed the positive engagement experienced in math, science and literature class as a result of
completing project-based learning activities. Ann stated, “I think it’s [garden club] brought
people together because there’s always something for everybody to do in Garden Club. There’s
always going to be, like, communication. [This] requires even face-to-face or through social
media [contact].” Jade stated they met more people and loved collaborating with others. She
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stated, “I really liked the building of the raised beds. I really liked that activity because it was
like a hands-on thing where everybody had something to do.” Jean stated, “Working in groups is
more exciting.”
Sub-theme Three – Types of Support
Each participant described a great deal of support from peers, family or their home
community. The participants indicated this type of emotional support was important to them as a
member of the garden club because many of their most important relational bonds were
developed with garden-based activities. Each participant made references in their reflections to
seeking out garden club members in their classes for academic support after feeling frustrated in
classes and also referenced family bonding experiences that were noteworthy in relation to
garden-based activities. Ann stated, “At my house, we tend to have a garden every year during
the summer.” Jade stated, “Well, when I first got here [the high school], I felt like I wasn’t in my
element, and then, I met other students who share the same views as me. Meeting the twins was
really fun cause I hadn’t met any of the underclassmen yet and they were just coming [to the
school]. They already wanted to participate in a club. I was happy to see people younger than
me who also like to do things that I like to do.”
All three participants seemed to be highly interested in collaborating with others and
seemed to be surrounded with a strong support team. During the interviews, each participant
described their friend groups and familial support as diverse with respect to age, gender and
ethnic groups. Each student was drawn to multiple community-based service activities, which
permitted the opportunity to collaborate with others. There was also some type of gardening or
plant activity completed as a family bonding experience either as a child or currently. Ann
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recalled, “At my house, we tend to have a garden every year during the summer.” Although each
participant revealed a multitude of common themes, challenges also emerged amongst the group.
Conclusion
This study sought better understand how high school students made sense of garden-
based learning activities at a private school in an urban area in the southeastern United States.
The primary research question guiding this study was: The primary research question guiding
this study was: How do high school students make sense of garden-based learning activities
private high school in an urban area in the southeastern United States? Since garden-based
learning is a hands-on activity, more of the question sets were related to student engagement and
the relationship with intrinsic motivation and the hands-on learning process associated with
garden-based activities and the garden club. The students selected for the interview were
members of the school garden club. Interview questions focused on motivation and engagement
in addition to garden-based learning questions and garden-based activities.
The interview sessions were estimated to be 45-minute to 1-hour sessions. I believed the
analysis to be valid and trustworthy because of academic and extracurricular ties with each
participant. A three-year teacher-student relationship was documented in the classroom and as a
club sponsor with each participant. There was great parental support to monitor the interview
participation and garden club efforts. The interview took place at a nearby location to the school
which the participants and parents were the most comfortable with to proceed. Each student was
highly enthusiastic and excited to participate in the interview. No part of the interview was
rushed. The students attempted to provide great details as each question was answered during
the session.
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Each student participant was active in multiple school clubs and community activities.
Academically, they all expressed the desire to excel academically and utilized detailed-oriented
processes to prepare themselves weekly. Each participant expressed the intrinsic desire to pursue
rigorous coursework, even-though they knew it would be challenging. Jean expressed struggling
with test scores in math and science, yet still desired to pursue the challenge by registering for
advanced courses in each class.
In middle school I would take a look around and see students just not paying attention in
class, disrespecting the teacher and I just find that’s not the right thing to do. Their
grades are not as good. And I was like, you know what? I’m gonna be different. I’m
gonna be dedicated to studying and paying attention in class. Through experiences with
other people, I’ve seen through them, so I don’t wanna be like that. Because I really like
science and math. In AP environmental science, even though it’s hard, I think it’s
important to learn about the environment and how we harm it. We talk about a broad
range of things like the marine environment and land environment. I think that’s
important to learn about [how] to live a sustainable life and not ruin this earth and get rid
of it.
Amongst peers, each participant demonstrated a passion for team-oriented activities and
collaborative opportunities. Each participant expressed in reflective opportunities their desire to
work in teams when presented the opportunities in the classroom environment. They also
expressed the desire to work in study groups in and out of the classroom environment with
members of the garden club. Each participant expressed a deep desire to maintain collaborative
efforts forged from participating in garden-based learning activities even outside of the garden
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environment. Ann was able to provide a detailed reflection of these important life skills that
teens are able to experience by being introduced to garden-based activities.
I think with all of the members in the [garden club], I’ve grown a relationship with each
one of them. It brought people together because there’s always something for everybody
to do. In garden club there’s always going to be communication required. Even like face
to face through social media. The outcome [of being a part of the garden club], like
being in the urban community, in this school, it’s kind of hard to see [anything] green.
And in this area, when we are able to produce something with our hands and with our
person who guides us [adult sponsor], it’s really nice to see how plants come to life.
From each student participant, a great deal of motivation and strength was revealed to be
intrinsically motivated. There was also a great deal of parental and friendship-based support
communicated by each student to support garden interests. Jade stated, “Um, I like giving back
to the community because my mom taught me, um, yeah, that I have to be grateful for what you
have done because some people don't have it and when I see people who don't have things that I
have I know like it's right to go out and help them because it's our duty as men and women for
with others to go out and help God's people.”
Although a great effort was provided, and overall, each student attempted to remain on
topic, there were a great deal of unexpected pauses, repetitive banter, and various subject
changes throughout the interview. This was found to be extremely difficult to maneuver through
the transcription process and coding process. This did not alter the data analysis or validity of
the research study because the students expressed themselves in a comfortable and relaxed
manner. Each participant communicated as if they were speaking to a good friend in an honest
and open manner without hesitation as they shared personal reflections and family narratives.
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Ann appeared to present heartfelt feedback in a concise manner including somewhat focused
commentary. Jade was able to present multiple specific narratives and commentary to the
researcher to include points of clarity. Jean’s narratives were extremely difficult to follow. For
example, commentary with Jean was meaningful, yet choppy, “Yes, I like, I really like seeing
how things grow and plant like you know after planting and you know I like I really love like
getting involved with like new friendships as well it is just like a big key, making friends, it’s
like it's amazing like I'm really good at making friends cuz like I get involved in everything and
sometimes and most of the times, I know how people feel like I know how you feel.”
Each participant described common support characteristics individually, but collectively
specific themes emerged in each interview. Common themes expressed by each participant were
discipline, solitude, shyness, the desire to collaborate with others and concern for others. Each
participant expressed the need to be disciplined and consistent intrinsically. Exemplary
characteristics emerged from all participants. For example, Jade stated, “My mom started
teaching me from an early age. When my brother was born, I started teaching him as well. I was
learning new topics and going over old topics at the same time.”
