Submitted by:Dr. Jerry Culen,Associate Professor, Youth Development
Purpose/Significance
This study determined the effectiveness of the Florida 4-H residential camping experience in developing the environmental sensitivity (ES) of participants ages 12-18. Specifically, the study examined how repeated participation in the Florida 4-H residential camping program affects the level of ES and the effects of the Florida 4-H residential camping program on the level of ecological knowledge of the program’s participants.
Two surveys were used: 1) An adaptation of the “Survey of Environmentally Concerned Students” (Sivek, 2003) to assess various influences on ES; and 2) the ecological knowledge portion of the “Middle School Environmental Literacy Instrument” (8th edition, 1996) to assess the participants’ ecological knowledge.
Results
Environmental Sensitivity Levels
Participants were presented with a definition of ES and asked to evaluate their own level on a five point Likert scale with the following options: “Very Low”, “Low”, “Moderate”, “High”, and “Very High.” The mean ES level of pre-camp respondents was 3.34 (SD=0.95). Forty-six percent of pre-camp respondents (n=118) self-reported a moderate ES level. Thirty-one percent of pre-camp respondents self-reported a high ES level. Ten percent of respondents believed they had a very high ES level.
Respondents who completed the post-camp survey (n=76) recorded a mean ES level of 3.47 (SD=0.95). Fifty-three percent of respondents felt they had a moderate level of ES. Over 25% of participants felt they had a high level of ES and almost 16% of participants believed they had a very high level of ES after participating in the Florida 4-H residential camping program.
A statistically significant difference in participants’ ES level was found between first time campers and campers who had attended two or more times previously. No difference was found between first time campers and campers who attended one time previously. However, campers who had attended camp one time previously scored lower than those who attended camp two or more times previously.
The ES differences were analyzed between each group. The Mann-Whitney independent sample test was performed to determine if the groups differed in any way. The results did not yield any statistical significant differences between the three groups.
A Spearman’s rho correlation analysis was run to compare the following variables: experience with camping; the influence of media; the influence of personality; experience with animals; negative experiences with the environment; the amount of time spent outdoors; the influence of role models; and participant’s level of ES.
ES appears to be associated with five out of the seven variables tested - experience with camp, media influence, experience with wild animals, the influence of negative experiences, and the influence of time spent outdoors.
The influence of media appears to have relationships with multiple other influences. Data showed media had significant correlations ranging from 0.216 to 0.456, with six out of the seven variables tested. These six variables included experience with camp (r=0.220, p<0.05), r="0.456," r="0.246," r="0.216," r="0.234," r="0.295," r2 ="0.183)" r2 ="0.090)" r2 ="0.273)">Ecological Knowledge
This research question was analyzed by comparing the participants’ pre-camp and post-camp survey responses to the ecological knowledge portion of the pre-camp and post-camp surveys and the number of years they have participated in the Florida 4-H residential camping program. Only those participants who completed both the pre-camp survey and the post-camp survey were included in this analysis. From the results of this test, it appears there are no significant differences between any groups in relation to ecological knowledge gained relative to repeat attendance. However, the largest difference in the level of ecological knowledge was between Group 1 and Group 3.
One could infer from this data that participants of the Florida 4-H residential camping program benefit from the exposure to the environment and related topics that may be addressed at the camps. These results are also supported by Palmberg and Kuru, 2000; Tanner, 1980; Palmer, 1993; Shepard & Speelman, 1986.
Children who attend the Florida 4-H residential camping program are exposed continuously to the natural environment as they participate in daily activities. Camp administration should inform stakeholders of the impact exposure to the environment has on the participants of the program. Camp administration should also strive to increase retention of current campers, in order to increase the amount of exposure to the outdoors for campers, and therefore, increase ES.
Results also indicate that media and time spent outdoors are very important in the development of ES. The best fit regression model indicates that these two elements (time spent outdoors and the influence of media) have a strong influence on a person’s perceived level of ES.
The influence of media appears to be related to multiple other influences. One could infer that the media has an impact on the reported perceived influences on ES (i.e. experience with camp, personality, experience with animals, negative experiences, time spent outdoors, and role models). This means that what children read or see on television influences how they feel about their experiences at camp, their view of spending time outdoors, and their experiences with animals.
The amount of time spent outdoors may be a key indication of a person’s ES. Shepard and Speelman (1986) found that first time participants visiting an outdoor setting had to adjust to the environment before learning could occur. As the participants visited the outdoor site more, they were able to learn about things within the environment because they were not spending time worrying about foreign/unfamiliar things around them. Other studies have also indicated exposure to the outdoors or time spent outdoors had an impact on ES (Tanner, 1980; Peterson, 1982; Palmer, 1993; Sward, 1996; Sivek, 2002).
