This quasi-experimental, two-week case study examines the effect of an outdoor classroom on university students' academic achievement and assesses the students' demographic relationship to the classroom environment and academic achievement. This study assesses theories and studies examining nature's impact on cognitive functioning and academic achievement. The results of this study showed no significant difference between the control and treatment group in academic achievement, and no significant relationship was found between the students' academic achievement, demographics and the passive presence of a natural environment. Future suggestions include using a mixed method approach, a larger sample size, and further investigation of the impact of a natural environment on educators.
|Commitee:||Peak, Kayla, Stanley-Stevens, Leslie|
|School:||Tarleton State University|
|Department:||Agricultural and Consumer Sciences|
|School Location:||United States -- Texas|
|Source:||MAI 52/01M(E), Masters Abstracts International|
|Subjects:||Environmental education, Educational psychology, Higher education|
|Keywords:||English literature, Natural environment, Non-traditional classroom, Outdoor classroom, Plant people interaction, University education|
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