Can eco-schools improve elementary school students’ environmental literacy levels?

Descriptive Statistics of the Pre-test and the Post-test Results of Knowledge Subscale of ELQ

Students’ environmental knowledge was evaluated by their correct responses to the 11 knowledge items. When the results are examined (Table 2 and Figure 1) it can be observed that in the EG for each knowledge questions the number of students who gave correct answers increased in the post-test. However, this situation cannot be observed in the CG. In the CG, although the number of students who gave correct answers increased in some of the questions; such as, K2, K7, K8, K10, K11, there were also decreases in correct responses for some knowledge questions; such as, K1, K3, K4, K5, K6 and K9.

Table 2 Percentages (P) of Students who Gave Correct Answers to Knowledge Questions
Environmental Knowledge Statements	Correct Response (P) EG		Correct Response (P) CG
Environmental Knowledge Statements	Pre	Post	Pre	Post
K-1 Definition of biodiversity	51.9	55.8	57.5	50
K-2 Motor vehicles as the largest contributor of carbon monoxide	21.2	55.8	13.8	20
K-3 Electricity generation in Turkey by hydroelectric power plants	41.7	67.9	33.1	20.6
K-4 Industrial discharges as one of the major sources for surface water pollution	65.4	75.6	63.8	53.1
K-5 Trees are renewable resources	47.4	75	53.1	40
K-6 Role of ozone as a protective layer from cancer-causing sunlight	40.4	47.4	45.6	31.3
K-7 Most garbage in Turkey ends up in solid waste storage areas	38.5	58.3	23.8	28.1
K-8 Primary governmental agency for environmental protection in Turkey is the Ministry of Environment and Forestry	59.6	66	52.5	54.8
K-9 Batteries are household hazardous waste	62.8	84.6	63.8	45
K-10 Human activities of habitat is the major reason for animal extinction	63.5	67.9	58.8	59
K-11 The common method for storing nuclear waste throughout the world is storing and monitoring	19.9	53.8	15	39.4

Figure 1. Bar chart representing the frequency and percentages of students who gave correct answers to knowledge questions

In EG, the biggest change in the percentages occurred in K2, K3, K5, K9 and K11. K2 is about the contribution of motor vehicles to the carbon monoxide level. The descriptive statistics for this item revealed that 21.2% of experimental group students answered this item correctly in the pre-test. In the post-test the percentages of students answering this item correctly increased to 55.8%. The third knowledge item, K3, was about the way of electricity generation in Turkey. As the percentages displayed, there is a 26.2% of increase in experimental group students’ answers between the pre-test and the post-test. One of the biggest changes in the pre-test and the post-test percentages occurred in K5. In the pre-test 47.4% of EG students answered this item correctly and in the post-test the percentages increased to 75.0%. K9 was about the most hazardous household waste and 84.6% of experimental group students answered this item correctly in the post-test. The change of percentages between the pre-test and the post-test was found as 21.8%. K11 was about the common method used for storing nuclear waste throughout the world. In EG, 19.9% of students gave correct answers to this question in the pre-test and 53.8% in the post-test. In other questions, there are small increases in the percentages of experimental group students answering the knowledge questions correctly.

In CG, the number of students answering the knowledge items correctly increased only in few questions; K2, K7, K8, K10, K11. The dramatic increase occurred in K11. In the pre-test 15% of CG students answered this question which is about the common method used for storing nuclear waste throughout the world correctly. In the post-test the percentage of students increased to 39.4. Besides increases, there are also decreases in the correct answers in the post-test. The most dramatic decrease occurred in K9. This item was about the most hazardaous household waste. With 18.8% of change, the percentages of students answering correctly decreased from 63.8% to 45%.

Descriptive Statistics of the Pre-test and the Post-test Results of Attitude Subscale of ELQ

Environmental attitude is the second subscale of ELQ. When the results are examined it can be observed that after the application experimental group students’ agreement with positive statements and their disagreement with negative statements increased for all the statements except for the statement A6. The striking differences occurred for A1, A2, A5 and A7. A1 was about the carrying capacity of the earth. In the pre-test 35.9%, in the post-test 65.3% of experimental group students agreed that we are approaching the limit of the number of people the earth can support. Also, in the pre-test 52.6%, in the post-test 78.2% of experimental group students expressed that they agree with the statement A2, “When humans interfere with the nature it often produces disastrous consequences.” For A5, “The balance of nature is strong enough to cope with the impacts of modern industrial notions”, before the application 31.4%, after the application 70.5% of students expressed their disagreement with the statement. In A7, it was stated that “The so-called ‘ecological crisis’ facing humankind has been greatly exaggerated.”. Although in the pre-test 22.4% of experimental group students expressed their disagreement about the statement this number increased to 71.8 after the application. In EG, the percentages of students decreased only for one statement A6. In this statement it was expressed that “Despite our special abilities humans are still subjects to the laws of nature.” In the pre-test 62.8%, in the post-test 56.4% of EG students expressed that they agree with this statement.