Each participant expressed a significant amount of stress, lack of time and frustration.
Ann stated, “We should have more learning activities [so that] we know what we are going to
plant and what seasons are best for us to put in our raised beds and not just have the same plants
over and over again.” Jade expressed the lack of social interaction during the school day. She
recalled, “[I would] like having a separate are to spend time with people I normally don’t get to
see during the day. [This] is usually what keeps me going back.” Jade also expressed the desire
for all students to view the results of the garden club, even if they were not a part of the club to
increase participation. Many students do not have the opportunity to witness the results of the
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garden club due to the rigorous school schedule. She stated, “If I don’t see how I am going to
use something, I don’t see the use for it, [then] it becomes frustrating for me to learn.” Jean
expressed the desire to obtain additional educational resources for the garden club. With the
number of academic courses and after school responsibilities, the student expressed the lack of
time allotted to simply explore the interest in additional educational resources. She stated, “I
think I still need a ‘lil more information, like education on how much to water the plants so I
don’t drown it.”
With a demanding academic schedule, the participants described the frustration
associated with the lack of time during the week to explore specific personal passions or projects.
Ann brought up a great point that there was a time limit surrounding the garden access based
upon the school hours and student locations after school. All students expressed there should be
some type of rotation and responsibility to provide access to self-selected educational exploration
for students.
Each participant described common characteristics individually, but collectively the
characteristics described as discipline, solitude, shyness, the desire to collaborate with others and
concern for others surfaced throughout interviews. As individuals, each participant seemed to
display a sense of disconnectedness and the need for time alone to recharge and relax at times.
Ann recalled her weekends, “During the weekends I like to make sure that I have my school
supplies, I have my work ready and I have a fresh mind before I start the week.” Jade stated, “I
find solace in gardening ‘cause it takes away from the stress at school or the stress at home. It’s
a place where we can all just come together and do something that we know will probably better
the earth. It’s something we can take beyond high school. We can still garden after we leave
school.” Jean stated, “When we were transporting the soil from the garage, I really like everyone
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collaborating together and moving it to the front of the building. It was so hilarious because we
were trying to make ways [that] we could all carry this. It was like a new experience instead of
just planting and doing something else. It was focused on transporting and us gathering, having
a conversation, laughing and talking.”
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Chapter Five: Discussion and Implications for Practice
The purpose of this interpretative phenomenological study was to better understand how
high school students make sense of their experiences with garden-based learning activities at a
private school in an urban area in the southeastern United States. Garden-based learning
programs have been used in schools to complete curriculum requirements in educational
environments, but few have focused on the phenomenological effects on associated youth
(Jagger et al., 2016; Klemmer et al., 2005; Neeper & Dymond, 2012). This knowledge may
assist practitioners with understanding the growth and development of students and how garden-
based learning activities can support them in their learning.
School gardens have been used in the past as pedagogical tools in educational
environments (Williams et al., 2018). Various experiential learning practices using garden-based
learning techniques have been shown to reach disengaged youth, provide meaningful content and
encourage collaboration amongst students (Ruiz-Gallardo et al., 2013). By encouraging life
skills, active engagement, problem solving and real-life connections, educational institutions
have the great opportunity to assist students in experiential learning endeavors by utilizing
garden-based learning activities (Rye et al., 2012). One theory of particular interest associated
with garden-based learning activities that stood out was the self-determination theory and the
relationship with intrinsic motivation in teens and garden-based learning (Darner, 2009).
The Self-Determination Theory aided in this investigation by supporting the positive
connection between teens and garden-based learning activities (Darner, 2009). The teen
participants interviewed in the research study are identified by pseudonyms as Ann, Jade, and
Jean respectively. In the environmental science class, Jean made a reference to the creation of an
ecosystem which included soil, plants, water and fish that connected the motivation to proceed to
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the outcome of a classroom experience to learning. “I like collaboration assignments. They are
more meaningful. Just reading a textbook is like, you read it, but then you might not get it, but
you’re not getting it. You go outside and see the effects versus a textbook. You see the effects
and what happens. It’s just so different.” Science-based educational opportunities have been
proven to help foster motivation in the classroom environment (Darner, 2009). The self-
determination theory supports the exploration of learning through an individual experience and
assists the individual in the interpretation of those experiences (Darner, 2009; Ryan & Deci,
2002; Darner, 2009; Skinner et al., 2012). “[The self-determination theory is] a motivational
theory rooted in organismic metatheories of intrinsic motivation, that integrates multiple personal
and social factors that shape student engagement and positive development (Skinner et al., 2012,
p. 18)”
During the course of the study, it was found that the participants conveyed the lived
experiences of academic challenges in math and science courses. Jean stated struggling with test
scores in math and science and student disruptions.
In middle school I would take a look around and see students just not paying attention in
class, disrespecting the teacher and I just find that’s not the right thing to do. Their
grades are not as good. And I was like, you know what? I’m gonna be different. I’m
gonna be dedicated to studying and paying attention in class. Through experiences with
other people, I’ve seen through them, so I don’t wanna be like that. Because I really like
science and math. In AP environmental science, even though it’s hard, I think it’s
important to learn about the environment and how we harm it. We talk about a broad
range of things like the marine environment and land environment. I think that’s
important to learn about to live a sustainable life and not ruin this earth and get rid of it.
76
Academic achievement in teens and course engagement in math and science appeared to be a
struggle (Joselowsky, 2007). Particularly in urban areas, students tended to struggle in areas of
classroom engagement, self-esteem and self-confidence (Ruiz-Gallardo et al., 2013).
Subramaniam (2002) described garden-based learning as an educational strategy that could be
used to assist with academic achievement. This IPA study was conducted to explore high school
students’ experiences with garden-based learning activities and the impact on the individual
students. Following the methodology of Smith, Flowers and Larkin (2009), double hermeneutic
approach was used to analyze the data and to draw conclusions. While the participant was
making sense of the phenomena, I was making sense of the participants’ interpretations of their
experiences (Smith et al., 2009). Three female high school students in an urban high school
setting provided individual perspectives about their lived experiences, personal narratives,
academic details, and garden-based learning experiences. This enabled me to be able to have
access to the participants’ understandings of their lived experiences, while attempting to interpret
the participants’ understandings of those lived experiences (Smith et al., 2009).
