Impact of experiential learning on high school students' understanding of biodiversity concepts

Thesis Abstract

Biodiversity is fundamental to ecological sustainability and human well-being; however, traditional classroom instruction often fails to effectively enhance high school students’ understanding of complex biodiversity concepts. This study investigates the impact of experiential learning approaches on students’ conceptual grasp and attitudes towards biodiversity, aiming to inform pedagogical strategies that foster greater environmental awareness among youth. The specific objectives include assessing students’ initial understanding of biodiversity, implementing an experiential learning intervention, evaluating changes in understanding and attitudes, and determining the relationship between experiential activities and conceptual mastery. Adopting a quasi-experimental research design with pre- and post-intervention assessments, the study draws from a population of 300 high school students across three urban and rural schools in the region. A stratified random sampling technique selects 150 participants for the experimental group engaging in experiential biodiversity modules—such as field trips, biodiversity mapping projects, and interactive ecological simulations—and 150 students in a control group continuing with traditional classroom instruction. Data collection instruments encompass validated questionnaires measuring biodiversity knowledge, attitude scales regarding environmental stewardship, and reflective journals to capture qualitative insights. The validity and reliability of the instruments are established through pilot testing and Cronbach’s alpha coefficients exceeding 0.85. Quantitative data are analyzed using paired t-tests and ANCOVA to compare pre- and post-test scores within and between groups, while regression analysis assesses the contribution of experiential learning variables to knowledge gains. Thematic analysis is employed to interpret qualitative responses from reflective journals, providing contextual understanding of students’ experiential engagement. The theoretical framework integrates Kolb’s Experiential Learning Theory, emphasizing concrete experiences, reflective observation, and active experimentation, alongside Vygotsky’s Social Constructivist Theory highlighting the role of social interaction in knowledge construction. It is anticipated that students in the experiential learning group will demonstrate statistically significant improvements in biodiversity understanding and more positive attitudes toward conservation compared to the control group. The findings are expected to reveal that hands-on activities contribute to deeper conceptual understanding and foster pro-environmental behaviors, addressing gaps identified in prior literature regarding the limited effectiveness of rote memorization in biology education. By integrating quantitative and qualitative evidence, the study aims to generate comprehensive insights into how experiential pedagogies influence conceptual and affective dimensions of biodiversity education. The study’s contribution advances knowledge on effective teaching strategies for biodiversity, providing empirical evidence to support the integration of experiential activities into biology curricula. It highlights the importance of active engagement in science learning, aligning with constructivist pedagogical approaches and offering a model for curriculum developers and educators seeking to improve ecological literacy among high school students. The main conclusion underscores that experiential learning significantly enhances students’ understanding of biodiversity concepts and their attitudes towards conservation. Based on the findings, recommendations include incorporating diverse field-based activities into biology education programs, training teachers in experiential pedagogies, and fostering community partnerships for ecological learning projects. The study further suggests directions for future research, such as longitudinal studies examining the long-term impact of experiential learning on environmental behaviors and exploring digital simulations as scalable experiential tools for biodiversity education.