Abstract
The first four chapters of a hands-on gardening curriculum (Junior Master Gardener Handbook Level One) were introduced into three East Baton Rouge Parish (Louisiana) elementary schools in the fall semester of 2002 as an informal education program conducted by East Baton Rouge Parish Master Gardener volunteers and Louisiana State University students. The curriculum took place once per week for 2 hours during regular school hours. Science achievement tests, developed at Texas A&M University specifically for the Junior Master Gardener program, were given before and after the students participated in the gardening activities to determine whether or not the activities helped improve achievement scores. Science achievement was significantly different (P ≤ 0.0167) between the experimental classes' pretest and posttest scores, while no significant difference was found between the pretest and posttest scores of the control classes. No significant difference was found between the experimental and control classes due to treatment. Several variables may have affected the outcome of the study, but the results show once weekly use of gardening activities and hands-on classroom activities help improve science achievement test scores.
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