The participant transcripts were analyzed to identify key words and explanations
provided by the participants (Smith et al., 2009). In many instances, participants responded with
bursts of laughter, emotional responses and personal reflections during the interviews. Ann
provided a personal collaborative reflection that supports all three participants willingness to be
part of something meaningful with others that was shared in Chapter 4. Ann reflected upon the
concept of collaboration with others and the dependence upon everyone participating as a team.
She expressed the importance of shared responsibility amongst peers and the joy in learning by
working with others through collaborative efforts, especially through service work. The
importance of service work also resonated as a key term that was repetitive with respect to
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garden-based learning and the involvement of the participants. Jade supported this in one of her
personal reflections about her family.
I like giving back to the community because my mom taught me that you have to be
grateful for what you have because other people don’t have that. And when I see people
who don’t have things that I have, I know that it’s right to go out and help them because
it’s our duty being men and women for and with others to go out and help God’s people.
“Garden-based education could enhance student constructive engagement by supporting
students’ experiences of themselves as connected and related to the garden, competent to carry
out science and gardening activities, and autonomous in their sense of purpose and ownership for
the garden (Skinner et al., 2012, p. 19). As a participant in this study, Jade revealed multiple
experiences that were similar to the other participants. A deeper reflection involving her
grandfather provided a personal sense of accountability and ownership discovered at an early age
which was found to be in common with the other two participants.
When I was growing up, I lived on a farm with my grandfather. We always stayed
outside. We never really stayed inside to do anything. We always went outside, went to
the barn, helped out with the animals. I liked taking care of the horses. I had my own
horses for a while, and then my grandpa got me another one when he died. I like going
inside [of the barn], taking care of them, riding them and finding things that the dogs
would leave us. One time, our dog named Trouble brought us a rabbit home which was
weird because there weren’t any rabbits nearby. But I’m assuming he got out of the gate
and went to the forest that was nearby. The garden club reminds me of home. I don’t
really like the city. When we moved here, I wasn’t really open minded to living in the
city ‘cause I like it back on the farm. It was quieter out there. You could actually see the
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stars! So, that’s one reason and the people I met there… they made me feel more
welcome than I thought I could feel in the city. The only information I got about city
folk was on TV. And yeah… that was a lie. The TV didn’t really show what the people
were really like in the city. When I got here and met the people in the garden club, I
learned that people in the city could be like people out in the country. They’re very
homie, very welcoming and they weren’t shy about anything. They always showed me if
I was doing something wrong or just simply tell me and I would fix it. Ultimately,
instead of being more standoffish, they were more like a family. And, we decided that
we were all in this together. We all came together to do something great.
Key elements of the participants’ personal lived experiences were conveyed and provided
meaning to the researcher which led to deeper revelations of the participants as individuals,
including similarities and differences as described in this study (Smith et al., 2009).
The literature indicated the importance of garden-based learning activities. They provide
teens with an opportunity to participate in physical activity, collaborative efforts with peers and
to demonstrate complex problem-solving skills (Ratcliffe et al., 2011). School gardens are a
potential bridge to connect struggling students to high achieving students through active
engagement to assist in increasing the potential for academic achievement (Ray et al., 2016).
Ann was able to provide a detailed reflection of these important life skills that teens are able to
experience by being introduced to garden-based activities.
I think with all of the members in the [garden club], I’ve grown a relationship with each
one of them. It brought people together because there’s always something for everybody
to do. In garden club there’s always going to be communication required. Even like face
to face through social media. The outcome [of being a part of the garden club], like
79
being in the urban community, in this school, it’s kind of hard to see [anything] green.
And in this area, when we are able to produce something with our hands and with our
person who guides us [adult sponsor], it’s really nice to see how plants come to life.
According to Subramaniam 2002, garden-based learning activities assist students in
applying academic and vocational skills within real-life contexts. This was found to be true in
this research study. Garden-based activities were found to provide a stress free and interactive
learning environment for students (Wells et al., 2015). As presented in chapter four, the
environmental and learning opportunities presented in garden-based learning activities permitted
students the collaborative environment to share ideas, provide encouragement and exchange
strategies for problem solving. Students were able to transfer the problem-solving techniques
learned while completing garden-based activities to the classroom environment. Ann, Jade and
Jean all expressed a strong bond between active participants in the garden club. All three
participants indicated they communicated in study groups, community groups and friend groups
outside of the garden-based activities as a result of gatherings with the garden club. They
referred to multiple encouraging interactions such as depending upon each other to exchange
study tips or extending a hand to help each other in community service organized projects within
the school environment. For instance, Jade has continued with the garden club and relationships
developed since her freshman year of high school.
When I first got there, I felt like I was in my element and I met other students who share
the same views as me. Meeting the twins was really fun because I hadn’t met any of the
other underclassmen yet and we all wanted to participate in a club. And, I was happy to
see people younger than me who also like to do things I like to do all the time. It was
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nice to get to know students I hadn’t yet met since I usually stay with my grade level. It
was nice to see people come together in one place at the school.
Alexander, North, and Hendren (1995) provided research through the Master Gardener
Classroom Garden Project that provided insight into children and their relationships with peers
during garden-based activities. The program focused on the emotional, academic and social
benefits. During this research study, three participants were interviewed three times for
approximately forty-five to sixty minutes. Semi-structured interview questions were posed to the
participants. The primary research question guiding this study was: What are the lived
experiences of high school students who participate in garden-based learning activities at an
urban high school in the southeastern United States?
The Self-Determination Theory (SDT) (Ryan & Deci, 2000) was the theoretical
framework used to guide this study. Findings in this study seemed to support the consistent
association with the effects of garden-based learning and SDT (Darner, 2009; Ryan & Deci,
2000; Skinner et al., 2012; Wells et al., 2015). The three basic psychological needs that support
SDT and self-determined motivation are competence, relatedness, and autonomy (Darner, 2009).
Ann expressed an inherent need to keep pushing forward with garden-based learning activities,
even at home during the summer when away from the school garden.
At my house, we tend to have a garden every year in the summer and typically when it’s
hot I don’t have the energy to go outside all the time to water it. I guess I see that as one
problem but at the same time, having onions grow and tomatoes and blueberries grow
kind of pushed me as well to continue caring for the garden because we were able to eat it
with my family. It was really nice, especially with squash because we were able to
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incorporate what we grew into our meals. I think that it’s like being determined as well
as persistent with caring for the garden.
Throughout the research study, the individual lived experiences of the three high school
students was explored. This interpretative phenomenological analysis focused on the lived
experiences of the three participants and the understanding of the SDT as it related to their
individual lived experiences (Smith et al., 2009). Consistent with the literature and supported by
findings in chapter four, participants demonstrated human motivation, growth, development,
academic achievement and multiple other factors resulting from their interaction with garden-
based learning activities (Herbert et al., 2014; Niemiec & Ryan, 2009; Skelly & Zajicek, 1998;
Subramaniam, 2002).
