This research have aimed to analyze the impact of an environmental educational program on beneficiaries, which are inhabitants of Osmose in the Tonle Sap lake, in order to improve their knowledge, concern and behavior in the future.
The research has been based in the following Hypothesis:
Educational intervention addressing specific environmental issues of the local area and targeted at school children and their parents will enhance their environmental knowledge, awareness, attitude and behavior regarding their own region.
− 526 infant students divided into two groups attending two different educational environmental programs each. 436 children attending the ongoing environmental education program and 120 children attending the new participatory environmental education program
– 153 adults who had environmental education training
Questionnaires were elaborated for adults and 5th and 6th grade children, and a second one was also adapted for 3rd and 4th grade children. Both questionnaires collected socio-demographic data such as age and sex. However, there are some specific socio-demographic questions for each group:
− In questionnaires for adults and parents, there are questions on the profession and the number of children they have.
Key variables were included as well, such as that concerning origin (allowing the establishment of the Control Group with population in the “other village”) or the attendance to a given education program.
The same survey was conducted at four different times (steps). Firstly, before the beginning of the education programs; then, after three months, only with children attending the new program course and before initiating the participatory audiovisual activities; another survey was taken at the end of every program, before the public screening of the videos recorded in the New Program Course; and lastly, immediately after the screenings.
As a result of the study for adults, at the end of the study the adults from the new group improved their behavior with respect to the control group, having a positive effect the new program in the behavior, however, not clear improvement was observed for the knowledge and concern.
We have to note that the results above are on independent participants, which mean that at each step the participants evaluated were different people.
For the case of students, few participants repeated the questionnaire from step 1 to step 3 or 4, therefore no robust conclusions could be obtained about those responses.
However, for adults, participants form step 1 provided results at step 3 and 4 and so we could analyze those responses and check if the new program has a positive effect on those participants along the time. In particular, when comparing those adult participants from step 1 to step 3 and 4 a higher knowledge was gained with the new program, indicating that the new program had a positive effect on the knowledge of those adults, whilst in the control group the knowledge remained the same from the beginning to the end of the study.
Although it seems that the knowledge of students improved with the new program with respect to the old program and control groups, it is not clear from the effect an statistical perspective due to the inconsistencies found on the data, such as, different people where involved in the study at different steps.
This issue about different participants across steps implies that the conclusions and changes on the knowledge may be due to person characteristic and not to the program undertake.
As well, the few people in common across steps make results to be not robust enough to draw clear conclusion about if the new program is better than the old program. Only for common adults across steps we can conclude that the new program improved their knowledge with respect to non-program.