13231
The Enhancing of Knowledge and Attitude towards Application of Geographic Information System in the Initial Environmental Evaluation
ButsarapornNatphong
1, Wannasakpijitr Boonserm
2, Uraiwan Praimee
3*1,2,3 Faculty of Environment and Resource Studies, Mahasarakham University, Mahasarakham, Thailand
* Corresponding Author : [email protected]
ABSTRACT
The purposes of this research were to develop learning plans of application of geographic information systems in initial environmental evaluation to be efficient and effective and to enhance knowledge and attitude of undergraduate students before and after the class and undergraduate students with different gender. The sample used in the research were 4th year 104 undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was obtained by purposive sampling. The research instruments were learning plans, knowledge test and attitude test. The statistics used for data analysis were frequency, percentage, mean, standard deviation, t-test and F-test. The results of the research showed that 1) learning plansof application geographic information systems in initial environmental evaluation were an efficiency at 91.42 /80.67, the index of effectiveness was 0.7034, meaning that students had increased knowledge and effected undergraduate students having more learning progress increased after the class. 2) After the class, they had higher average score of knowledge and attitude towards application of geographic information systems in initial environmental evaluation than before the class with statistical significance at the level of 05. 3) There was no difference of average score of knowledge and attitude of the students with different gender.
Keywords
Enhancing;Geographic information system;Initial environmental evaluation;Knowledge;Attitude.
Introduction
The environment is very complex system and that is closely associated with the development in many countries.Development that ignores the impact that occurs will result in the degradation of the environment and cause negative impact on the economic well-being of the society.Therefore, the issue of environmental management is an important issue in many countries.Therefore, initial environmental evaluation (IEE) has been carried out. Through this approach, important environmental impacts can be identified. This will further evaluate measures acceptable. The purpose of the IEE is environmental conservation and management.The process of preparing for IEE is involved in data collection, design and development of database systems. Different techniques are used in IEE process. Knowledge-based systems and computer- based system technology is shared and applied in operations. Therefore, the geographic information system (GIS)can be great support in conducting IEE. [1]
The application of GIS in teaching helps undergraduate students to understand the real problems that occur on the earth,as a guideline for educational management, understand the natural system and changes resulting from the interaction between human and environment. The students must know about data analysis, exchange of information and cross-disciplinary learning. To support learning in order to develop the ability to think systematically and decisions to create a sustainable environment by using the environmental education process. Environmental education is another important way to prevent and correct environmental degradation. It is a solution to environmental problems at the cause and the end. The environmental education process has an important goal of enhancing the human potential and ability to coexist with the environment in a sustainable manner. This focuses on enhancing 3 important things: 1) Environmental knowledge, the emphasis is on building knowledge, insight and appreciate the environment or in other words, the creation of wisdom in human beings. 2) Environmental attitude or consciousness, the importance of the value of the environment. Feeling anxious and cherished when the environment is affected, in other words, to create consciousness or sense of responsibility to occur in humans. And 3) Skills and participation in environmental management in this issue is to build skills to solve environmental problems, analysis of causes, effects, and solutions. This includes the opportunity to bring these skills to achieve practical results. [2]
Therefore, the application of GIS in the study of initial environmental evaluation is important.Therefore, the researcherswishesto apply the learning plans to use the geographic information systems in initial environmental evaluation for undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakam University and to enhance knowledge and attitude towards
application of Geographic information system in the initial environmental evaluation.
Research objectives
1. To develop learning plans of application of geographic information systems in initial environmental evaluation to be efficient and effective.
2. To enhance knowledge and attitude of undergraduate students before and after the class and undergraduate students with different gender
Methodology
1. Research conceptual framework
Figure 1.The research Conceptual framework.
2. Population and sample
The population were 333 undergraduate students in years 1-4 in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University in the 2nd semester of the academic year 2020.
The Sample were the 4thyear 104 undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University in the 2nd semester of the academic year 2020, which were derived by purposive sampling inhealth impact assessment course.