This chapter begins with a discussion of the findings as they related to two superordinate
themes and six sub-themes. The superordinate themes between the participants were the need to
related to something meaningful and real-life connections. The sub-themes were
academic/extracurricular activities, organizational skills, self-selected hobbies and interests,
active engagement, relationship-related topics, and types of support. The chapter will conclude
with implications for practice and recommendations for future research.
The First Finding
The first finding was that all three participants possessed an internal desire to related to
something meaningful. Each participant was highly involved in high achieving academic and
school activities. Each participant expressed a passion for working in team-oriented
environments when working with others. All participants demonstrated a high affinity for
completing projects and activities in a collaborative manner. Previous research indicated that in
addition to health benefits, extracurricular interests can assist in healthy development of mental
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and social health in youth (Bell & Dyment, 2008). This was found to be true of the student
participants in this study as each participant expressed common interests in extracurricular
activities and similar service-oriented clubs. Academic and extracurricular activities in common
were the Garden Club, National Honor Society, Beta Club and Labre Ministries. The Garden
Club was described by the participants as an experiential learning organization that introduced
students to garden-based activities. The National Honor Society and Beta Club were identified
as academic service organizations. Labre Ministries was described as a service organization
specifically dedicated to providing assistance to the homeless. All three participants
demonstrated an affinity for sports such as cheer, volleyball or soccer. All three participants
were participants in three advanced placement courses.
There is a positive connection between teens, garden-based learning activities and the
internal motivation to be able to relate, comprehend, excel and connect on a human level (Ozer,
2007). Each participant, although they may have struggled in middle school, seemed to express
the ability to excel in advanced courses as upper classmen in high school. The relationship to
garden-based learning activities may have contributed to classroom motivation and increased
confidence according to the literature (Niemiec & Ryan, 2009; Ozer, 2007; Pietkiewicz & Smith,
2012). Because of the collaborative efforts and team building associated with garden-based
learning activities, Jade was able to gain the confidence to connect with students in the garden
club and form study groups with other garden club peers.
Academic and Extracurricular Activities
Academic-based, high achievement clubs and sports were indicated as common interests
of all three participants. Common interests were Garden Club, Beta Club, National Honor
Society and Labre Ministries which were described previously. Student participation in
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academic clubs, supported the use of complex problem-solving skills by all three participants
included the Beta Club, National Honor Society and the Garden Club (Ozer, 2007). In the
current literature, academic and extracurricular activities had a direct correlation to high
achieving students (Bell & Dyment, 2008; Skelly & Bradley, 2007; Willams & Dixon, 2013).
Each participant demonstrated a high affinity to want to complete their schoolwork in each
course. Every moment of completion, as each participant achieved an academic goal, in their
eyes, represented progress toward the main goal of attending college. Each participant was also
inspired through the garden club to motivate themselves and others as a team of support in the
school environment. Skills that were acquired through garden-based learning such as
collaborative efforts completed through projects were transferred to the classroom environment.
This internal need to achieve and help others associated with garden-based learning activities
were characteristics demonstrated by the high school participants in this study. The
characteristics associated with the internal desire to achieve and complete academic goals
demonstrated an affinity for characteristics related to intrinsic motivation (Skinner et al., 2012).
The participants were high achieving students listed on the honor roll each semester of
high school. Students affiliated with garden-based activities appeared to demonstrate high
academic achievement goals such as eligibility to the Beta Club and National Honor Society
membership and the school honor roll which is supported by the literature (Klemmer, Waliczek,
& Zajicek, 2005). All three participants were able to communicate their academic and
extracurricular activity pursuits in a clear manner, including comprehending the phenomena and
analyzing their experience. Jean in particular provided insight as to why she decided to take AP
courses in high school instead of general courses by stressing her studious nature and need to be
at the top of the class. The research findings supported the association with student motivation
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and garden-based learning activities as it pertained to the self-determination theory (Skinner et
al., 2012).
Self-Selected Hobbies and Interests
After their freshman school year, all high school participants pursued high advanced
placement courses. This is noteworthy because advanced placement courses are optional in their
school. Although students are provided recommendations by teachers to be a participant in an
advanced placement class, the student may decline the invitation. Each participant pursued the
advanced placement course recommended. The rigor of advanced placement classes seemed to
be a positive challenge and motivating factor for each participant in the study. In the literature, it
has been found that students in urban school environments who participated in garden-based
learning activities were challenged by academics and appeared to achieve high academic goals
and pursuits (Ozer, 2007; Ray et al., 2016; Skinner et al, 2012). This is noteworthy because
each participant indicated they enjoyed specific academic challenges and collaborative problem-
solving efforts with peers in the classroom environment. Each participant achieved a high
academic status as a high school student. Not only did each participant achieve above average
scores in their classes, each participant was a leader for academic clubs and led tutorial groups to
assist their peers in the school environment. For example, Jean indicated the joy experienced
from being able to communicate advice and classroom tips with other students involved in the
garden-based learning activities. Jade expressed an important advantage of being a member of
the garden club. The participant expressed being able to locate others in the garden club group to
assist in understanding of science topics or problem-solving when feeling frustrated in class.
This was noteworthy and relevant to the literature because Jade appeared to feel strongly about
the relationship, she had developed between garden club members and the ability to depend upon
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her garden club peers for support in the academic environment. The perception by the
participant of being frustrated at first but being able to solve an academic issue with peers from
the garden club group was key to eventually achieving academic success in that classroom
environment previous connected to a sense of difficulty (Skinner et al., 2012).
Active Engagement
Throughout high school, each participant expressed some type of strong connection to
outdoor activities. This is noteworthy because from meditative techniques to walking to sporting
activities, each participant demonstrated a connection to outdoor activities. Each participant
demonstrated a deep connection to outdoor activities and active engagement with family and
friends. Ann described spending time alone taking long meditative walks to reflect and review
the week. Jade described many fond memories with her grandfather on the farm, as a child and
how those experiences contributed to her contributions and interested in garden-based learning as
a teenager. Jean described her connection with an elementary school teacher and how that
connection influenced her interest in garden-based activities as a teenager. They even expressed
the connection to other students as a result of participating in active garden-based learning
activities. Each participant expressed a love for garden-based learning activities and the desire to
engage others in those activities. The students’ level of engagement in activities and the school
environment supported the current literature as it has shown that students have an increased
sense of school pride and gained a greater sense of belonging from active engagement in school
activities such as seen in garden-based learning environments (Ozer, 2007). The literature also
presented an appreciation for the outdoors and physical activity as a benefit to student
participation in garden-based activities (Ozer, 2007; Wells et al., 2015; Williams et al., 2018).
