Abstract
The purposes of this research were to study and compare environmental knowledge, environmental ethics and environmental volunteers before and after integrated instructional activities of environmental education by using community - based learning and active learning, to compare environmental knowledge, environmental ethics and environmental volunteers of students with different gender and Grade Point Average (GPA). The sample used in the study were 89 the first year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling in environmental studies course. The research tools were the integrated instructional activities of environmental education by using community - based learning and active learning, environmental knowledge test, environmental ethics test and environmental volunteers test. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using t-test, F-test (One–Way MANOVA, One–Way MANCOVA and Univariate Test). The results of the research showed that: 1) The students had average score of the environment knowledge, environmental ethics and environmental volunteers in the posttest higher than pretest statistical significance (p < .05). 2) There was no significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different gender (p > .05). 3) There was statistically significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different Grade Point Average (GPA) (p < .05).
Highlights
Today, higher education learning in the 21st century try to change the role of the instructor who taught the faculty and collaborative design activities in the learning process that learners can build the body of knowledge by their owner and they exchange the knowledge with friends in the classroom
3.2 The Results of Comparison of Environmental Knowledge, Environmental Ethics and the Environmental Volunteers of Students with Different Gender Found That: There was no significant difference between the average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different gender (p > .05) (As in table 4-5)
Instruction process and teaching activities used in the implementation of each step teaching materials and evaluation of learners by using community based learning and active learning which is consistent with the concept of Surakrai Nantaburom (2017) said the learning area and proactive learning is the learning that the learner is the one doing on their own rather than taking the knowledge from the teacher alone
Summary
Higher education learning in the 21st century try to change the role of the instructor who taught the faculty and collaborative design activities in the learning process that learners can build the body of knowledge by their owner and they exchange the knowledge with friends in the classroom. Educational management must be based on the principle that all learners have the ability to learn and develop themselves and that learners are most important. The educational management process must encourage learners to develop naturally and full potential (Prisana Mutchima & Nattha Phiwma, 2017). Teaching about the environment or environmental education is another way to help in solving environmental problems. Environmental education covers many dimensions including natural resource, social and cultural, belief and spiritual, economic and technological
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