Amy Lohrer, MS(1), Gerald Culen, PhD(1), Rosemary Barnett, PhD(1), and Glenn Israel, PhD(2) (1)Department of Family, Youth & Community Sciences (2)Department of Agricultural Education & Communication
Purpose/Significance
This study determined the effectiveness of the Florida 4-H residential camping experience in developing the environmental sensitivity (ES) of participants ages 12-18. Specifically, the study examined how repeated participation in the Florida 4-H residential camping program affects the level of ES and the effects of the Florida 4-H residential camping program on the level of ecological knowledge of the program’s participants.Methodology
The study design used in this research was a modified cross-sectional design. Participants in the study group were those individuals who participated in a Florida 4-H residential camp session that included environmental activities during summer 2003. All study participants must have previously attended or must have been currently attending a minimum of one (1) five-day session of Florida 4-H residential camp. Three groups of study participants were established: Group 1 – first time participants; Group 2 – participants who had attended one previous session of a five-day Florida 4-H residential camp; and Group 3 – participants who had attended a five-day session of Florida 4-H residential camping program two or more times in the past. A total of 125 surveys were gathered. The control group, (Group 1) consisted of 58 participants. The repeated camper groups (Groups 2 & 3) consisted of 58 campers.Two surveys were used: 1) An adaptation of the “Survey of Environmentally Concerned Students” (Sivek, 2003) to assess various influences on ES; and 2) the ecological knowledge portion of the “Middle School Environmental Literacy Instrument” (8th edition, 1996) to assess the participants’ ecological knowledge.
Results
Environmental Sensitivity Levels
Participants were presented with a definition of ES and asked to evaluate their own level on a five point Likert scale with the following options: “Very Low”, “Low”, “Moderate”, “High”, and “Very High.” The mean ES level of pre-camp respondents was 3.34 (SD=0.95). Forty-six percent of pre-camp respondents (n=118) self-reported a moderate ES level. Thirty-one percent of pre-camp respondents self-reported a high ES level. Ten percent of respondents believed they had a very high ES level.Respondents who completed the post-camp survey (n=76) recorded a mean ES level of 3.47 (SD=0.95). Fifty-three percent of respondents felt they had a moderate level of ES. Over 25% of participants felt they had a high level of ES and almost 16% of participants believed they had a very high level of ES after participating in the Florida 4-H residential camping program.
A statistically significant difference in participants’ ES level was found between first time campers and campers who had attended two or more times previously. No difference was found between first time campers and campers who attended one time previously. However, campers who had attended camp one time previously scored lower than those who attended camp two or more times previously.
The ES differences were analyzed between each group. The Mann-Whitney independent sample test was performed to determine if the groups differed in any way. The results did not yield any statistical significant differences between the three groups.
Correlations/Regression/Variance
In part two of the pre-camp survey, respondents were asked to rate various general influences on their ES using a 7-point Likert-type scale. The categories included the following: “Not at all”, “Slightly Important”, “Fairly Important”, “Very Important”, “Extremely Important”, “Don’t Know”, and “Did Not Experience”. Surveys in which the participant marked “Don’t Know” or “ Did Not Experience” were excluded from this analysis.A Spearman’s rho correlation analysis was run to compare the following variables: experience with camping; the influence of media; the influence of personality; experience with animals; negative experiences with the environment; the amount of time spent outdoors; the influence of role models; and participant’s level of ES.
ES appears to be associated with five out of the seven variables tested - experience with camp, media influence, experience with wild animals, the influence of negative experiences, and the influence of time spent outdoors.
The influence of media appears to have relationships with multiple other influences. Data showed media had significant correlations ranging from 0.216 to 0.456, with six out of the seven variables tested. These six variables included experience with camp (r=0.220, p<0.05), r="0.456," r="0.246," r="0.216," r="0.234," r="0.295," r2 ="0.183)" r2 ="0.090)" r2 ="0.273)">Ecological Knowledge
This research question was analyzed by comparing the participants’ pre-camp and post-camp survey responses to the ecological knowledge portion of the pre-camp and post-camp surveys and the number of years they have participated in the Florida 4-H residential camping program. Only those participants who completed both the pre-camp survey and the post-camp survey were included in this analysis. From the results of this test, it appears there are no significant differences between any groups in relation to ecological knowledge gained relative to repeat attendance. However, the largest difference in the level of ecological knowledge was between Group 1 and Group 3.
Conclusions/Discussion
The data indicate that the Florida 4-H residential camping program does have some influence on its participants’ level of ES as shown by an increase in the mean ES score of camp participants who previously attended one time in the past (pre-camp 0=3.38, post-camp 0=3.63). However, the n-size was relatively small.One could infer from this data that participants of the Florida 4-H residential camping program benefit from the exposure to the environment and related topics that may be addressed at the camps. These results are also supported by Palmberg and Kuru, 2000; Tanner, 1980; Palmer, 1993; Shepard & Speelman, 1986.
Children who attend the Florida 4-H residential camping program are exposed continuously to the natural environment as they participate in daily activities. Camp administration should inform stakeholders of the impact exposure to the environment has on the participants of the program. Camp administration should also strive to increase retention of current campers, in order to increase the amount of exposure to the outdoors for campers, and therefore, increase ES.
Results also indicate that media and time spent outdoors are very important in the development of ES. The best fit regression model indicates that these two elements (time spent outdoors and the influence of media) have a strong influence on a person’s perceived level of ES.
The influence of media appears to be related to multiple other influences. One could infer that the media has an impact on the reported perceived influences on ES (i.e. experience with camp, personality, experience with animals, negative experiences, time spent outdoors, and role models). This means that what children read or see on television influences how they feel about their experiences at camp, their view of spending time outdoors, and their experiences with animals.
The amount of time spent outdoors may be a key indication of a person’s ES. Shepard and Speelman (1986) found that first time participants visiting an outdoor setting had to adjust to the environment before learning could occur. As the participants visited the outdoor site more, they were able to learn about things within the environment because they were not spending time worrying about foreign/unfamiliar things around them. Other studies have also indicated exposure to the outdoors or time spent outdoors had an impact on ES (Tanner, 1980; Peterson, 1982; Palmer, 1993; Sward, 1996; Sivek, 2002).