The enhancing of knowledge and attitude application of geographic information system in the initial environmental evaluation
The research tools were : 1. Learning plans application of geographic information systems in initial environmental evaluation
2. Knowledge test about application of geographic information systems in initial environmental evaluation
3. Attitude test about application of geographic information systems in initial environmental evaluation
The undergraduate students have knowledge and environmental attitude
towardsapplication of geographicinformation systems in initial environmental evaluation Learning plans to enhancing application of geographic information systems in initial
environmental evaluation 1.Geographic technology
2. Introduction to GIS
3. The commands and applications of GIS 4. Georeferenced Coordinates
5. Importing KMZ. data as a shape file 6. Importing spatial data and attribute data 7. Analysis of vector data
8. Thematic mapping.
Teachingapplication of geographic information systems in initial environmental evaluationfor 104 undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakam University selected from purposive sampling
.
13233 3. Research design
The enhancing of knowledge and attitude towards application of geographic information system in the initial environmental evaluation, it was quasi experimental research by using one-group pretest-posttest design research [3]
then organized learning activities for undergraduate students and testthem before and after learning. The symbolic view of this design is given in Table 1.
Table 1. Research design (One Group Pretest-Posttest Design)
Experimental group Pretest Treatment Posttest
E T1 X T2
E= the sample(Experimental group).
T1 = test of knowledge and attitude before learning (Pretest).
X = learning activities (Treatment).
T2 = test of knowledge and attitude after learning (Posttest).
4. Research instruments
4.1 The research instruments werelearning plans of application of geographic information systems in initial environmental evaluation.
4.2 The instruments used in the measurement and evaluation were knowledge test and attitude test towards application of geographic information systems in initial environmental evaluation.
5. The quality of research instruments
The research instrumentswere checked quality which can be divided into 2 categories:
5.1 The learning plans of application of geographic information systems in initial environmental evaluation with the following steps:
5.1.1 Study details of the Bachelor of Science program, Environmental Education , Faculty of Environment and Resource Studies, Mahasarakham University to analyze goals, objectives and content to create learning activities plans.
5.1.2 Study principles and methods for creating a learning plansby studying the concepts, theories, documents and related research to determine the content in accordance with the curriculum and course descriptions.
5.1.3 The researcher has developed a preliminary course content framework to take experts to examine and make recommendations about contents of 8 plans as shown in Figure 1.
5.1.4 Take the learning plans created for 5 experts to consider and examine the appropriate content in developing the learning plans.
5.1.5 Bring the results of the evaluation analyzed the Index of item Objective Congruence: IOC. It showed that the IOC was 0.80 and the validity was 4.50. It showed that the learning planswere the most appropriate level.
5.1.6 Improve the learning plans according to expert recommendations. Then, try out with the 3rd year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University in the 1st semester of the academic year 2020.
5.1.7 Improve the learning plans, then lead themwith the sample in the 2nd semester of the academic year 2020.
5.2 Knowledge test and attitude test towards application of geographic information systems in initial environmental evaluation were details as follows:
5.2.1 Study textbooks, relevant research papers to guide the creation of research instruments.
5.2.2 Use data to create instruments for measuring and evaluating results with the following steps:
1) Create a knowledge test about application of geographic information systems in initial environmental evaluation.
There were 40 items of multiple choice; A, B, C and D to choose only one correct answer. The criteria for correct answer gave 1 point, wrong answer gave 0 points.The criteria for interpreting the points are as follows : the average score is 0.00-7.99 (the least level of knowledge) the average score is8.00-15.99 (low level of knowledge) the average score is16.00-23.99 (moderate level of knowledge) the average score is24.00-31.99 (high level of knowledge) and the average score is32.00-40.00 (the highest level of knowledge).
2) Attitude test, there are 5 options; A, B, C, D and E, 40 items with the following scoring criteria : the average score is 1.00-1.80 (strongly disagree), the average score is1.81-2.61 (disagree), the average score is 2.62-3.41 (neutral), the average score is 3.42-4.21 (agree) and the average score is 4.22-5.00 (strongly agree).