The situation is not the same in CG. When the results are examined it is observed that there is an increase in the percentages of students for only two statements: A5 and A7. In the pre-test 41.9%, in the post-test 51.3% of CG students expressed that they disagree with the statement A5. For the statement A7, although the percentages of students disagree with this statement was 26.3 in the pre-test, this number increased to 42.5 in the post-test. Besides, these two statements, there was a decrease in the percentages for all other statements. The most striking decreases occurred in A4 and A10. In A4, students were asked their agreement about the statement “Plants and animals have as much right as humans to exist”. Before the application 75%, after the application 53.2% of control group students stated that they agree with this statement. For A10, “If things continue on their present course, we will soon experience a major ecological catastrophe.”, although the percentage of students was 65.6% in the pre-test, the percentage decreased to 48.2% in the post-test.

Descriptive Statistics of the Pre-test and the Post-test Results of Environmental Use Subscale of ELQ

Students participating the study were also asked for their agreement about a series of statements about their views on environmental uses. This part consists of 19 five-point Likert-type statements. When the percentages are examined, it can be observed that for positive statements, EG students’ agreement increased for all statements after the application except for U11. The striking differences between the pre-test and the post-test results occurred in U9, U15 and U16. In U9, students were asked whether they agree with the statement, “Government should regulate the use of private land to protect wildlife habitat.” Before the application 60.9%, after the application 80.1% of experimental group students stated that they agree with this statement. The second striking result occurred in U15. In this statement it is expressed that science and technology will be very important in solving our environmental problems. In the pre-test 53.8%, in the post-test 81.4% of EG students agreed with this statement. Statement U16 was about the importance of cultural changes in solving environmental problems. The percentages of students agreed with this statement increased from 56.4% to 77.0%. Among positive statements besides these increases there was a decrease in percentages for the statement U11. Although the decrease was small, in the pre-test 76.9% in the post-test 75.0% of experimental group students stated that all plants and animals play an important role in the environment.

For CG students, an increase was observed for only U6 and U17. In U6 it was stated that “It is important that everyone be aware of environmental problems”. In the pre-test 58.1%, in the post-test 70.0% of control group students expressed their agreement with the statement. Another increase occured in U17, which is focusing on the importance of changes in people’s values to solve environmental problems. For this statement in the pre-test 45.2%, in the post-test 60.5% of control group students stated that they agree with this statement.

Descriptive Statistics of the Pre-test and the Post-test Results of Environmental Concern Subscale of ELQ

Environmental concern is the fourth subscale of ELQ. In this subscale participants were asked to share their level of concern about current environmental issues. Table 3 shows the percentages of EG and CG students’ pre-test and post-test answers to the environmental concern subscale of ELQ.

Table 3 Percentages of Students’ Concern Levels for Environmental Problems
Environmental Problems	Concerned				Undecided				Not Concerned
	EG		CG		EG		CG		EG		CG
	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post
C1-Smoke Pollution	58.3	69.9	73.3	50	10.9	9.6	11.2	24.3	30.8	20.5	15.5	25.7
C2- Noise Pollution	66.1	60.3	60	46.8	12.1	9	11.4	17.5	21.8	30.7	28.6	35.7
C3- Automobile Emissions	52	58.3	55.8	45	15.4	5.8	19.9	21.9	32.6	35.9	24.3	33.1
C4- Industrial Pollution	63.5	64.1	59.6	51.3	7.7	12.2	14.3	18.1	28.8	23.7	26.1	30.6
C5- Hazardous Wastes	63.5	75	48.7	63.4	14.1	7.7	21.9	6.8	22.4	17.3	29.4	29.8
C6- Poor Water Quality	66.1	75	64.5	52.4	15.9	7.1	5.6	16.9	18	17.9	29.9	30.7
C7- Indoor Air Pollution	71.7	67.9	71.4	54.9	7.1	10.9	8.1	14.4	21.2	21.2	20.5	30.7
C8- Ozone Layer Depletion	74.4	80.1	50.6	62.8	6.4	2.6	10.6	4.3	19.2	17,3	38.8	32.9
C9- Global Warming	56.5	73.1	69.6	59.3	18	5.1	3.7	8.8	25.5	21.8	26.7	31.9

Results revealed that EG students’ concern levels increased for ‘smoke pollution’, ‘automobile emissions’, ‘industrial pollutions’, ‘hazardous wastes’, ‘poor water quality’, ‘ozone depletion’ and ‘global warming’ after the treatment. The most drastic change occurred in ‘global warming’. In the pre-test 56.5%, in the post-test 73.1% of EG students stated that they are concerned about global warming. Striking differences occurred for also ‘smoke pollution’, ‘hazardous wastes’ and ‘poor water quality’. Besides, although the change is small, EG students’ environmental concern levels decreased for ‘noise pollution’ ‘indoor air pollution’.

Results also showed that CG students’ concern levels increased for only ‘hazardous wastes’ and ‘ozone layer depletion’. In the pre-test 48.7%, in the post-test 63.4% of CG students expressed their concern level for hazardous wastes as high. Also, although the change is small, in the pre-test 50.6%, in the post-test 62.8% of CG students stated that they are concerned for ozone layer depletion. For all other issues; ‘smoke pollution’, ‘noise pollution’, ‘automobile emissions’, ‘industrial pollution’, ‘poor water quality’, ‘indoor air pollution’ and ‘global warming’, CG students’ concern levels decreased after the application.