86
The Second Finding
The second major finding was that participants were connected by real-life connections
and contexts by being associated with a garden club. All three participants had a strong
disposition for holding themselves independently accountable for many aspects of their lives.
Each student was extremely focused on completion of academic work and activities they were
involved with in a successful manner. The participants did not seem to involved themselves in
activities they would not be able to fully commit. In classes, when presented with a challenge, if
unable to complete a task, each participant was actively engaged in finding assistance. This was
important because each participant was able to describe detailed accounts of meaningful
experiences related to family, friends or key systems of support which greatly impacted their
journey and assisted them in achievement. From the literature, it was found that organizational
skills, relationships and support can be positively associated with intrinsic motivation,
achievement, goal-oriented characteristics and development in teens (Darner 2009; Jeno et al.,
2017; Subramariam, 2002; Ozer, 2007; Wells et al., 2015).
Organizational Skills
Each participant expressed a need to be in charge of their daily to day decisions. Ann
revealed that she set aside time each Sunday in preparation for the upcoming school week. She
indicated that she organized clubs, activities, social meetings and study time in her agenda each
Sunday. Jade and Jean both indicated they utilized agendas daily to assist in the organization of
life activities. The perception of each participant as the leader of their individual decision-
making processes seemed to have a positive impact on each participant (Jeno et al., 2017). The
participants seemed to achieve many goals successfully which aligned with other research
studies associated with garden-based learning activities that stated students who act in an
87
accountable and intentional manner appear to achieve their goals with success (Darner, 2009).
This ability to complete decision-making skills in an organized manner contributed to the
participant’s basic need for competence, relatedness and autonomy (Williams et al., 2018).
Importance of Connections Through Relationships
Collaborative and familial relationships were expressed as significant influences with all
three participants. Each participant expressed multiple community service affiliations, a strong
affinity for team-based activities and strong family bonds. As previously indicated in the
research study, each participant described detailed lived experiences with immediate family
members and friends with similar characteristics associated with garden-based activities. Ann
reflected upon summer experiences shared with siblings. Jade was reminded of her childhood on
the farm with her grandfather. Jean described an experience each Christmas holiday with native
plants from Mexico her mother places in the home to remember deceased family members. Each
personal lived experience reminded the participant of their strong bonds and relationships that
have provided support when presented with obstacles and tough challenges. The participants
indicated that positive bonds between family and friends associated with garden activities have
helped them to move forward when presented a difficult situation. According to the literature,
garden-based learning activities and positive collaborative team-based learning efforts have been
found to provide teens with a sense of confidence, assisted with increased critical thinking
capabilities and helped them to overcome difficult challenges (Ozer 2007; Ray et al., 2016;
Williams et al., 2018).
88
Types of Support
Each participant expressed positive support from family, friends and the garden club
members. The participants reflected enthusiastically about the importance and positive
relationships that contributed to their success. They expressed a high need to have the presence
of authentic relationships in their lives. In the literature, garden-based activities are categorized
as hands-on learning experiences that are able to provide tangible outcomes for participants
(Williams & Dixon, 2013). Ann enthusiastically expressed excitement after watching a cabbage
grow over a period of time at the school and other vegetables at home during the summertime.
Ann was impressed that she could see concrete results after working in the garden with friends
over a period of time and was able to conduct academic dialogue with her peers about the
experience. That experience in the garden motivated them to keep participating. It was found in
the literature that garden-based learning activities have been found to be connected to increased
student engagement, encourage collaborative efforts and reinforce self-esteem in students
(Skinner et al., 2012; Subramaniam, 2002; Williams & Dixon, 2013). Students were able to
actually see something after a seed was placed in soil when participating in garden-based
activities. This was noteworthy because the strength and support from family and friends
appeared to assist in encouraging each participant throughout the lengthy and challenging
process of garden-based experiences.
Conclusions
The purpose of this study was to understand how high school students made sense of their
experiences in garden-based learning activities at an urban private school in the Southeastern
United States. The primary research question guiding this study was: How do high school
89
students make sense of garden-based learning activities at an urban private school in the
southeastern United States?
By using the self-determination theory as a theoretical framework, it was found that each
participant had a high affinity for characteristics that demonstrated an internal desire to set goals
and achieve them, the desire to have autonomy, and the need to relate to others. Each participant
appeared to be driven by the defining characteristics, the need for competence, the need for
relatedness and the need for autonomy, all are associated and consistent with the self-determination
theory.
The findings revealed two superordinate themes and six sub-themes that explained the
lived experiences of three participants affiliated with a garden club. The two superordinate themes
were the need to relate to something meaningful and real-life connections. The six sub-themes
were academic/extracurricular activities, organizational skills, self-selected hobbies and interests,
active engagement, importance of connections through relationships and types of support.
The three participants were high achieving, intrinsically motivated students who
demonstrated an affinity for garden-based learning activities and team-oriented, collaborative
efforts. The research findings supported the literature describing the relationship between SDT
and positive motivation (Ryan & Deci, 2006). The consistent mention of active learning
environments and the relationship with intrinsic motivation also supported the lived experiences
of the participants (Alexander & Poyyamoli, 2014). Experiential learning experiences and positive
collaborative support as described by the participants was also supported by the literature (Ruiz-
Gallardo et al., 2013; Skinner & Chi, 2014). Garden engagement and experiences assisted in
creating positive and engaging opportunities in the school environment between students and
teachers by the consistent presence of the participants in the optional garden club activities offered
90
(Skinner et al., 2012). Participant interaction with garden-based learning activities contributed to
high achievement, encouraged positive relationships, and added to meaningful life experiences
(Deci, 1985; Ozer, 2007; Ryan & Deci, 2006; Skinner & Chi, 2014). Based upon these findings,
urban school environments may want to rethink the way they look at gardens and garden-based
activities in relation to student achievement, growth and development. Garden-based learning
activities have been viewed by skeptics as messy, expensive, time-consuming, optional activities
to be conducted outside of the school environment and not a necessary component that would
contribute to student achievement (Skinner et al., 2012). Based upon this research study, garden-
based learning activities can be used as an impactful learning strategy for accountability,
collaborative practices, building relationships, assist in increasing student engagement, and
motivation in the school environment.