5.2.3 Bring to 5 experts to consider the consistency of the research tools to the objective. It found that knowledge test is an IOC value of 0.98. Attitude test is an IOC value of 0.97. It showed that all questions are relevant for their content and purpose and can be used for collecting data.
5.2.4 Take them to try out with the 3rd year undergraduate students in the 1st semester of the academic year 2020, analyzed the difficulty, individual value of authority and the confidence of the whole version found that:
1) The knowledge test was an appropriate level of difficulty ; the lowest 0.36 and the highest 0.66 for the individual discrimination using criteria for classifying high and low groups analysis of the discriminant power for each item with a value of 0.20 and above. It was found that all questions were individual discretionary powers at the valid level, between 0.39-0.79and the whole confidence of the Cronbach’s alpha coefficient method of knowledge test set to be value greater than 0.70 is considered test with confidence. The results were found to be a confidence factor of 0.958, indicated that all of the knowledge tests were compliant with the higher tolerances greater than 0.70 and could be used for collecting data.
2) Attitude test has been found that all questions werethe authority to classify each item in the applicable level, between 0.40-0.84 while the whole confidence value was found to be 0.963, indicating that attitude test was higher confidence than the criterion and could be used for data collection.
5.2.5 Take them used to collect the data with the sample.
6. Data collection
6.1 Researchers preparedlearning plans, knowledge test andattitude test towards application of geographic information systems in initial environmental evaluation.
6.2 Take the pre-test with the sample by using knowledge test and attitude test that the researcher has created.
6.3 Teach using learning planswith the sample(as showed in Table 2.).
6.4 Demonstrate how to the application of geographic information systems in the initial environmental evaluation and let undergraduate students practice accordingly to gain expertise, more skillful and to increase the efficiency of the students.
6.5 The instructorsummarizes the content of the application geographic information system in the study of the initial environmental evaluation for students to understand the importance of content.
6.6 When teaching with all 8 learning plans, take the post-test with knowledge test and attitude test towards application of geographic information systems in initial environmental evaluation.
Table 2.Learning plans of application of geographic information systems in initial environmental evaluation.
Time Activity unit Duration (hours)
1 Introduce the learningplans, pretest for knowledge and attitude. 3
2 Activity plan1: geographic technology. 3
3 Activity plan2: introduction to GIS. 3
4 Activity plan3: learning the commands and applications of GIS. 3
5 Activity plan4: georeferenced Coordinates. 3
6 Activity plan5: importing KMZ. data as a shape file. 3
7 Activity plan 6: importing spatial data and attribute data. 3
8 Activity plan 7: analysis of vector data. 3
9-11 Activity plan 8: thematic mapping. 9
12 Summary of learning plans. 3
13 Posttest for knowledge and attitude. 3
Total 39
7. Research statistics
The statistics used to analyze data in this research, there are details as follows:
7.1 Basic statistics were frequency, percentage, mean and standard deviation.
7.2 Statistics test the performance of the tool were the suitability of the learning plans, conformity index value,difficulty of the test of knowledge, the discriminant power of the questionnaire, confidence value, process efficiency value(E1), result efficiency value(E2) and effectiveness index (E.I.)
13235 7.3 Statistics test hypotheses at the .05 level of statistical significance were Paired t-test, One-Way MANOVA and One-Way MANCOVA.
Results
1.Learning plans of application of geographic information systems in initial environmental evaluation for undergraduate students were efficiency of 91.42/80.67 and effectiveness of the activity index was equal to 0.7034.
The students had more knowledge and effected to increased students progress after learning at 70.34percent.
