Abstract
This study explored the variance in ocean literacy accounted for by student and school levels and examined the influence of these two predictors on senior high school students’ ocean literacy using a hierarchical linear model. Data were collected from 1944 students from 99 schools and used to construct the two-level hierarchical linear model. The results indicated that the variance in ocean literacy accounted for by students was larger than that accounted for by schools; approximately a quarter of the total variance in ocean literacy was accounted for by schools. At the student level, attitude toward the ocean and frequency of reading ocean-themed books or magazines were predictors of ocean literacy, whereas at the school level, school region and location were significant influential factors. This study’s results have significance for policy-making regarding ocean literacy improvement.
Highlights
Marine environmental protection is a very important sustainability issue for the entire world
The results revealed that content knowledge and environmental attitudes were remarkably influential on ocean literacy (OL) performance
A committee comprised of 15 members developed the questionnaire, with the members of the committee consisting of marine scientists, senior high school teachers, and both formal and informal marine educators
Summary
Marine environmental protection is a very important sustainability issue for the entire world. Enhancing ocean literacy (OL) is a very important task for ensuring the sustainability of marine environmental resources. When an individual student is selected as an analysis sample, this student is considered first-level data and the school or classroom group is considered second-level data. In this type of data structure, the OL performance of a student is profoundly influenced by the school environment, such as school location, school region (coastal or noncoastal), and school size, as well as personal factors, such as the student’s gender, reading habits, attitude toward the ocean (ATO), and their family’s socioeconomic status. Student characteristics and school factors could influence the learning process and OL performance of a student
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