NAMING “ANIMAL AMBASSADORS” - UGA Electronic Theses and

160 Pages·2012·1.96 MB·English

by  Andrea Montlick

NAMING “ANIMAL AMBASSADORS” AND ITS EFFECT ON ENVIRONMENTAL
LITERACY RETENTION IN COLLEGIATE STUDENTS
by
MILTON GARRY NEWBERRY, III
(Under the Direction of A. Christian Morgan)
ABSTRACT
This study explored the effect of naming an animal teaching tool on the
knowledge retention of collegiate students. The study sample included 111 participants
enrolled in several courses within the College of Agricultural and Environmental
Sciences at a land-grant university. The study sample participated in a presentation where
an owl was used as an educational tool and received a “human” name during the
experiment. Following the presentation, participants completed a knowledge-based
assessment. Knowledge scores for the participants only indicated retention in knowledge
gained regarding owl adaptations. Male, urban participants also earned the highest
knowledge score: a unique finding compared to other studies. Future research suggests
the use of a different research design involving pretests; expanding the scope of the
demographics to include a larger sample size, different educational levels, and various
socioeconomic statuses; the use of different animal teaching tools including reptiles and
mammals, and comparing the use of exotic versus native species; and determining the
potential influence of the presenter on participant learning outcomes.
INDEX WORDS: Animal ambassadors; Teaching Tools; Knowledge Retention;
Charismatic Megafauna; Empathy-Altruism; Environmental
Education; Environmental Literacy; Story [Telling]; Drama Theory
NAMING “ANIMAL AMBASSADORS” AND ITS EFFECT ON ENVIRONMENTAL
LITERACY RETENTION IN COLLEGIATE STUDENTS

by

MILTON GARRY NEWBERRY, III
B.S., Pennsylvania State University, 2007

A Thesis Submitted to the Graduate Faculty of The University of Georgia in Partial
Fulfillment of the Requirements for the Degree

MASTERS OF AGRICULTURAL LEADERSHIP

ATHENS, GEORGIA
2012
© 2012
Milton Garry Newberry, III
All Rights Reserved
NAMING “ANIMAL AMBASSADORS” AND ITS EFFECT ON ENVIRONMENTAL
LITERACY RETENTION IN COLLEGIATE STUDENTS

by

MILTON GARRY NEWBERRY, III

Major Professor: A. Christian Morgan
Committee: Nicholas E. Fuhrman
Kris Irwin

Electronic Version Approved:

Maureen Grasso
Dean of the Graduate School
The University of Georgia
August 2012
iv

DEDICATION
This work is dedicated to my family and friends who have continuously supported
my endeavors throughout the years. To my professors at the University of Georgia and
the Pennsylvania State University who challenged me during my educational process. To
all of my friends from Shaver’s Creek Environmental Center who planted the seed for my
passion in environmental education and justification for this research. To the Jekyll
Island 4-H Center and the W. Alton Jones Environmental Center who fostered my
passion. To Devika V. Rao who has always supported my decision for higher education,
always seen the potential within me, and motivated me when I could not motivate myself
despite our good times and trials and tribulations over the past nine years. Finally, to my
father who I always strive to make him proud even as he is not here today to witness it. I
am eternally grateful.
v

ACKNOWLEDGEMENTS
I would like to thank the Department of Agricultural Leadership, Education, and
Communication for becoming another “family” and a “home away from home.” I deeply
appreciate the financial support given to me in the forms of an assistantship and funds for
travel to conferences. I also am grateful for the education I received from the entire
faculty and help I received from the other graduate students, Christy Smallwood, and
Brandie Pentecost.
A special thanks goes out to my adviser and committee chair, Dr. Chris Morgan,
you have been a consistent beacon of encouragement and reality when it comes to my
work and professional development at the University of Georgia. Thank you for your
constant support in my abilities as a scholarly individual and a teacher. The opportunities
to teach I’ve received are cherished deeply because of the invaluable experience as an
instructor I now possess. You also helped me understand leadership from several
different perspectives which I used in my own work. Our relationship was ideal for you
kept me grounded with my work and never worried about its completion.
Dr. Nick Fuhrman, thank you for sharing passions in environmental education and
work with raptors with me. The simple fact that we have so much in common with our
professional lives helped provide a guide for my research and life goals. I also thank you
for the statistical expertise you brought for this research. Dr. Kris Irwin, thank you for
showing me the many opportunities an environmental educator can have in the world.
You also kept me grounded with my work and set the example of the need for the
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collaboration of social and life sciences. I also want to thank Dr. Maria Navarro, Dr. Jill
Rucker, and Dr. Dennis Duncan for challenging me in their respected courses. I’ve really
gained an immense amount of knowledge from your classes to use in the future. I am
forever grateful.
vii

TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ................................................................................................ V
LIST OF TABLES .............................................................................................................. X
LIST OF FIGURES .......................................................................................................... XI
CHAPTER
1 INTRODUCTION .............................................................................................1
Statement of Problem ...................................................................................4
Purpose and Objective of Study ...................................................................4
Study Hypothesis .........................................................................................5
Professional Significance of Study ..............................................................6
Limitations to the Study ...............................................................................8
Definition of Terms......................................................................................9
Summary ....................................................................................................11
2 REVIEW OF LITERATURE ..........................................................................13
Environmental Education...........................................................................13
Environmental Education in the Classroom ..............................................18
Animal Ambassador...................................................................................20
Charismatic Megafauna .............................................................................23
Theoretical Framework ..............................................................................25
Drama Theory ............................................................................................26
viii
Empathy-Altruism Hypothesis ..................................................................27
Summary ....................................................................................................29
3 METHODS AND PROCEDURES .................................................................30
Introduction ................................................................................................30
Research Design .........................................................................................30
Data Analysis .............................................................................................32
Population and Sample ..............................................................................33
Instrumentation ..........................................................................................35
Measures and Scoring ................................................................................37
Summary ....................................................................................................38
4 RESULTS ........................................................................................................40
Introduction ................................................................................................40
Objective one: Describe the current behaviors of college students
regarding environmental education participation ......................................40
Objective two: Compare the retention levels of students who experience a
named raptor to students who experience a non-named raptor ..................43
Objective three: Identify the influence of participant demographics on
retention differences ...................................................................................52
Summary ....................................................................................................60
5 CONCLUSIONS AND RECOMMENDATIONS ..........................................61
Purpose of Study ........................................................................................62
Significance of Study .................................................................................63
Review of Methods ....................................................................................63