2. The comparison of average scores for knowledge and attitude towards application of geographic information systems in initial environmental evaluation at pretest and posttest, it was found that (as shown in Table 3):
2.1 The undergraduate students had an average score of knowledge about application of geographic information systems in initial environmental evaluation, before the learning (pretest) was overall at a low level (
x̅
=14.01) and after the learning (posttest) was overall at the highest level. (x̅
=32.25).When comparing average score of knowledge at the pretest and posttest, it was found that the posttest , the undergraduate students had higher mean score of knowledge than thepretest statistically significance (p < .05).2.2 The undergraduate students had an average score of attitudes of the pretest overall was at the neutrallevel (
x̅
=2.63) and the posttest was overall at strongly agree level(x̅
=4.22). When comparing an average score of attitudes at thepretest and posttest, it was found that at the posttest, the undergraduate students had higher average score of attitudes than the pretest statistically significance (p < .05).Table 3.The comparison of an average score of knowledge and attitude towards application of geographic information systems in initial environmental evaluation at the pretest and the posttest usingt-test.
Item Pretest
Level Posttest
Level t df p
𝒙
S.D. 𝒙 S.D.
Knowledge
(N = 40) 14.01 4.93 Low 32.25 5.42 highest -71.92 103 .000*
Attitude
(N = 5) 2.63 0.07 Neutral 4.22 0.07 Strongly
agree -145.61 103 .000*
*Statistically significant .05
2.3 The comparison of average score of knowledge and attitudetowards application of geographic information systems in initial environmental evaluation among the students with different gender using One–Way MANOVA and One–Way MANCOVA, found that there was no difference of an average score of knowledge and attitude of students with difference gander as showed in Table 4-5.
Table 4.The comparison of an average score of knowledge and attitude towards application of geographic information systems in initial environmental evaluation among the students with different gender using One-Way
MANOVA.
Test statistics Value Hypothesis df Error df F p
Pillai's Trace .038 4.000 99.000 .977 .424
Wilks' Lambda .962 4.000 99.000 .977 .424
Hotelling's Trace .039 4.000 99.000 .977 .424
Roy's Largest Root .039 4.000 99.000 .977 .424
Table 5.The comparison of an average score of knowledge and attitude towards application of geographic information systems in initial environmental evaluation among the students with different gender usingOne–Way
MANCOVA using pre-test score as covariates.
Early variant Dependent variable SS df MS F p
Gender Knowledge .090 1 .090 .773 .186
Attitude .011 1 .011 .137 .147
Discussions
1. The learning plans of application of geographic information systems in initial environmental evaluation for undergraduate students were efficiency of 91.42/80.67 and effectiveness of the activity index was equal to 0.7034.
The students had more knowledge and effected to increased students progress after learning at 70.34 percent. This is a result of the researcher having studied the theory and principles of creating a learning plan; identify the elements of the learning plan, their themes, objectives, and learning activities.The researchers had defined the content of 8 learning plans. The duration of teaching each plan is 3 hours to be consistent with the purpose and appropriate for the student.It is qualitatively taken by experts and tested to determine the feasibility of the learning plan, thus making it effective and applicable in practical teaching, enabling learners to achieve the specified goals[4]. It is the use of academics or experience to create a plan for teaching activities throughout the semester. To be consistent with the focus of the curriculum and the student's condition [5].In which Ruangsuwan, Ch. [6] mentioned finding media efficiency by using manual evaluation criteria as an examination or evaluating the effectiveness of manuals. Popular assessments are manuals for group activities or skill practice.Assessment criteria for memory type content are based on the 80/80 benchmark.Ngamsa-Saad, A.[7] mentioned effectiveness, meaning the achievement of work in accordance with the goals set out in the objective or goal. and Target: 1) quantitative goals, 2) qualitative goals, and 3) focus on whether the endpoint of an activity or operation is achieving or not. And most importantly, there must be clear indicators. This is consistent with the findings of Kaewrucha,A. [8]found that the effectiveness of the learning management plan has an efficiency value of 91.15/89.73. And Cumrae, N., Toomhome, P., Momkuntod, S. [9] found that the effectiveness of the training manual for green product consumption efficiency is 80.70/83.68. The efficiency index of the training manual was 0.790. And Phakeewai,S. and Wongchantra,P.[10] found that the manual was the most appropriate and evaluate the efficiency and effectiveness of environmental recreation camp activities. The efficiency was 85.17 / 83.44 and the effectiveness index was 0.6117. And Phanthachai, S. and Pengkit, P. [11] found that the efficiency of the learning plan was 86.16/80.11, the index of effectiveness of learning with the learning management plan was 0.6759 or 67.59 percent. Therefore, it shows that the learning plan application of geographic information systems in initial environmental evaluation for undergraduate students was effective and effective. It is a learning plan that can be used in the learning management for undergraduate students.
