Impact Of Outdoor Landscape On Students’ Social And Environmental Behaviour

Environmental Education Project and Seminar Material

Impact Of Outdoor Landscape On Students’ Social And Environmental Behaviour


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses
  • 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • REFERENCES
  • APPENDIX
  • QUESTIONNAIRE

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Frequently Asked Questions


How does the outdoor physical environment affect students’ social behaviour?

According to a study done by Shamsuddin, S. et al. (2012) to measure the relationship between the outdoor physical environment and students’ social behaviour in urban secondary school, students enjoy being at the park and the shelters at their school and do agree to have more green areas.

Does outdoor environmental education improve student outcomes?

Although past literature has supported a possible connection between outdoor EE and improved outcomes, in this study, we employed control groups to determine the potential of repeated, science-aligned, outdoor EE programming for improving student outcomes.

How do outdoor activities affect the environment?

The exhilaration of outdoor recreation activities has been a trend in today’s world. Generally, this would cause direct and indirect impacts to the nature and all living organisms. Thus, all activities need to be practiced and done based on all environmental codes and ethics.

Does school-gardening improve children’s environmental attitude and social behavior?

Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science achievement and food behavior, but they did not demonstrate that children’s environmental attitude or social behavior consistently improve with gardening. Validity and reliability issues reduced general confidence in these results. 

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