Implications for Practice
This study found that three participants were high achieving, intrinsically motivated
students who demonstrated an affinity for garden-based learning activities and team-oriented,
collaborative efforts. All three participants were expressively active in multiple school social
activities, academically high achieving and migrated toward collaborative and team-oriented
activities. Each individual expressed a significant positive influence or increased engagement
from various supportive friends, family and peers after being affiliated with garden-based
activities.
One concern presented was the length of time students were able to spend with garden-
based activities. Students complained that the outdoor time allotted in the educational
environment was extremely limited. Daily in the schedule of the participants, there is only a
forty-minute timeframe permitted to break for lunch. If you are not a member of the twelfth-
91
grade class, you are not permitted to have lunch outdoors. The school day begins at 7:25 am and
ends at 4:00 pm. Each participant indicated being a member of multiple afterschool activities
daily which presented the problem of arriving home late in the evening. If garden-based
activities were introduced to the school day in classroom environments, the experiential learning
opportunities may provide a positive option for teachers experiencing a lack of engagement in
the classroom environment during the school day. School gardens provide avenues to increase
academic outcomes in urban schools and introduce STEM areas as possible career paths to
students (Ray et al., 2016). Garden-based activities in a classroom setting may assist to increase
on-task behavior and enthusiasm (Skinner et al., 2012).
Recommendations for Future Research
One important question to be considered for future research would be whether or not
consistent garden-based learning activities would influence students in various grade levels.
Further research should be conducted to identify if the positive outcomes from student
participation varies based on gender. This study was limited by its focus on the lived
experiences of three female participants. IPA studies focus on quality, while providing a detailed
account of human phenomena by concentrating on a small number of cases, which is why three
participants were used for the research study (Smith et al., 2009). The researcher opted not to
pursue a study with a large number of participants, therefore, eliminating the risk of problematic
data. It would be of interest to note if the findings would have been different had male
participants been included or additional participants had been added to the research study.
Future research should also include variances in student demographics and grade levels in the
urban school environments. Learning if the length of time associated with garden-based
activities affects student achievement and the exposure to garden-based learning would be
92
noteworthy to study. More research should occur regarding garden-based learning activities.
The existing knowledge on this topic has positively supported student growth inside and outside
of the classroom. Therefore, more research which may encourage schools to promote garden-
based learning should be explored.
`
93
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Appendix A
Recruitment Letter
Dear Parents and Students:
As you may know, I am a doctoral student at Northeastern University (NEU) and I am
working on my dissertation. I have received approval from the NEU Internal Review Board to
conduct my research study at the high school from 2018-2019. I am asking that you consider
participating in the study. Your participation is completely voluntary, and if you decide to
participate, you may opt out of the study at any time.
The title of the research study is The Individual Lived Experiences of High School
Students and Their Association with Garden-Based Learning Activities in an Urban Education
Environment. The purpose of the study is to analyze and interpret the lived experiences of high
school students associated with garden-based learning activities. Data collection will include
individual interviews and field notes. There will be three individual interviews per participant.
Each individual interview will take approximately 45 minutes to 1 hour. Parents are welcome to
attend the interview session. All interviews will be held after the school day at a mutually
decided location.
Confidentiality will be strictly adhered to, and I will use pseudonyms to protect you. In
addition, the data collected will primarily be used for the student researcher’s doctoral thesis
project, and potentially for future journal articles. Please contact me email if you are interested
in participating in this study. Thank you for your attention and consideration.
Thank You,
Marcia J. Pecot
Doctoral Candidate 2019
College of Professional Studies
Northeastern University
103
Appendix B
Follow Up to Recruitment Letter
Dear Parents and Students:
Thank you for reviewing my initial inquiry to review information related to a research
study that I will be conducting. I am asking that you consider participating in the study. Your
participation is completely voluntary, and if you decide to participate, you may opt out of the
study at any time. I have included the research study specifics below as a refresher if you choose
to participate.
The title of the research study is The Individual Lived Experiences of High School
Students and Their Association with Garden-Based Learning Activities in an Urban Education
Environment. The purpose of the study is to analyze and interpret the lived experiences of high
school students associated with garden-based learning activities. Data collection will include
individual interviews and field notes. There will be three individual interviews per participant.
Each individual interview will take approximately 45 minutes to 1 hour. Parents are welcome to
attend the interview session. All interviews will be held after the school day at a mutually
decided location.
Confidentiality will be strictly adhered to, and I will use pseudonyms to protect you. In
addition, the data collected will primarily be used for the student researcher’s doctoral thesis
project, and potentially for future journal articles. Please contact me email if you are interested
in participating in this study. Thank you for your attention and consideration.
Thank You,
Marcia J. Pecot
Doctoral Candidate 2019
College of Professional Studies
Northeastern University
104
Appendix C
Parent/Student Study Interest Form
Dear Parents and Students:
Thank you for reviewing my initial inquiry to review information related to a research
study that I will be conducting. Your commitment is key to the success of this project.
The title of the research study is The Individual Lived Experiences of High School
Students and Their Association with Garden-Based Learning Activities in an Urban Education
Environment. The purpose of the study is to analyze and interpret the lived experiences of high
school students associated with garden-based learning activities. Data collection will include
individual interviews and field notes. There will be three individual interviews per participant.
Each individual interview will take approximately 45 minutes to 1 hour. Parents are welcome to
attend the interview session. All interviews will be held after the school day at a mutually
decided location.
Confidentiality will be strictly adhered to, and I will use pseudonyms to protect you. In
addition, the data collected will primarily be used for the student researcher’s doctoral thesis
project, and potentially for future journal articles. Please complete the information below to
proceed
Name of Parent/Guardian (print)
Signature of Parent/Guardian authorizing
student participation in the study
Name of Student Participant
Ethnicity of Student
Gender of Student
Age of Student
Number of years associated with a garden club
Grade level of student
Are you willing to participate in three separate,
one-on-one, 45 minute – 1-hour interviews with
the researcher?
Are you able to be transparent and share your
views related to garden-based learning
activities?
105
If you would like to proceed with the study,
please complete your preferred method of
contact.
Telephone #
Email address:
Thank You,
Marcia J. Pecot
Doctoral Candidate 2019
College of Professional Studies
Northeastern University
106
Appendix D
Interview Protocol Form
Institution: ___A private high school (grades 9-12)_____
Interviewee (Title and Name): ____Student X_____
Interviewer: ___Marcia Pecot (Teacher)______
RESEARCH QUESTION: _______ What are the lived experiences of high school students
who participate in garden-based learning activities at an urban high school in the
southeastern United States?________________
Interview #1:
Introductory Protocol
You have been selected to speak with us today because you have been identified as someone who
has a great deal to share about garden-based learning in an urban high school setting. In an
urban education environment, students require a great deal of motivation, dedication and
consistency to assist in their growth and development. In a garden environment, multiple
connections are made in an interdisciplinary fashion. My research project focuses on the
experience of high school students affiliated with a garden club. Through this study, we hope to
gain more insight into the effects of garden-based learning and the individual student
experience. By promoting the garden efforts in a school environment, a framework for
interdisciplinary course engagement and community collaboration will be established for
students, parents, community partners, stakeholders, faculty, and staff.