2. The comparison of average scores of knowledges and environmental attitude towards application of geographic information systems in initial environmental evaluation of the students before and after learning, found that:
2.1 The undergraduate students had an average score of knowledge about application of geographic information systems in initial environmental evaluation in the posttest higher than the pretest. This may be a consequence of the researcher has developed the plans consists of 8 plans with the use of teaching materials of interest in the lecture.
Instructors allow students to practice by emphasizing students to participate in the practical application of geographic information systems by bringing ArcMap 10.3 to join the learning. There are various learning activities.To exchange ideas with each other both teachers and students.This gives students knowledge about the application of geographic information system in initial environmental evaluation after learning.In which knowledge is the perception of facts various detailed events resulting from observation, study, experience in both natural and social environment, basic knowledge or individual background that has been memorized or collected and can be expressed in observed or measured behavior [12]. Moreover, knowledge is the primary behavior that learners not only have memory but may be able to remember or by seeing, hearing, remembering, which is expressed in the form of opinions and conclusions [13]. Suanchoophol, A. [14] discussed the teaching and learning management to enable learners to gain knowledge.
There must be a systematic knowledge transfer process. There are teaching methods to suit each learning context.
This is consistent with the findings of Thinkhamchoet, J., Wongchantra, P. and Bunnaen, W. [15] found that in the post-test, the students had an average score of knowledge about using the geographic information systems in Initial Environmental Evaluation than the pre-test statistically significance (p< .05). And consistent with the findings ofSrimongkol, N. [16] found that the learning achievement of the students who studied using the Center for Learning Geography teaching set was higher than before learning and consistent with the findings of Tempeem, L. [17]found that the learning outcomes of students who taught using the learning set on Geography Skills after learning was higher than beforelearning. And Wongchantra, P. et al. [18] found that after learning the students had knowledge about environment higher than before learning. And Wongphimsorn, A. and Wongchantra, P. [19] found that in the posttest, the students had average score of the knowledge about green university management in campus, energy, waste, water, transportation higher than pretest statistically significance (p < .05). So, it showed that learning plans
13237 using the geographic information systems in initial environmental evaluation is appropriate and resulting in the advancement of learning.
2.2 The undergraduate students had an average score of attitudes in the posttest higher than the pretest. This may be a consequence of the plans in each learning activity have been developed consists of 8 activity unit. By using the process of environmental education transfer in which the teacher has questioned, Discuss and feedback of students' opinions. which stimulates students to be interested in learning. There are various activities in teaching and learning.
It consists of various media such as maps, aerial photographs, images, knowledge sheets, and ArcMap 10.3 programs, etc. As a result, students have more attitudes towards application of geographic information systems.
Attitudes can be expressed in two behavioral aspects: expression of satisfaction. This attitude makes people want to practice, want to get close, such an attitude is called positive attitude. Another characteristic is negative attitude, people express dissatisfaction, agree or disagree cause boredom, makes to run away from that.Another attitude, it is a feeling of indifference, disagree, no hatred, a neutral attitude [20]. Attitude is a matter of expressing our opinions.Attitude is a matter of expressing our opinions and that opinion will also be used in voting and knowledge.
