Leveraging Technology for Environmental Awareness: Insights from Experimental Research with Middle School Students in Malaysia

Abstract

Embedding environmental concepts in the minds of young students within a traditional classroom setting poses challenges due to the abstract nature of these concepts and the temporal dilemma associated with environmental change, as students are unable to observe the immediate consequences of their actions directly. To address this, innovative instructional methods incorporating technology were explored. Based on socio-constructivism, a quasi-experimental study employed a web tool to teach environmental concepts. The experimental group utilized the 7E constructivist learning model, while the control group followed traditional instruction. The results of the data analysis indicated a statistically significant disparity in students’ motivation levels to learn about environmental challenges, with active learning strategies receiving the highest scores due to engaging students in online discussions and collaborative tasks. The active and constructive learning techniques encouraged collaboration and cooperation and also embraced the students’ autonomy. Furthermore, students felt motivated to act and solve community issues, fostering civic responsibility for long-term growth and a sustainable future. The learning performance in the posttest significantly increased for the experimental group. These findings suggest the importance of integrating technology and active learning approaches to enhance environmental education among young students.

Keywords:

• environmental education
• middle grades
• motivation
• learning performance
• technology
• web tool

Acknowledgments

This research was funded by the Ministry of Higher Education (MOHE) through the Fundamental Research Grant Scheme (FRGS/1/2020/SS01/TAYLOR/02/3). The authors would also like to thank the Government of Malaysia and Taylor’s University for providing research support.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Data Availability Statement

The data supporting this study’s findings will be made available from the corresponding authors upon request

Informed Consent Statement

Written informed consent has been obtained from the subjects involved in the study.

Institutional Review Board Statement

The study was approved by the Taylor’s University Malaysia Ethics Committee.

Additional information

Funding

This research was funded by the Ministry of Higher Education (MOHE) through the Fundamental Research Grant Scheme (FRGS/1/2020/SS01/TAYLOR/02/3).