Hopefully this will allow us to identify ways in which we can increase student motivation and
engagement in a classroom setting.
Because your responses are important, and I want to make sure to capture everything you say, I
would like to audio tape our conversation today. Do I have your permission to record this
interview?[if yes, thank the participant, let them know you may ask the question again as you
start recording, and then turn on the recording equipment]. I will also be taking written notes. I
can assure you that all responses will be confidential and only a pseudonym will be used when
quoting from the transcripts. I will be the only one privy to the tapes which will be eventually
destroyed after they are transcribed. To meet our human subjects’ requirements at the university,
you must sign the form I have with me. Essentially, this document states that: (1) all
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information will be held confidential, (2) your participation is voluntary, and you may stop at
any time if you feel uncomfortable, and (3) we do not intend to inflict any harm. Do you have any
questions about the interview process or how your data will be used?
This interview should last about 45 minutes. During this time, I have several questions that I
would like to cover. If time begins to run short, it may be necessary to interrupt you to push
ahead and complete this line of questioning. Do you have any questions currently?
Interviewee Background
Objective: To establish rapport and obtain the story of in the participants’ general with the
research topic.
Interviewee Background
1) Tell me about your experience with outdoor activities?
2) What types of activities do you enjoy doing outside?
3) At school do you participate in outdoor activities?
4) Have you ever helped anyone in a garden?
5) Do you have plants or a garden at home?
6) Tell me about your experience with gardening at home.
7) Do you participate in the garden activities or garden club at school? If so, why?
Do you have any questions? Is there anything you would like to share?
Thank you for your participation.
Interview #2:
Objective: The focus will be placed upon the present lived experiences of the participant in
relation to the research topic.
One of the things we are interested in learning about is your personal experience as it relates to
garden-based learning activities. I would like to hear about your perspective/experience about
gardening or outdoor activities with plants in your own words. To do this, I am going to ask you
some questions about the key experiences you encountered.
1) In your experiences with garden-based learning activities, please describe your
experience in your own words.
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2) Can you give me an example of a specific experience that may be positive or negative
related to gardens or plants?
3) Did you have any challenges or obstacles when working in a garden?
4) Describe your parent’s/caregiver’s relationship with gardens or plants at home.
5) Describe your friends’ relationships with gardens or plants.
6) When working with garden-based activities at school, describe the care and maintenance
of the garden experience.
7) If you could change any thing about the garden-based activities at school, what types of
things would you keep or change?
8) If you could create your own idea of a perfect garden-based activity, how would you
describe it?
Do you have any questions? Is there anything you would like to share?
Thank you for your participation.
Interview #3:
Objective: The focus will be placed upon the meaning of the garden-based experience as it
relates to each participant.
.
During this final interview, one of the things we are interested in learning about is your personal
experience as it relates to the meaning of garden-based learning activities to you, as the
participant. To do this, I am going to ask you some questions about the key experiences you
encountered.
1) When you are in a classroom environment, are you more excited about hands-on learning
activities or textbook work?
2) What types of activities encourage you in the classroom environment?
3) Are you motivated to complete classwork as an individual or do you need additional
motivation to complete your work?
4) What activities inspire you in a classroom environment?
5) Think of a time in the classroom when you were uninspired. Tell me about it.
6) Think of one activity in the classroom environment that you were uninterested in. How
did you deal with it?
7) Have you ever experienced a boring class, in your opinion? Describe the experience.
8) What motivates you in class?
9) What motivates you to go outside?
10) Describe the concept of motivation and the relationship of the concept of motivation with
gardening.
11) If you could create your own garden, describe in detail your ideal garden.
12) What draws you to participate in garden-based activities?
Do you have any questions? Is there anything you would like to share? Thank you for your
participation.
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Appendix E (Example of Data Analysis)
Data Analysis Process
During the first attempt at analyzing the data, I must have listened to the interview
approximately 10 times just to comprehend some of the verbiage communicated and try to
understand what the participant was trying to convey. It was extremely difficult to understand
the connection between the question being presented and the information the participant was
actually submitting. The initial attempt at In Vivo Coding was fairly difficult, so I opted to use a
hand-written analysis process. The In Vivo Coding process seemed to be the more logical
selection for a novice coding student such as myself. This took longer than expected searching
for patterns or irregularities.
Figure 1. Coding Attempt 1
Working through the second attempt at coding, I still proceeded to review the interview again,
just for sanity purposes and for fear of missing something the participant may have been
attempting to convey in the interview. The second attempt, I was more comfortable attempting
to use the computer to incorporate colors into the process. Applying colors with related themes,
patterns, and repeated phrases assisted in showcasing commonalities and personal thoughts
contributed to the interview by the participant that were overlooked in the first two coding
attempts. The process led me to complete the third and final coding attempt briefly shown in
Figure 3 but included fully at the end of this report.
Figure 2. Coding attempt 2
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Figure 3. Coding attempt 3 (Final Coding Attempt)
Participant: Yeah, so, I’m in soccer. Uh, yeah. Then cheerleading. Um, what else? Uh,
activities. School ambassador, so uh, I’m involved in that as well. Uuummm… I’m an altar
server at my church.
Interviewer: Have you ever helped anyone in a garden?
Participant: Um, not that I remember. Like, their own garden? Oh, yeah, I do! I remember
when I was younger, I would, um, you know, like, pick up weeds for my, some other person’s
back yard. Just to help out. Yeah, just pick weeds, that was all I had to do and just water plants
at my schools.