While attitude is more commonly used in relation to feelings and preference [21].Attitude is a measure that represents the sum of humans regarding feelings, preferences, prejudices, preferences, fears, threats and all obedience to a particular subject [22]. This is consistent with the findings of AaySusilawati, Hernani and ParlindunganSinaga[23] conducted a study on the application of Project-based learning using mind maps to improve students' environmental attitudes towards waste management in junior high schools found thatthe impact of implementing project based learning on the theme of waste and its management is that it improved students’
environmental attitudes.And Namueangrak, N. and Wongchantra, P. [24]found that sample group had an average score of attitudes about campaign of fishery resource conservation in Ubolrat Dam reservoir after the training more than before training at the level of statistical significance .05.And Wongchantra, P.[25] found that after teaching of ASEAN natural resource and environment by the teaching document for undergraduate students, students’ attitudes scores of ASEAN natural resource and environment were more than before teaching at level of statistical significance .05. And Caner DURSUN, Nazmi DURKAN and Seçil ERÖKTEN [26] found that after teaching of Science and Technology class “Human and Environment” Unit, prepared according to problem based learning method, students have attitudes increased. And Tee-ngarm, O., Wongchantra, P. and Sachiyo, M. [27] found that after camp activities for conserving environment by using the process of environmental education, the participates had mean score of attitudes toward environmental conservation at was higher than before the activities. Therefore, it shows that the students who have been learning the application of geographic information system have more attitudes.
3. The comparison of an average score of knowledges and attitude towards application of geographic information systems in initial environmental evaluationamong the undergraduate students with different genders, found that there was no difference of average score of knowledges and attitude towards application of geographic information systems in initial environmental evaluation. This is because all undergraduate students have been learning with the same learning plan for application of geographic information systems on all 8 plans. All undergraduate students participated and practiced every step of the way, resulting in undergraduate students of different genderswereno different of knowledge and attitudes.The process of transferring knowledge is a teaching that aims to organize activities that are appropriate to the interests of the learners. By allowing students to participate and take practical steps until self-learning. Focus on the students to think, to do and solve problems on their own [28]. A good learning plan must have appropriate activities and teaching techniques. Students can participate in most practical activities and give students the opportunity to discover answers or achieve them on their own [29]. In addition, gender differences in addition to gender differences in physiology, the cultivated parenting, casting from society and the culture in which the person lives allows the gender roles to change over time [30]. This is consistent with the findings of Sookngam, K., Wongchantra,P. &Bunnaen, W. [31] found that students of different genderswere no different of knowledge about soil, water and forest conservation on the concept of the King Rama IX and environmental ethics. And Junkaew, L., Wongchantra, P. &Bunnaen W. [32] found that there was no difference between genders and knowledge of KhokHin Lad community forest and environmental ethics. As well asPraimee, U.
and Boonserm, W. [33] found that there was no different of knowledge score of waste and sewage management and environmental ethics of undergraduate students with different gender. And Ongon, S., Wongchantra, P. and Bunnaen, W. [34] found that no difference of the environmental knowledge of undergraduate students with different gender. And Thinkamchoet, J.andWongchantra, P. [35] found that no difference of attitude of students with different gender. Therefore, it was shown that the undergraduate students with different genders had no difference in knowledgeand environmental attitude towardsgeographic information systems in initial environmental evaluation.
Conclusion
1. The learning plans of application of geographic information systems in initial environmental evaluation for undergraduate students were efficiency of 91.42/80.67 and effectiveness of the activity index was equal to 0.7034.
The students had more knowledge and effected to increased students progress after learning at 70.34 percent which is in accordance with the standard that can be used.
2. After the class, the undergraduate students had higher average score of knowledgeand attitude towards application of geographic information systems in initial environmental evaluationthan before the class statistically significance (p < .05).
3. There was no difference of knowledge and attitude towards application of geographic information systems in initial environmental evaluation of undergraduate students with different gender.
Acknowledgement
This research project was financially supported by Mahasarakham University. This research was successfully completed thanks to the great kindness and help from Center of Environmental Education Research and Training, Faculty of Environment and Resource Studies, Mahasarakham University and Foundation of Environmental Education.
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