| 总结: | The study was conducted to determine if environmental education camp has an effect on
the level of knowledge and attitude regarding wetlands. The result of this study was
based on a questionnaire survey of pre-test and post-test groups which consisted of 206
students, who attended the education camp. Participants of the camp were primary and
secondary school students from 10 states which were segregated into Eastern, Northern
and Southern zones of Peninsular Malaysia. The study examined the demographic profile,
pre-camp knowledge and attitude of students regarding wetlands, students’ expectations
and perception of the environmental education camp.
Students’ pre-camp environmental knowledge was significantly influenced by level of
education (p<0.05), with upper secondary school students (Form 4, 5 and 6) showing
higher environmental knowledge on wetlands as compared to lower secondary and
primary school students. The results showed significant interaction effects between
gender and location of school (rural or town) on students’ pre-test knowledge with town
males showing the lowest scores as compared to the rest (p<0.05). The study also
showed that on a zonal basis, the students from the Eastern Zone (states of Pahang,
Kelantan and Terengganu) had the lowest pre-test scores of knowledge as compared to
those from the other two zones. The pre-camp students’ attitude level varied by location
of schools with rural area students showing higher positive attitude towards wetlands
issues as compared to their urban counterparts. Town males again showed significantly
the lowest score for attitude level (p<0.01). Students’ pre-camp expectation of the
camp’s programme was significantly influenced by level of education (p<0.05) with
lower secondary level students and upper secondary level students showing higher
expectation on the camp’s programme as compared to the primary level students.
Correlation analysis revealed that students’ pre-test knowledge was positively correlated
with students’ pre-test attitude (r = 0.32, p < 0.05) and students’ frequency of
involvement in environmental activities (r = 0.16, p = 0.02), while pre-test attitude was
not significantly correlated to students’ frequency of involvement in environmental
activity (r= 0.08, p = 0.24).
The Wilcoxon matched pair test between pre-test and post-test students showed
highly significant differences in knowledge (p<0.01), attitude (p< 0.001) and
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participants’ perception (p<0.001) on the camp’s programme; for all parameters tested,
post-test scores were significantly higher than pre-test scores. More than 50% of the
students scored above 22 correct answers (maximum of 24) as compared to the same
percentage that had scored above 12 correct prior to the camp. It is concluded that
theoretical and practical learning methods, pedagogical approaches used in the activities
of the camp and the role of facilitators are important factors which contributed to the
accomplishment of the objectives of this study.
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