Research Findings
Second Round Codes
First Round Codes Third Round Codes
Outdoor Go outside 35
Hang Out 35
Go to the mall 42
Hang out with Family 43
Bowling 44
Skating 44
Parties 44
Quincenearas 45
Soccer 49
Cheerleading 49
Pick up weeds 54
Water plants 55
Water plants and weed 91
Going outside 136
Activity
Social Hang out with Family 43
Friends in garden club 107
Working in groups 147
My parents motivate me 184
Personal
Academic School Ambassador 50
Chemistry labs 135
Math labs 136
Hands-on work 137
Always been independent 141
Grades equals money 182
Self-Selected
Volunteer Altar Server at church 51 Obligation
Restrictions Little space behind home 58
No experience with gardening 60
No backyard 62
No challenges with gardens 93
Parents don’t have a garden 101
Disconnectedness
111
Don’t have many friends 106
Loud students in class 153
Makes me unfocused 154
Classmates may not pay attention
159
It kind of uninterests me 160
Boring because we just read 170
Excitement Different experience 75
With friends 78
Teachers and friends encourage 131
Working with friends 149
Expressiveness
Inner Motivation Do something about that 115
Make different things 117
Likes hands on activities 120
Feel like we have an experience 123
They explain the process and like I
try to like learn from them 166
Because I have a twin 192
Friends and family, they motivate
me 196
Continue garden club 200
Do some creative things 204
Need to be heard 206
Start something off 212
Fundraising 220
Desire to Change
Sub Question #1
Based upon an experiential philosophy in an urban high school setting in what ways can
incorporation of a garden into an urban high school curriculum increase and promote classroom
engagement?
Restrictions Little space behind home 58
No experience with gardening 60
No backyard 62
No challenges with gardens 93
Parents don’t have a garden 101
Don’t have many friends 106
Loud students in class 153
Makes me unfocused 154
Classmates may not pay attention
159
It kind of uninterests me 160
Boring because we just read 170
Disconnectedness
Excitement Different experience 75 Expressiveness
112
With friends 78
Teachers and friends encourage 131
Working with friends 149
Inner Motivation Do something about that 115
Make different things 117
Likes hands on activities 120
Feel like we have an experience 123
They explain the process and like I
try to like learn from them 166
Because I have a twin 192
Friends and family, they motivate
me 196
Continue garden club 200
Do some creative things 204
Need to be heard 206
Start something off 212
Fundraising 220
Desire to Change
Outdoor Go outside 35
Hang Out 35
Go to the mall 42
Hang out with Family 43
Bowling 44
Skating 44
Parties 44
Quincenearas 45
Soccer 49
Cheerleading 49
Pick up weeds 54
Water plants 55
Water plants and weed 91
Going outside 136
Activity
Answer to Sub Question #1
The student participant confessed to be a novice at gardening, but proved to be self-motivated
and active. This may be partly due to the lack of space in the home environment for growing
purposes. Being an advocate of outdoor activities, the outdoor interest may have led to the
student’s motivation to join the garden club. The student shared an image of an ideal garden, “it
would be like, all big and nice, like un, a bunch of flowers, herbs, vegetables, um, we could do
some creative things, like have vines.”
Sub Question #2
Based upon an experiential philosophy in an urban high school setting in what ways can a
successful garden implementation increase positive nutritional awareness?
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Restrictions Little space behind home 58
No experience with gardening 60
No backyard 62
No challenges with gardens 93
Parents don’t have a garden 101
Don’t have many friends 106
Loud students in class 153
Makes me unfocused 154
Classmates may not pay attention
159
It kind of uninterests me 160
Boring because we just read 170
Disconnectedness
Answer to Sub Question #2
Based upon the lack of experience with gardening, the participant would be introduced to garden
care, basic skills, health benefits, and nutritional awareness that may not have been a previous
option since the participant indicated there was no exposure outside of the school setting. This
would provide an opportunity for a hands-on learning experience to raise nutritional awareness.
Sub Question #3
Based upon an experiential philosophy in an urban high school setting in what ways would the
implementation of a garden assist promoting intrinsic motivation in students and lead to
academic results?
Excitement Different experience 75
With friends 78
Teachers and friends encourage 131
Working with friends 149
Expressiveness
Inner Motivation Do something about that 115
Make different things 117
Likes hands on activities 120
Feel like we have an experience 123
They explain the process and like I
try to like learn from them 166
Because I have a twin 192
Friends and family, they motivate
me 196
Continue garden club 200
Do some creative things 204
Need to be heard 206
Start something off 212
Fundraising 220
Desire to Change
114
Answer to Sub Question #3
Garden-based learning provides a means for students to experience hands-on learning, extrinsic
and intrinsic motivation. The participant consistently indicated a vast support system. Inner
motivation and external motivation seems to drive this independent participant. Many times,
during the interview, a reference to “doing something” and opportunities to experience hands-on
learning or project based learning was mentioned. “When we get hands-on, I feel like we have
an experience, like we start like applying it to our lives, so we can. You know. Learn new
concepts and stuff.”
New/Unexpected Findings
Restrictions Little space behind home 58
No experience with gardening 60
No backyard 62
No challenges with gardens 93
Parents don’t have a garden 101
Don’t have many friends 106
Loud students in class 153
Makes me unfocused 154
Classmates may not pay attention
159
It kind of uninterests me 160
Boring because we just read 170
Disconnectedness
In the classroom environment, this participant is fairly quiet, yet obviously lights up when
involved in garden club activities after school. I was not expecting to learn the inexperience and
lack of family involvement related to gardening. My assumption was there being a background
or at minimum, an introduction to a garden outside of the school environment. But that was not
the case with this participant. “So, gardening for me, that was like, it’s like a different
experience. I’ve never gardened before. So, I learned new techniques.”
Research Question
Based upon an experiential philosophy in an urban high school setting, what would be
benefits of the incorporating a garden into a classroom setting using the Self-Determination
Theory as the theoretical framework?
Inner Motivation Do something about that 115
Make different things 117
Likes hands on activities 120
Feel like we have an experience 123
They explain the process and like I
try to like learn from them 166
Because I have a twin 192
Friends and family, they motivate
me 196
Continue garden club 200
Desire to Change
115
Do some creative things 204
Need to be heard 206
Start something off 212
Fundraising 220
Answer to Research Question
The participant consistently provided detailed descriptions of self-selected independent projects
and interests throughout the interview. Creative projects including fundraising options were
raised and proposed by the student to benefit garden club. She stated “we can make different
things out of all of these plants. So, I would like to, you know, change that.”
Implications
This process revealed many unexpected and delightful findings. Although there is a great
deal of encouragement and opportunity related to garden-based learning, there is also a great deal
of organization and responsibility associated with the planning and execution process. In a
classroom setting, one must consider the data analysis process. How will one be able to
concretely measure academic success, encouragement, and intrinsic motivation? My first
thought is to collect journal entries from participants over a six to eight week period. An
alternative option is to complete interviews to include targeting research questions related to the
process. Another challenge would be scheduling the interview process with minors and parents
for the research process. A great deal of time is taken to pre-schedule, review questions, and
follow up before the data analysis begins. The amount of positive outcomes related to the
student learning process and classroom environment may outweigh the challenges involved in
the overall process.