The Effects of Environment-Based Education on Students’ Achievement Motivation

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Abstract
This mixed-methodology study examined the relationship between environment-based education and high school students’ achievement motivation. Four hundred 9th- and 12th-grade students from 11 Florida high schools participated in the study. A Pretest-Posttest Nonequivalent Comparison Group Design (9th grade) and a Posttest Only Nonequivalent Comparison Group Design (12th grade) were used in the study. Interviews of students and teachers were used to support and explain the quantitative data. Data collection took place over the 2001–2002 school year. When controlling for pretest score, GPA, gender, and ethnicity, environment-based programs had a positive effect on 9th grade students’ achievement motivation. When controlling for GPA, gender, and ethnicity, environment-based programs had a positive effect on 12th-grade students’ achievement motivation. The results of this study support the use of environment-based education for improving achievement motivation and can be used to guide future program implementation. Implications for formal educators, environmental educators, and interpreters are discussed.

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